The publication also pointed that rural and indigenous children have lower probability to access to the secondary education than children living in the urban areas, where the secondary schools availability are guarantied. The rural girls also have more difficult to enter to the secondary when their communities don’t have secondary schools, as moving or relocate imply risks that some parents don’t want that them would be exposed, besides the costs that many families can’t afford. To worsen this situation, when the rural girls go with their own and parents effort enter to the secondary schools in other places, they suffer discrimination and stigmatization, some times not only from their classmates, but also from their teachers who don’t know how to deal with the cultural diversity. This paper reports the expectations, concerns and experiences of Peruvian children from four different districts during their transition from primary to secondary school. The children who participated in this study were aged 11 to 13 years old and were part of Young Lives, a longitudinal study of childhood poverty in four countries. They were visited in two consecutive years to capture different views before, during and after the transition process. Qualitative methods were used to elicit the views of children themselves, as well as those of their parents and teachers. The study found that children do identify a series of changes related to the different organization and pedagogical approach in secondary schools: these are seen by children both as a difficult challenge in academic and social terms, but also as an opportunity to enjoy more freedom and autonomy and to grow up and progress in their educational careers. The study also highlights the importance of peer relationships as sources of academic and emotional support in making this transition. The social and cultural meanings associated with education are related to a particular view of progress, upward mobility and modernization, which involves becoming a professional and living in the city, and thus a major change in identity, especially for rural children. In this way, the research shows how the meanings associated with education sustain children’s transition through the school system and their expectations for the future. The workshop, hold in August, was delivered by the study authors: Doctor Patricia Ames, from the Instituto de Estudios Peruanos and Vanessa Rojas, from GRADE. In the workshop participated government officials, university professors and officers from multilateral institutions and non-government organizations, who exchange ideas with the authors and among them on the transition from the primary to the secondary school.

The workshop presentation of the document was attended by officials of the Wawa Wasi National Program and the Ministry of Education, researchers from research institutions, academics from various universities and professional from NGOs involved in children's issues and poverty. The handbook will be distributed freely to libraries of public and private organizations, and entities that may be interested in this qualitative research methods. The publication could be downloaded from the following link: here

The debate was around how trained are teachers at public schools and the schools themselves to facilitate the transition of children to first grade; the perspectives of parents regarding transition, and how children experience that transition. The research shows also how children live other transitions in their homes and communities at the same time that their enrolling in the school. The document can be downloaded from:
http://www.ninosdelmilenio.org/ing/publicaciones_documentos.shtml

The paper discussion was around the analysis of JUNTOS spending quality as well as the services quality (schools and health centers) linked with the conditionalities. The conditionalities must be complied by the program for the mother’s beneficiaries of the economic transference. A new aspect of the study is that it has been done from the perspective of the main sectors responsible to provide these services (Ministries of Education and Health). The study can be downloaded from:
http://www.ninosdelmilenio.org/publicaciones_otras_public.shtml

The study analyzed the possibilities and the challenges raised by the planned transfer of the Wawa Wasi program to provincial municipalities. It addressed the transfer of the Wawa Wasi program in the context of the decentralization process currently underway in the country and the sector the service comes under (Ministry of Women and Social Development). The authors gathered the opinion of officials from the central and local governments, as well as professionals from the technical team and personnel from the communities that work in the Wawa Wasi program

The study suggests that in order to take advantage of the benefits stemming from the transfer, detailed and opportune information must be provided to all involved stakeholders, the management skills of the municipalities that will receive the responsibility of the Wawa Wasi must be developed, there is a need for a system to monitor the transfer and care must be taken to ensure that the implementation of the program and the equity of the service itself is not put at risk during the process, among other proposals.