Since the knowledge and importance of the school to guarantee the educative results, this Program works on schools and classrooms which are the core of the actions of the entire educative system and of the several national politics, with the objective to make sure of the correct operation looking for reach all the student’s learning and the competencies needed for a personal and social development.

The PAT is oriented for the principles of the educative inclusion (recognizing and attend to cultural and linguistic diversity) which promotes the respect to the differences and try to form the national unity through the recognition of the local, regional and sectional identity, and the development of attitudes and practices to search freedom and Justice for students, trying to encourage and consolidate the indigenous or native tongues and Spanish and try not to impose one or another, the PAT offers a discussion space, the creation and pedagogic exchange among the directives, assessors, teachers or educators in schools of indigenous education, the Program offers opportunities to constant training and achieve educative purposes. In order to give educative attention to the people on social, linguistic and cultural diversity, in 011 the PAT grows and add three more components to its objective. A) Develop curricular proposes, b) form and actuality teachers of indigenous education and c) give advice on schools which attend social, linguistic and cultural diversity, that why the PAT becomes APED, this new program looks for vocalizes and solve social and cultural problems of more than 10% percent of the Mexican population and indirectly all the country.

Main Objective * Contribute to improve the level of educational achievements of children on indigenous Mexican schools, through appropriate educative attention considering instincts and cultural differences. Specifics objectives * Propose mechanisms to improve the practices of the teachers through academic and pedagogic advices. * Visiting schools of indigenous education through APED in order to promote the work between teachers and others educational figures and the scholar community. * Encourage the training between partners in order to think over the own practices and experiences since the indigenous schools. * Helping to make stronger and more professional to the teachers who act as DAD and the teachers of indigenous education. * Giving support and material to the threatening tot the practices tot teachers and AAA 2.

PERSONAL INVOLVED The APED has been developed by the Indigenous Education Affairs Department “Direct¶n General De Educate¶n Indigene EDGE in Spanish”, the (EDGE) is an normative institution responsible of all the provinces or states to provide quality and responsible education to native and indigenous people, so they can get through an educational model considering their mother language and culture as a very important part of their resume, that way, they can participate successfully in the scholar, labor and civic areas, that, due to a demanding and growing society which squires more knowledge in order to increase a social and human development as people and nation in the XIX century. Indigenous Education Affairs Department (EDGE) Is a normative institution (which in coordination with other states of M©OIC) offer quality elementary education with equity for indigenous people in the context of diversity, considering the language and culture as components of the curriculum, and allows people to develop competences to participate successfully in the society. Some of the specific purposes are: 1 . Contribute to achieve educative goals, to increase the indicators through an educative model for native childhood, considering their language, and culture as a very important part in their resume. 2. – Increase educative quality with equity through a strong relationship with all the provinces. 3. – Count on with enough and competitive staff which have high profile and development, besides having opportunities to get a certification and capitation. As a part of the EDGE the Department of training and professional development of indigenous educational teachers (Direct¶n Para la Formica¶n y Decontrols Professional De Educate¶n Indigene) and the Department of Modernizing Indigenous educators (Subsidence¶n De Actualization¶n De Docents Indigents) are an essential part of the design, and supervising the Program.

The Department of training and professional development of indigenous educational teachers has as main objective, to supervise, control and coordinate the analysis and integration of all the needs that teachers, educators and other educational figures on indigenous education have. Trying to form a teaching staff of educational and management support with high levels of performance and with access to certification opportunities, initial training, continuous leveling for the development of educational intervention raciest culturally and linguistically relevant through articulation and institutional cooperation mechanisms. At the same time, all the plans and policies from the Department of Modernizing Indigenous educators have a pedagogic and linguistic purpose to modernize and train of all the directive an d technical staff, so it’s objective is to reinforce the diversity of education and keep their mother language.

The main functions and responsibilities of the people involved on the design and operation of the PAT-APED are: Secretariat of Public Education (Secretariat De Educate¶n Pјbiblical SEEP) * Supervising and evaluating the function of the APED. * Monitoring the academic and financial functions of APED * Making a document in coordination Witt all the provinces authorities to rule the operation and supervising of APED. Indigenous Education Affairs Department EDGE * Making the general rules to develop the APED on the provinces with indigenous education. * Making the strategies to constant training of teachers, supervise and evaluate the functionality of APED in coordination with provinces with indigenous education.

Local educative authorities (Authorities Educative Locales ALL) Making the DAD (Academic advisor on social, cultural and linguistic diversity) selection process in coordination with EDGE, evaluate and supervise the Program. * Promoting the participation of teachers in the Program when there is vacancy as a DAD * Giving advice to the DAD teachers on the different levels (kinder garden, and elementary teachers) of indigenous education. * Supporting the DAD coordinator (CAD) in the supervising of the functionality of APED. The objective of the APED is supported by the (ALL) of the 24 states of M©OIC with the indigenous education system (Baja California, Kampuchea, Chaps, Chihuahua,

Durango, Conjugate, Guerdon, Hidalgo, Calico, M©OIC, Macho¤n, Morels, Maynard, Cacao, Pueblo, Queer©taro, Quintal ROR, San Luis Photos, Signals, Sonora, Tobacco, Telltale, Vernacular y Yucatan). 3. IMPLEMENTATION METHOD The APED operates through the Academic Assessors of Cultural, Social, and Linguistic Diversity (DAD in Spanish) which provide advices on the schools where teachers of indigenous education works. Before 2011 this educative figures was named Technical Pedagogical Advisor (TAP), since 2011 are DAD. The DAD is a teacher and a figure who is involved in processes of constant academic training as courses to make their educative practice more effective when they work with the regular teachers.

The provinces also make different activities with the DAD like other courses and constant academic work. The characteristics of the DAD allow involve them in practices and constant training. The selection of the DAD in every province is made in coordination with the EDGE through exams of professional knowledge on pedagogic affairs and knowledge of the mother or indigenous language (spoken and written). This selection process allows having DAD with experience on indigenous education. The advices assessors) are basically when an DAD visits a school and work with the school teachers about their practices. Nowadays there are almost 1000 DAD on 24 provinces of M©OIC which have the services of indigenous education.

PAT – APED The operation of the program has been modified in minor aspects since its inception, next are some of the adjustments and improvements that have been made. In 1998 the Pedagogical Technical Advisor Program (PAT) implemented by the EDGE, is constituted as an educational intervention strategy by advising, recognizing the importance of the school to ensure educational outcomes, operates in schools and lassoers, which is the center of the actions of the education system as a whole and the various national and state policies, to ensure their effective performance and tries all students achieve learning skills for personal and social development.

In 2002, PAT emphasizes the shortcomings of education on indigenous areas are due not only to the irregularity and limitations tot services, but also to an inadequate cultural pedagogical approach, that originates in the attempt to reproduce, with precarious conditions, the generic scheme of urban schools as a basic form of educational services. Therefore, the EDGE has been proposed as general purpose, making the education be offered to girls and indigenous children, is directed to meet with equity and relevance their educational needs and basic learning adopting as a general strategy, the gradual and progressive realization of a bilingual intercultural education model, which responds to the expectations, characteristics, circumstances and educational needs that present girls and indigenous children in each community, with its own characteristics in the academic and ways of operation, from the flexibility and suitability of the current national proposal on basic education.

This model consists of four components in dynamic linking, which are comprised of elements into context, organize and guide the entire educational activity in the school, and the practices and processes that integrate such action. These components are associated with: * The educational purposes. The relationships established between teachers and students will foster the development of basic skills: reading, writing, speaking and listening, logical thinking and creativity, as well as the assimilation of knowledge that allows them to understand the natural and social world, evolution and dynamics. The teaching-learning processes. Educational practices in the classroom will focus on learning and aimed to respect the dignity of children and youth to prosecute them themselves practicing in a respectful and tolerant of others.

In the classroom the teacher will be aware of the social inequalities and cultural differences and provide appropriate treatment to each participant to ensure that everyone can achieve equal educational outcomes. * Teacher training. The teaching professional will feature full command of his area of work, achieve professional autonomy, he will commit to the results of their actions, valuate himself critically, work collectively and manage their own professional development. Basic education teacher will have the skills that allow organize collective work, design and implement instructional strategies and activities so that learners achieve the aims of education. * The school management.