The challenge the IEEPO has faced over the last three years has been to improve the below-average educational indicators in the state, to address the problems of dispersion of the population, and to strive to take account of indigenous cultures.

The main efforts were directed at diminishing absenteeism and drop-outs in primary school so as to facilitate access to secondary education, and to provide, through several activities, occupational training that will enable young people and adults to become productive members of society with improved skills.

Attendance in the preschool cycle is considered one of the main factors ensuring entry of the child to primary school. For this reason health and nutrition services were provided to students and their mothers. This care continues through primary school, but especially in the first three years, which are considered crucial for ensuring completion of the cycle. The IEEPO also distributes economic support fellowships to 500 children.

To fight high costs associated with the wide dispersion of the population, the IEEPO draws support from the CONAFE (National Commission to Support Education), which is authorized to hold courses in isolated communities with less than 20 children. Over this number, the IEEPO can justify installing a school. CONAFE works with young bilingual staff who have graduated from secondary school or attained their highschool diploma.

In the last three years a considerable effort has been made, especially on the part of CONAFE, to facilitate access to preschool and primary education. This has made it possible to launch more than 900 programs of study in 1995, an increase of 400% in two years.

The problems of bilingual education have been presented in the context of the issues faced by children and young people; nonetheless the IEEPO tries to answer the communities' demands. Through its publishing line the Institute prepares teaching materials in indigenous languages, and adapts the manuals to local conditions.

In the secondary schools, during the same period, and to meet the obligations of the institution associated with expanding basic education, there was a considerable increase in the number of schools, mainly telesecundarias. At present the IEEPO has under it 632 telesecundarias, 150 general secondary schools, and 190 technical secondary schools.

Job training offers a three-year program of study at the end of primary, thereby giving young people a chance to acquire a trade before joining the work force. There are also other types of institutions, such as secondary schools for workers, with no age requirements, and basic education centers for adults. Cultural missions offer alternatives to make up for the below-average educational indicators and offer opportunities to complete basic and/or occupational education.

The educational project is an autonomous entity of IEEPO, whose mission is the research, dissemination, and analysis of issues related to education, culture, and popular art. To this end it uses a publishing line that includes teaching manuals and publications for disseminating research results. Further, forums are held with teachers to analyze the new concept of basic education. We highlight the following lines of work as they reflect the Institute's greatest concerns as regards its future priorities.

With the support of CONACYT's Proyecto Educativo Oaxaca it is engaged in research on the reading and writing process. Since September 1994 this unit of IEEPO has had a program to support communities through two combined actions: Promoting and monitoring nutrition projects in open classrooms in 11 communities of the Sierra Mixe, and fellowships for room and board, and school supplies for 227 communities.

This "open classroom" program (in community soup kitchens) is financed by UNICEF and was a model for the program run by DIF in 163 communities, in the context of the World Children's Summit.