In 1990, the Ministry of Education launched the Bilingual Intercultural Education Projectfor 114 rural primary schools with three majority indigenous languages: Quechua, Aymara and Guarani. The project developed into a national policy including more than ten ethno-linguistic groups. The key strategies of the project were linguistic standardization to develop written forms of the indigenous languages involved, training of national human resources for the administration of the programs in the framework of the project, participation of parents, and coordination of efforts among the State, NGOs, and indigenous organizations.