“Education in Peru”的意思、由来-开放百科全书

The Programme for International Student Assessment (PISA) has placed Peru at the bottom of the ranking in all three categories (math, science and reading) in 2012 compared to the 65 nations participating in the study of 15-year-old school pupils' scholastic performance.{{Citation needed lead|date=October 2018}}

Education in the pre-Inca cultures

No written or oral records exist of an organized educational system in the pre-Inca cultures. However, the demonstrated level of evolution of these cultures indirectly suggests the existence of an educational system. Each culture developed an ideal way of training people for their own competitive interests and particular specializations. Such training and education could explain the metalwork, ceramics, and textiles that have survived to this day, which were produced with techniques which had been passed down and perfected, and have unfortunately been lost with the conquering of many other cultures.

Education in the Incan empire

Formal education according to Inca Garcilaso de la Vega (in his Comentarios Reales de los Incas, Book II, chapter XIX) was founded by Inca Roca, and spread by Pachacútec, the ninth Sapa Inca. This education was exclusively designed for the royal elite, and later for the sons of conquered chiefs. At this level, they were educated to become administrators and leaders. The teachers were Amautas, men well-versed in philosophy and morality. The education was strict and punishment was used. The curriculum was based in mathematics and astronomy, both necessary for an economic system based in agriculture. Learning Quechua was mandatory, more for political than educational reasons.

Education in the Viceroyalty of Peru

In the colony, it was deemed necessary to instruct the conquered people in the doctrines of Roman Catholicism, and transform them into loyal subjects. They began re-educating the native adults and providing instruction to the children and youth, indoctrinating and educating them in the rudiments of European social life to use them to benefit the State. This was called elementary education, as there were other institutes, such as the Pontificia y Real Universidad de San Marcos Universidad Nacional Mayor de San Marcos (founded on May 12, 1551), which was accessible only to those of the aristocratic class, people with political and economic power; "middle school," where they educated the Creoles, Mestizos, and some wealthy merchants; and "colegio de caciques" (or "college of chiefs"), which was established in 1536 and ran until it was abolished by Simón Bolívar. However, the native population in general did not have access to formal education, only informal education. The education of the time was predominantly religious, and run by different religious orders and priests.

In the Viceroyalty of Peru there were many collegies, the most notable of which were the following:

Structure of the educational system

Legislation

Educational levels

Early education

This education begins from age six, and exists to max out the periods of a child's development in which a child lovely assimilates determined learning. It is important to know how to focus the educational effort for each stage of a child's development to offer the greatest benefit and opportunities. In early education, the child controls his or her own learning with the assistance of internal and external agents which offer optimal conditions for realizing his or her capabilities.

The objective of early education is to promote the development of the child through a rights-based approach with the involvement of the parents (internal agents), people close to the child, educators (external agents), implementing early education centres with strategies based on free play and the role of children.

Primary school

The student begins in the first cycle, which consists of the first and second grade. The age of the children entering this stage of their education is six years. This level begins at first grade, and ends with sixth grade and is divided, for curricular purposes, into three cycles: cycle one (first and second grade), cycle two (third and fourth grade), and cycle three (fifth and sixth grade); after sixth grade, the student passes on to secondary school. Additionally, there are decision-making systems available for the parents to determine.

Between 1980 and 1988, large reductions in funding towards education in Latin America caused enrollment in primary schools to heavily decline.^[3] Because accessibility and student performance in primary school has been historically low, the Ministry of Education has focused on addressing such issues in the last decade. From 2007 to 2015, reading comprehension levels increased by 34% and mathematic scores, 20%.^[4] While there has been improvement in student performance, there continues to be an education disparity between children who live in rural areas compared to those who live in urban areas, in which children in more rural areas have reduced academic performance. The education gap between rural and urban areas is maintained throughout secondary school as well.^[5]

Of the 93% of children aged between 6 and 11 who attend primary school, 23% are enrolled in grades lower than their age group.^[6] This trend is especially prevalent in children whose native language is Quechua or an Amazonian language, as well as children who are extremely poor. There is also an increasing percentage of children that are completing their primary education by the age of 12 and 13.^[6] Due to poor educational performance and inadequate learning, at-risk students are more prone to repeat grade levels. By the time these children graduate primary school, they are already at an age where they can enter the job market, so they drop out to work instead of continuing their education.^[7] In Latin America, the economic productivity and income of an individual is largely determined by their level of education. This produces positive welfare outcomes and an increase in financial return rate from the individual.^[8] Because most individuals in Latin America drop out of school after finishing their primary education, there has been a large investment in educational resources and funding in primary education, where the largest percentage compared to secondary and tertiary school.^[9]

Secondary school

Secondary school consists of five years, from first to fifth year. Pupils are taught a wide range of subjects, including Peruvian history, world history, physics, biology, chemistry, computer science, mathematics, English as a foreign language, literature, etc. Students are also taught by multiple teachers, unlike in primary school where they are taught by a single teacher.^[10] Grades are based on a system of 0 to 20, where 0 to 11 would be seen as a failing grade.^[11]

In 2014, 81.5% of the Peruvian population had attended secondary school.^[12] The amount of enrollment in secondary school education continues to increase, but students are experiencing school delay. For example, 13.7% of students aged between 12 and 17 are in a lower grade compared to their age group.^[12] The likelihood of this trend is 3.5% higher in males than females.^[12] The delay in grade level advancement is in part due to the difficulty in transitioning from learning from a single teacher to learning from multiple teachers. Difficulties can arise from the need to understand different presentation of material or the different expectations different instructors may have.^[10]

Higher education

Higher education in Peru consists of technological colleges, both public and private. They offer courses lasting three years (approximately 3,000 hours of study), graduating with a title as Technical Professionals. Some courses may be four years in length (approximately 4,000 hours of study), and a student would graduate with the title of Professional.

University education

Higher education in the form of universities began in Peru with the establishment of the Universidad Nacional Mayor de San Marcos by the Royal Decree issued by King Carlos V on May 12, 1551. The institute opened as the Sala Capitular del Convento de Santo Domingo in 1553. In 1571, it obtained Papal approval and in 1574 it received the name of Universidad Nacional Mayor de San Marcos. The precursor to the Universidad Nacional Mayor de San Marcos, the "Estudio General o Universidad," was established in Cusco by the Dominicans on July 1, 1548. This institution was responsible for teaching evangelists for the new lands, and taught scripture, theology, grammar, and the Quechuan language.

Non-university education

In Peru, non-university education is provided by technological institutions, educational institutions, technical production education centers, and other facilities. These institutions are under the supervision of the Ministry of Education, which is responsible for providing their operating licenses.

Technical vocational training is organized into three levels of training that are defined by the functions that can be performed by people during the development of a productive activity according to organizational and technological variables. In this sense, the degrees of training agree with the different qualifying levels of the productive sector.

Superior degree: The postgraduate level is higher and it is offered in the Institutes of Higher Technological Education (I.E.S.T. Institutos de Educación Superior Technológico) with a minimum duration of 3060 hours. The title of Technical Professional is awarded to the Nation. In this model, ways of planning develop along with organization, coordination and control of the productive processes; And responsibility for the quality of the final product. The training of this degree should guarantee a preparation oriented to the technological innovation and the execution of processes and procedures of formalized work, with autonomy and capacity of decision in the scope of its competence.

Middle degree: The average grade is post-secondary and is offered in Institutes of Higher Technological Education. It has a variable duration between 1500 and 2500 hours. The title of Technician is awarded to the Nation. In this model, abilities related to the application of knowledge are developed in a wide range of work activities specific to their professional area. As a responsibility, these student organizes the work and activities of their immediate team, solves situations in the production process while applying the most appropriate knowledge. It must follow the predetermined specifications in the overall execution of the process, being autonomous in technical aspects of its area.

Elementary degree: No academic requirements. The elementary level is offered in Colleges with Technical Variant and in the Technical Productive Centers (CETPRO Centros Técnicos Productivo). It has a variable duration between 300 and 2000 hours. Certification is granted with mention in the vocational option studied. This model helps develop occupational abilities in the scope of the execution of operative activities proper of the productive process and with predetermined instructions. The level of technical responsibility focuses on carrying out the corresponding corrective actions and informing the technical problems that are presented. There are two cycles available in the CETPROs either Basic or Medium. They are not consecutive. One can receive a Title (Titulo) after 1000 hours in the basic cycle or after 2000 hours in the medium cycle. However, students receive a certificate after each module (each module varies between 50–200 hours). The vast majority of students do not receive their Title because they receive a Certificate after each module. Due to their economic situation, the students of CETPROs often wish to enter the labour force as rapidly as possible. Common occupational courses include things like Hairdressing, Cooking and Baking (so-called "Hosteleria y Turismo), Textile Fabrication, Carpentry, Computers, Basic Electricity, Repair of Electronics, Welding, Furniture Assembly etc.

School grades

School years

The table below describes the most common patterns for schooling in the state sector:

Quality

By law Nº 28740, the National System of Quality, Evaluation, and Certification (del Sistema Nacional de Calidad, Evaluación y Certificación (SINEACE)) is a system that promotes the quality of the education in the country through the establishment of operating organizations which accredit the educational quality of the educations, from basic education to technical schools and universities.

Schools in rural areas are associated with less average knowledge of pupils.^[13] There is a correlation of malnutrition and low achievement at school.^[13] Income shows a positive correlation with education.^[13]

OLPC

A test deployment started in 2007 and was followed by a massive 800,000 deployment in 2010. Now, over 1 million OLPC XO's have been distributed to kids in Peru. The XO can also be transformed in a robot. The XO-laptop robot is named "Butiá".^[16] The impact of the project on the quality of education is debated in the educational and development aid landscape.^[17]

Notes

1. ^Ministerio de Educación, Información General. Retrieved on June 15, 2007.
2. ^¹Constitución Política del Perú, Article Nº 17.
3. ^{{Cite journal|last=Reimers|first=Fernando|date=April 1994|title=Education and structural adjustment in Latin America and sub-Saharan Africa|url=http://linkinghub.elsevier.com/retrieve/pii/0738059394900175|journal=International Journal of Educational Development|volume=14|issue=2|pages=119–129|doi=10.1016/0738-0593(94)90017-5|issn=0738-0593}}
4. ^{{Cite web|url=https://www.export.gov/article?id=Peru-Education|title=Peru - Education {{!}} export.gov|website=www.export.gov|language=en|access-date=2018-04-24}}
5. ^{{Cite book|title=Youth and changing realities Rethinking secondary education in Latin America [Pamphlet]|last=López|first=Néstor|last2=Opertti|first2=Renato|last3=Tamez|first3=Carlos Vargas|publisher=United Nations Educational, Scientific and Cultural Organization|year=2017|isbn=|location=Paris, France|pages=}}
6. ^¹{{Cite web|url=https://www.unicef.org/peru/spanish/children.html|title=UNICEF Perú - Situación del país - Contexto|website=www.unicef.org|access-date=2018-04-24}}
7. ^{{Cite journal|last=Wolff|first=Laurence|last2=Schiefelbein|first2=Ernesto|last3=Schiefelbein|first3=Paulina|date=May 2002|title=Primary Education in Latin America: The Unfinished Agenda|url=https://publications.iadb.org/bitstream/handle/11319/4726/Primary%20Education%20in%20Latin%20America%3a%20The%20Unfinished%20Agenda.pdf?sequence=1&isAllowed=y|journal=Sustainable Development Department Technical Papers Series|volume=|pages=|via=}}
8. ^{{Cite journal|last=Psacharopoulos|first=George|date=September 1994|title=Returns to investment in education: A global update|url=http://linkinghub.elsevier.com/retrieve/pii/0305750X94900078|journal=World Development|volume=22|issue=9|pages=1325–1343|doi=10.1016/0305-750x(94)90007-8|issn=0305-750X}}
9. ^{{Cite journal|last=Brown|first=David S.|last2=Hunter|first2=Wendy|date=September 2004|title=Democracy and Human Capital Formation|journal=Comparative Political Studies|volume=37|issue=7|pages=842–864|doi=10.1177/0010414004266870}}
10. ^¹{{Cite web|url=https://www.classbase.com/countries/Peru/Education-System|title=Peru Education System|website=www.classbase.com|access-date=2018-04-24}}
11. ^{{Cite news|url=http://www.icpna.edu.pe/education-usa/education-usa/asesoria-educational/educational-and-grading-system-peru/|title=Educational and Grading System in Peru|work=ICPNA|access-date=2018-04-24|language=es-ES}}
12. ^¹²{{Cite web|url=https://www.unicef.org/peru/spanish/children_13282.html|title=UNICEF Perú - Situación del país - Adolescencia (12 a 17 años)|website=www.unicef.org|access-date=2018-04-24}}
13. ^¹²{{cite web|url=http://www.crise.ox.ac.uk/pubs/workingpaper48.pdf |title=CRISE Network — ODID |publisher=Crise.ox.ac.uk |date= |accessdate=2012-09-21}}
14. ^{{cite web|url=http://laptop.org/en/children/countries/peru.shtml|title=One Laptop per Child (OLPC): Children > Countries > Peru|publisher=}}
15. ^http://www.perueduca.edu.pe/olpc/OLPC_Home.html
16. ^{{cite web|url=http://wiki.laptop.org/go/Robotics|title=Robotics|publisher=}}
17. ^{{cite web|url=http://blog.laptop.org/2013/03/06/the-vision-of-olpc-about-home-computers-and-child-outcomes-short-term-impacts-from-a-randomized-experiment-in-peru/#.VQWMgWTF84R|title=The vision of OLPC about "Home Computers and Child Outcomes: Short-Term Impacts from a Randomized Experiment in Peru"|publisher=}}