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Change and continuity in the Peruvian school: an Institutional Approach to the implementation of programs, processes and educational projects

By: and Paul Benavides Martín Neira, Eds.

After his visit to the classrooms, the authors offer useful elements to analyze what happens in various areas of the Peruvian educational. How to become meaningful discourse on the history of Peru as the institutional context in which they are issued? How individual social circumstances influence the implementation of bilingual education programs? Teacher training processes are they taking into account the daily practices settled in time? How much and how they relate to the measures aimed at improving the teaching context and the actors of the process? This valuable inquiry is based on the need to observe the micro level of organizations to determine the real interaction between policy makers, local stakeholders and the environment.

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public-private partnerships for early childhood in Peru: possibilities and risks of its application

By: Gabriela Guerrero Claudia Santiago Cueto Sugimaru and

public-private partnerships (PPPs) are a relatively recent form of work which establishes conventions to which both parties make commitments and risks. Have originated as an alternative to the dichotomy between the supply of private and public sector with a view to improving the effi ciency and coverage of other services. While there are some interesting international experience and studies of PPPs in education, very little is reported for early childhood. In this paper all display the results of a study that explores the possibilities and risks that may involve the establishment of PPPs for early childhood intervention Peru. Section 1 presents some statistics on enrollment in primary education. The results suggest that attending preschool centers for children from 0 to 6 years is marked by patterns of inequity, as the formal state programs tend to be concentrated in urban areas and the possibility of attending is associated with parental characteristics such as their educational level, his language is Castilian and monthly spending levels. Section 2 presents a review of the literature on the development of APP, the contributions and diffi culties that these partnerships represent, as well as empirical evidence of effectiveness. This review shows the defi nition of APP and of the roles of public and private sector are so variable depending on the specifi c needs of each partnership. Also, empirical evidence shows mixed results about the effectiveness of the APP. Section 3 presents the specifi c objectives and methodology of the study. Section 4 discusses some programs that could be considered APP Peruvian (for example, the Wawa Wasi Institutional and CIS Fe y Alegría).

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PISA and inequities in the education system


Article published in El Comercio , Tuesday, January 4, 2011 Santiago

For Cueto

In early December, reported the results of the PISA international study , which evaluated the performance of students aged 15 in math, reading and science. In our country, much of the discussion so far has focused on a partial reading of the results and the search for perpetrators. Regarding the latter, PISA is not designed to determine the success or failure of government education or programs, but rather serves as a general analysis of student performance, linking this to their characteristics and the contexts in which learning and living.
on the performance of students PISA shows that on average, Peru has substantially improved their scores since 2001, yet we continue towards the tail of participating countries. This does not mean that our education system is the worst or the worst in the world, as is often said. PISA is an evaluation organized by the OECD for its member countries, and shall include guests with a lower level of development such as Peru.
There is no need to exaggerate the results, the existing ones are very disturbing. What has been said recently is that PISA contains other information of great interest.
One of the most striking is that the gap in performance between students of high and low socioeconomic status is higher in Peru than any other country evaluated. This result confirms the findings in other studies. For example, a recent international study of Unesco and annual evaluations of the Ministry of Education found higher educational outcomes for students of high socioeconomic status, private schools, urban and Castilian as their mother tongue. On the other hand, studies such as PISA and Young Lives show that students with higher performance usually attend higher educational institutions with infrastructure and human resources, ie, have greater educational opportunities.
This is not a recent problem, so the relevant question is how to make education not an instrument that would perpetuate inequities, but to assist the development of a more just society. The first line should continue to participate in assessments and studies that give data on performance, but not enough to see the ranking and overall score, but it is essential to analyze factors associated with, so on that basis can design policies designed to raise the average at the same time reducing inequities such as these. This should be a central theme in the educational proposals for the presidential campaign gets underway.