Peru: A Wholesale Reform Fueled by an Obsession with Learning and Equity

Abstract

After decades of expansion, the Peruvian education system had relatively high levels of access, but low and heterogeneous quality. The depth of the learning crisis was seen in 2013, when Peru ranked last in PISA. The country responded by implementing an ambitious reform which built on previous efforts, which is described in detail in this chapter. The reform was composed of four pillars: (i) Revalorize teachers' career by making selection and promotion meritocratic, attracting the best into the profession, and supporting teacher professional development through school-based coaching; (ii) Improve the quality of learning for all by revising the curriculum, expanding early childhood education and full-day schooling, providing direct support to schools (through lesson plans and school grants) and carrying out several deep institutional reforms to the university system; (iii) Effective management of the school and the education system, including the use of learning assessment data for school planning. This entailed increasing school autonomy, introducing meritocracy in the selection of principals, and creating a culture of evidence-based decision making; and (iv) Close the infrastructure gap. The reform process required strong political and financial commitment and resulted in impressive improvements in student learning. Most importantly, it led to a change in mindsets towards a focus on learning.

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“…Reforms appear to lead to positive outcomes and have signified an increment in the budget to almost double in a decade (MINEDU, 2018). While investment is still lower than average in LATAM, it exhibits the government's improvement but will take years for changes to show their impact (Saavedra & Gutierrez, 2020).…”

“…Although the nation improved in the following assessments, it exhibits the greatest inequality between advantaged and disadvantaged students in LATAM (Schleicher, 2019). Studies show that private or public education, family income, and gender can greatly predefine educational attainment (Saavedra & Gutierrez, 2020). Nevertheless, private schools in low-income areas might deliver lower results than public ones.…”

“…Peruvian teachers earn a third in proportion to their wages 50 years ago, being one of the lowest paid in the region (Mizala & Ñopo, 2016), generating some teachers seek other income sources reducing time to develop other activities (Osorio et al, 2018). Applications decreased in the last decades, causing the average age to land at 40 years by 2012 (Saavedra & Gutierrez, 2020). Older teachers could be less open to innovation or technological changes, adapting slower to new methodologies.…”

“…The central government stresses them with rigid assessments for promotions or to maintain their position, and schools demand them to exceed the stated curricula. The low salaries and negative perspective transform it into an unattractive career, leaving the average teacher age over 40-years-old (Saavedra & Gutierrez, 2020). Although the government is changing their training focus towards soft skills, the number of duties and reduced time might prevent teachers from implementing innovative methodological changes.…”

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“…These obstacles include economic barriers, educational inequality, limited academic programs, and inadequate preparation [24] [25]. The quality of education in Peru varies significantly based on geographic location and resource availability [26]. Young people from rural areas and disadvantaged communities often encounter substantial academic disadvantages [27].…”