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Title page 1

Contents 7

Foreword 4

Acknowledgements 6

Acronyms and abbreviations 10

Executive summary 13

1. Assessment and Recommendations 15

Quality of programmes and outcomes: Ensuring basic standards of provision and stronger links with the labour market 16

Equality of opportunity and access: Scaling up ambitions to bridge socio-economic and territorial divides 22

Good governance: Steering a diverse and fragmented system towards national goals 28

References 33

Notes 36

2. Education and skills in Peru: Advancing inclusive development 37

Context 38

Main features of the education and skills system in Peru 43

Trends in access, learning outcomes and equity 57

References 64

Notes 72

3. Early Childhood Education and Care: Extending early access and promoting quality 73

Section I: Overall assessment 76

Section II: Policy recommendations 90

References 108

Notes 115

4. School education: Raising quality standards and enabling informed choice 116

Section I: Overall assessment 119

Section II: Policy recommendations 133

References 150

Notes 158

5. Tertiary education: Assuring quality and relevance to support national priorities 159

Section I: Overall assessment 162

Section II: Policy recommendations 179

References 200

Notes 208

6. Skills and Lifelong Learning: Enhancing Peru's capacity for workforce development and economic transformation 209

Section I: Overall assessment 212

Section II: Policy recommendations 222

References 238

Tables 9

Table 2.1. Teacher/educator qualification requirements in Peru align with OECD standards, except in non-formal early childhood education,... 53

Table 3.1. Main early education and care services for young children in Peru 76

Table 5.1. Overview of student enrolment and institutions in Peru's tertiary education system, 2023 162

Table 6.1. Main vocational and adult education and training programmes in Peru 213

Figures 8

Figure 1.1. Peru has significantly improved learning outcomes, but many students still lack basic competencies and skills relevant... 19

Figure 1.2. Despite progress in tackling inequities, large gaps in learning and participation persist across groups 24

Figure 1.3. While public spending on education in Peru has increased, it is unevenly distributed, and provision is fragmented across... 29

Figure 2.1. High economic growth has been accompanied by a sharp decline in poverty 39

Figure 2.2. Informality is widespread but disproportionately affects the most vulnerable groups 40

Figure 2.3. Central transfers to subnational governments are not sufficiently responsive to need 42

Figure 2.4. Structure of the education system in Peru 44

Figure 2.5. Private enrolment in Peru has expanded and is high by international comparison 45

Figure 2.6. Peru has the highest level of socio-economic segregation across schools compared to OECD countries 46

Figure 2.7. Horizontal and vertical governance of the education and skills system in Peru 49

Figure 2.8. Public investment in education has increased, but remains low by international standards across education levels 50

Figure 2.9. Public funding is mainly directed to basic education, with high private investment at a tertiary level 51

Figure 2.10. Enrolment has risen at all levels, but remains low for children under 3 58

Figure 2.11. Tertiary enrolment has increased driven by the expansion of private provision 59

Figure 2.12. Learning outcomes have improved, but a large share of students do not master basic competencies 60

Figure 2.13. Socio-economic disparities in performance have declined in the last decade, but remain high 63

Figure 3.1. Policy framework of the assessment, analysis and policy recommendations 75

Figure 3.2. Recommendations on ECEC 75

Figure 3.3. Pre-primary enrolment has increased, but participation under age three is low and quality varies across regions 79

Figure 3.4. Social attitudes related to working mothers and enrolment rates among 0-2-year-olds 86

Figure 3.5. Blended goals are common in curriculum frameworks covering children aged 0 to 5 87

Figure 3.6. Recommendations and actions on good governance in ECEC 91

Figure 3.7. Recommendations and actions on equality of opportunities and access in ECEC 97

Figure 3.8. Recommendations and actions on quality of programmes and outcomes in ECEC 102

Figure 3.9. Summary of recommendations and actions on ECEC 108

Figure 4.1. Policy framework of the assessment, analysis and policy recommendations 118

Figure 4.2. Recommendations on school education 118

Figure 4.3. Socio-economic segregation in Peru is higher than in any OECD country 121

Figure 4.4. Peru has made progress in student learning and access, but disparities in outcomes remain closely linked to students' background 122

Figure 4.5. Teachers in Peru need to develop their competencies for lesson planning and formative assessment 124

Figure 4.6. Number of national/central examinations, by level of education, 2023 126

Figure 4.7. Recommendations and actions on quality of programmes and outcomes in school education 133

Figure 4.8. Recommendations and actions on equality of opportunities and access in school education 142

Figure 4.9. Recommendations and actions on good governance in school education 146

Figure 4.10. Summary of recommendations and actions on school education 150

Figure 5.1. Policy framework of the assessment, analysis and policy recommendations 161

Figure 5.2. Recommendations on tertiary education 161

Figure 5.3. Tertiary education provision is unevenly distributed across Peru 163

Figure 5.4. Peru's tertiary education system has expanded, but gaps in funding and access persist 166

Figure 5.5. Formula funding is the main channel for allocating core public resources in tertiary education across many OECD countries 170

Figure 5.6. Multiple bodies are responsible for quality assurance, with no formal coordination mechanism 172

Figure 5.7. Financial aid from PRONABEC is concentrated on universities and varies significantly from year to year 177

Figure 5.8. Recommendations and actions on good governance in tertiary education 180

Figure 5.9. OECD countries tend to use a mix of input and outcome indicators for formula funding 185

Figure 5.10. Recommendations and actions on quality of programmes and outcomes in tertiary education 187

Figure 5.11. Recommendations and actions on equality of opportunities and access in tertiary education 194

Figure 5.12. Summary of recommendations and actions on tertiary education 200

Figure 6.1. Policy framework of the assessment, analysis and policy recommendations 211

Figure 6.2. Recommendations on skills and lifelong learning 211

Figure 6.3. The labour market is characterised by high informality, low basic skills, and limited access to training 216

Figure 6.4. Recommendations and actions on quality of programmes and outcomes in skills and lifelong learning 223

Figure 6.5. Recommendations and actions on equality of opportunities and access in skills and lifelong learning 229

Figure 6.6. Recommendations and actions on good governance in skills and lifelong learning 233

Figure 6.7. Summary of recommendations and actions on skills and lifelong learning 238

Boxes 9

Box 1.1. Peru's technical accession review in the area of education and skills 16

Box 3.1. National strategies for early childhood to guide cross-sectoral co-ordination 92

Box 3.2. National funds investing in ECEC infrastructure 98

Box 3.3. Platforms providing resources and guidelines to support curriculum implementation in ECEC 104

Box 3.4. Promoting Professional Learning and Collaboration for ECEC Staff 105

Box 4.1. Institutional leadership for school quality assurance 139

Box 4.2. Using subsidies to reduce financial barriers and promote school compliance with quality standards 144

Box 5.1. Portugal's shift from historical allocations to a formula-based higher education system 185

Box 5.2. Quality assurance processes in Brazil's tertiary education system 190

Box 5.3. Reforming student financial support policies in Chile 196

Box 6.1. Spain's National Qualification System and modular learning 226

Box 6.2. Recognition of skills and prior learning in selected OECD Latin American countries 227

Box 6.3. Policy and data governance for vocational education 236

출판사 책소개

알라딘제공
Over the past two decades, Peru has significantly strengthened its education and skills system. Measures to improve access have resulted in participation rates on a par with OECD standards, while targeted quality reforms have helped raise learning outcomes, professionalise the teaching career, and improve the labour market relevance of education and training. These efforts have come at an important moment. Despite recent economic growth and solid macroeconomic foundations, inequality remains high, informality is widespread, and skills gaps continue to constrain productivity and social mobility.

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