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.