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The Suyana School project takes the initiative and efforts of the students, teachers, parents and authorities to be a success. Through their work and using their own resources, the welfare of the students can be improved along with the quality of the schools in rural areas.

The Strategy has 3 components:
1) Food security
2) Improvement of infrastructure/school area
3) Developing capacities and skills through practical training


The information material provides a clear description of the School Strategy process and sets the conditions needed for everyone to participate equally. To meet the targets, the planned improvements are painted on the school’s walls to make a “talking map”, along with a timetable of activities. At the end of the school year, an independent committee evaluates the schools. The ones that have made most progress receive equipment as a recognition.


To make sure that students have a balanced diet at school, kitchens and dining rooms are set up, greenhouses are built and small animals are raised (chickens and guinea pigs). Healthy habits are encouraged by building wash corners and ecological toilets. The students participate in preventative health campaigns. Areas are set aside for rubbish and schools are cleaned regularly.


The school area is being improved by simple means and in collaboration with the students, teachers and parents: the construction of an exterior wall creates a protected school area, playgrounds and sports facilities as well as outdoor learning places are being built. The schoolyard get walkways and stairs for more safety and cleanliness, gardens and trees are planted. Recycled materials are used to embellish classrooms and school areas.


The carpentry tools handed out to all schools are used to renovate furniture and infrastructure for students, families and the community as well as to make smaller furniture, teaching materials such as didactic toys, water dispensers and other useful objects. Suyana provides carpentry and arts and crafts classes so that all the students develop their own ideas and manual skills.


As the improvements come from their own work, the participants are often surprised and proud of the results. This boosts their self-confidence and motivates them to keep the improvements achieved and to realize further innovations. Activities are institutionalized by norms and integrated into the school regulations. Support is provided directly by the Directorate-General for Education of the Department of La Paz.

Some Results

Participating schools 338
Model Schools 246