Peru’s Education at a Crossroads: Progress Made, Reforms Still Urgently Needed

Peru has expanded access to education and improved learning outcomes, but major gaps in quality, equity and links to the labour market remain. The OECD urges stronger quality control, fairer funding and better vocational pathways to turn education into a true driver of inclusive growth.

Peru’s education system has changed dramatically over the past two decades. Backed by rising public investment and strong economic growth, the country has expanded access to schooling at every level. Today, enrolment in pre-primary, primary and secondary education is close to universal. More young Peruvians are entering tertiary education than ever before, giving the country one of the highest tertiary attainment rates in Latin America.

These gains did not happen by chance. Reforms introduced a merit-based career path for public school teachers, a modern competence-based curriculum and stronger oversight of universities. Student performance in international assessments has improved steadily since 2009, narrowing the gap with other countries in the region.

But as a new OECD review makes clear, expanding access was only the first step. The harder task now is to ensure quality and fairness across the entire system.

The Quality Challenge

Despite progress, many students are still struggling. A large share of 15-year-olds do not reach minimum levels of proficiency in mathematics, reading and science. Outcomes vary widely between schools, regions and types of institutions.

One reason is the rapid growth of private education. Private schools and universities now educate a large share of students. While this has helped absorb growing demand, it has also created uneven standards. Some institutions deliver strong results, while others operate with limited oversight and weak quality controls.

The OECD argues that Peru needs stronger and more independent quality assurance bodies to supervise both basic and tertiary education. Clear, consistent standards should apply to all providers, public and private. The focus should move beyond simple compliance towards continuous improvement.

Teachers are central to this effort. Peru introduced a national exam and career structure to professionalise teaching, but oversight of teacher training institutions remains uneven. Many teacher preparation programmes still rely on traditional methods that do not match the goals of the national curriculum. Strengthening teacher training and investing in ongoing professional development are seen as essential steps to raise classroom quality.

Inequality That Starts Early

Access may be widespread, but opportunity is not equal. A child’s family income, location and background still strongly influence educational outcomes.

Participation in early childhood education for children under three remains very low, especially among poorer families. Rural schools often face infrastructure shortages and long travel distances. Indigenous students do not always receive an education that reflects their language and culture.

Socio-economic segregation is high. Students from wealthier families are more likely to attend better-resourced schools and universities. Disadvantaged students are often concentrated in lower-performing institutions, limiting their exposure to stronger peer environments.

The OECD recommends expanding early childhood services in underserved communities, improving financial aid for tertiary students and simplifying admissions processes. Better career guidance and clearer information about study options and job prospects would also help students make informed choices.

Skills for a Changing Economy

Peru faces a major labour market challenge. Around seven in ten workers are employed informally. Weak links between education and the labour market contribute to this problem.

Only a small share of secondary students follow technical or vocational tracks. Many vocational institutions lack strong partnerships with employers, and work-based learning opportunities are limited. As a result, graduates may struggle to find formal employment aligned with their training.

The OECD suggests expanding vocational options in upper secondary education and improving pathways between vocational and academic routes. Peru’s National Qualifications Framework could play a key role in recognising skills gained both in classrooms and in the workplace. Stronger employer involvement in curriculum design and training delivery would help ensure that programmes meet real labour market needs.

Governing for Long-Term Reform

Behind many of these issues lies a governance challenge. Although public spending on education has increased, funding allocations often reflect historical patterns rather than student need. Regional disparities remain significant.

Decentralisation has given more responsibility to regional and local governments, but capacity and accountability vary. Frequent political changes have also disrupted reform momentum and leadership continuity.

The OECD calls for funding formulas that better reflect student disadvantage and regional inequality. Stronger, independent central institutions would help steer reforms consistently, even during political transitions. At the same time, Peru’s advanced education data systems should be used more strategically to guide decisions and monitor progress.

Peru has built a solid foundation. Access has expanded, reforms have been introduced and ambition is clear. The next phase is about making the system work better for everyone. If Peru can strengthen quality, reduce inequality and align education with economic needs, its schools and universities could become a powerful engine for inclusive and sustainable growth.