text: 84. Nicaragua has j.nitiated a slightly ditferent typa of endogenous cultural development. A ninority languages literacy canpaign has been launcbed Pith the Part.icipation of the ethnic aroups concerned in order to develop a mass-based continuing education programne in the disadvantaged Attantic coast region of the country ehere illiteracy rates are generally 75 per cent conpared to 50 per cent for Nicaragua as a ehole. The ninority Language literacy canpaign is addressed to the groups Chat speak either l,liskilo, Sumo or CreoLe Englj.sh (see the thirdperiodic report of Nicaragua (CERD//C/f03/Add.l) ) , 85. Colonbia has also set up a participatory educatlonal strategy to enable the indigenous peoples eo deci.de on their oen future educational system, Blllngual and bicultural prograrnnes bave been drarrn up tor various regions and researchers are sorking l'ith approximaeely 25 indigenous peoples to analyse the gramllatical rules of their lanquages. Of Colombiars 28 milli.on inhabitants, approxinately half are oestizos, about 8 per cent Negroes, l8 per cent nulattos and 20 per cent white. There are also approxinately haLt a nillion lndiqenous people living in 77 indigenous conmunities (see the lnitial report of Colonbia (CERD,/C,/85./Add.2) ). 86. Peru has conpulsory primary education, and indigenous populations have a Eighe to receive primary education in lheir orrn language. In Chose connunicies where the mother tongue is not Spanish, after primary education in the indigenous language, studenls are encouraged to learn Spanish gradually in order to increase Eheir abi,lity to relate lo the main naeional society (see the fifttr and si.xth periodic reports of Peru (CERD,/C,/g o/Add.7) ). 87. In Argentina, the Government is giving special attention to the literacy of its indigenous comnunities which had declined in recent years. In Brazil there is leglslation to regulate the legal status of Indians nith a vietf to pronoting lheir harnonious integration into the national society uhile respecting their cultural
analysis: The text primarily discusses the efforts of four countries (Nicaragua, Colombia, Peru, and Argentina) in promoting education and literacy among their indigenous populations. It highlights specific initiatives, such as literacy campaigns, bilingual and bicultural programs, and compulsory primary education in indigenous languages. This suggests that the category is Education.