Berkley Center

Background: As part of the Education and Global Social Justice Project, in July 2011 undergraduate student Codie Kane interviewed Eduardo Antonio Ayala Cruz, president of the community directive in Carasque, Nueva Trinidad, El Salvador. In this interview, Ayala Cruz discusses his own experience with the education system, the minimal access to higher education, and the role of the church in education in Carasque.

Tell me about yourself and your experience as a member of the Carasque community.

I was born in Carasque. I had a good childhood, thanks to God, my parents, and my teachers. I attended school here from preschool through ninth grade. All of my teachers were from the community. This was hard while I was growing up, because it meant that they saw everything that I did, both inside and outside of school. My behavior always had repercussions. When I didn’t do well in school, I couldn’t escape from my bad grades. It wasn’t until I graduated and began high school in a different town that I came to appreciate it. I realized that if my teachers in Carasque hadn’t been constantly demanding of me, I wouldn’t have learned as much as I did.

After high school, I decided not to go to university. Formal education isn’t for me. I chose instead to return to Carasque. I wanted to pay back the community for all that it had done for me, so I ran for a spot on the community directive. I had been a member before, but had given up my position in order to study in Chalatenango. I felt that participating again was a manner of making up for previously neglecting my commitment. I’m currently president.

In addition, I’m involved in an NGO project in the Nueva Trinidad school system. I facilitate youth discussion groups. I feel that I’m learning more in this position than I might have otherwise in class or studying for exams. Kids have so much to teach.

Describe to me the state of education in your community, Carasque, from your point of view. What are the positive aspects? What are the challenges?

The school in Carasque is good almost entirely because of its teachers. They were all originally popular educators. This means that, as a result of some noticeable talent or trait, they were selected by the community to begin teaching during the civil war. Today, their ability and commitment remains apparent. They see the school as a place to shape our youth. They teach them values and prevent them from going down the wrong path. This is particularly exemplified by the school’s sports program. The students used to have a soccer team that competed against other schools’ teams. Last year, the teachers decided to require the teams to consist of children of multiple schools, rather than be school-specific. In this way, the students have learned to stop thinking in terms of rivalries and start thinking about cooperation. There are fewer inter-school problems.

The challenge here lies in pursuing education after ninth grade. When students graduate, they must go to another village for high school. Until recently, this involved leaving the municipality all together. Many families can’t afford to pay for such extensive transportation. It’s possible, however, that this will change soon as a result of the newly constructed high school in Nueva Trinidad. Though most people don’t yet think of it as a viable option, its close location may enable more students to pursue a high school diploma.

It’s even more difficult for students to go from high school to college. As agricultural laborers, the majority of El Salvador’s rural population doesn’t have enough money to pay the cost of a university education. If they want to continue their studies, they have to look for a scholarship from the parish, an NGO, or another outside institution. If they can’t get a scholarship, they must have a family member or friend who has immigrated to the United States who can send them money to sponsor their studies.

What does education here need to progress further?

The first thing we need is scholarships that allow students to pursue education. The second is resources. We are particularly lacking information technology, for example. Though we have a few computers, they barely work. This means that students who graduate from Carasque public school are behind in high school, where computer knowledge is required. We also lack an adequate library. Again, though we have some books, they’re not enough to facilitate research among students. Finally, the fact that the school’s classrooms are integrated must change. This setup implies more work for teachers and less learning among students. There should be one grade in one room with one teacher.

How does education here affect the community as a whole?

I think education is the root of community organization in Carasque. It teaches people how to lead, organize, and be good administrators. This, in turn, has meant that we can have community projects. People know how to work in teams and critically evaluate project results. In a similar manner, the school has encouraged the development of a healthy community here. Students learn values and morals in the classroom. In consequence, there are few people involved in illegal or dangerous activities.

In general, education has had an impact on our community because people have truly put what they have learned into practice. A great example of this is the youth theater group. Students were given a single theater workshop in school. They then went on to develop and produce their own plays about local issues. These plays are now serving to transmit important messages and encourage young people to participate in community life. They’re making a name for Carasque.

How has education here affected your family in particular?

When my parents grew up, education was essentially nonexistent. They learned to write their names and read and write a little, but nothing more. If they had had the opportunity to study more, they wouldn’t have had to work as hard as they did. They may have become professionals instead of farming.

In my case, as I said, I didn’t want to go to college after high school. I didn’t see a future for me there. I didn’t see a university degree leading to a source of employment in my community. If I got a degree in information technology, for example, I wouldn’t be able to find any computer technician jobs. I’d end up doing social work or something else totally unrelated.

My brothers are a little different. Their educations have served them well. One is a teacher in Carasque. Another got a degree in tourism and now works as an accountant.

What has been the role of the Church in education here?

For a time, the school here was in the church. I think this says a lot about the role of the Church in education—it teaches faith, as well as concrete material.

There’s a lot of faith here. It helps people persist in pursuing their dreams. It teaches them that they can’t give up, that they must work hard. This is particularly true for educational and professional goals, because they are so difficult to achieve. Faith gives them strength to overcome adversity and become lawyers, doctors, etc.

The local parish also offers tangible support to the school and students in the community. Though they don’t generally buy us materials directly, they work to maintain relationships with parishes and church groups in other countries who, in turn, send us resources and funds. When foreign religious delegations come, additionally, they ask participants to get involved in the school, teaching English or supervising students.

What’s the future of education here? What’s your vision of an ideal future?

El Salvador is currently in a bad state. It faces issues related to drugs, delinquency, and gangs. I hope that, through education, Carasque will remain immune from this dangerous pattern. This will depend not only on our teachers, but also on our families. I think we’re on the right path.