The Failed Education System in Peru and the Need to Improve It

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Education should not be ignored because it is essential for growth, whether it is the development of a single person or the development of an entire nation. Peru suffers from a shortage of economic diversity, an underproductive population, and significant economic disparity, both of which are exacerbated by a woefully inadequate educational system. Public education in Peru is substandard, according to an article published by the University of Maryland School of Public Policy, because the government does not properly invest in it. If more money was available, investments would result in increased human resources, increased labor production, and increased economic diversity and development. However, aid from the government is not the only aspect of the solution, according to an article published by the Borgen Project, an organization dedicated to combating global poverty. While funding is important, how it is spent is vital to producing successful outcomes.

The article gives an excellent example: in 2012, the Peruvian government spent $225 million on 850,000 laptop computers, which were distributed to schools all over the world. Despite the money, the laptop initiative has no impact on students’ math or reading comprehension grades. The school sector suffers from a lack of infrastructure. Schools are unable to have an environment that is conducive to learning due to insufficient facilities. It is reasonable to believe that capital improvements would also assist in the development of the educational system. Furthermore, the University of Maryland post points out that a poor education system would not provide workers with the expertise they need to succeed. As a result, Peru’s large uneducated and deprived population is constrained in its job opportunities. Peru’s undiversified population, starving for better pay for their labor, is drawn to the notorious and lucrative informal sector of the world.

Since informalities are not taxable, future budget revenue that might have otherwise been used to finance programs aimed at improving the education sector and infrastructure is unavailable. On the other hand, Peru’s economic uniformity, along with the massive profits made by the informal sector, has resulted in significant income disparities between regions. Peru is at the bottom of the 65 countries tested on reading comprehension and physics, and second to last in mathematics, according to the Borgen Project and a ranking published by the Program of International Student Assessment in 2009. Just 43% of rural women between the ages of 20 and 24 had completed secondary school, according to another report by Peruvian in Me, which deals with poverty and schooling in Peru as well as gender equality. Both estimates point to Peru’s collapsing educational infrastructure, which, as previously reported, has foreseeable implications. Another factor contributing to the education system’s collapse is a layer of infrastructure issues, especially in rural areas, where about 6.7 million people live as of 2015. Citizens in rural areas face a total lack of transportation; in some situations, children must travel an hour to get to kindergarten, and safety is a problem for students coming home late at night following a long day at school. Nonetheless, there is reason to think that a long-term solution to Peru’s key economic challenge is feasible. According to the above School of Public Policy, reducing informalities is critical to promoting overall economic development. However, in order to do so, the standard of education and access to it must also increase. There ought to be more worker preparation to allow them to engage in the formal economy, which will be a better deal for them than casual endeavors. Infrastructure and education investments are important in Peru. In terms of school financing, it is critical to carefully invest money into innovative initiatives that promote educational success and ensuring that students are able to make the best of the opportunities available to them.

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We need a team of teachers with a broad understanding of environmental science to implement sustainable development education in colleges and universities. Most university professors already have a basic understanding of sustainable development education, but they lack a systemic and macro information framework. As a result, colleges and universities should implement a set of policies to enable young and middle-aged teachers to pursue master’s or doctoral degrees in the direction of their specialty’s sustainable growth, as well as to increase the teaching and learning levels of young teachers’ sustainable development. Colleges and universities should allow young and middle-aged teachers to apply for projects, visit researchers, and other aspects of science study to further their own theoretical cultivation and standard. Via their efforts, teachers increase their knowledge of environmental growth and professional excellence.

Sound programs should be in place to ensure environmental sustainability and sustainable growth curriculum in colleges and universities. Colleges and universities should focus on developing technical service platforms and information platforms, as well as improving the development of hardware facilities for environmental conservation teaching and science. Colleges and universities should develop and strengthen a business opportunity system for the transformation of environmental science findings, so that cutting-edge environmental management technologies can be quickly transformed on campus. Colleges and universities should devise relevant schemes to award teachers and students who have attained excellent results.

Environmental education aimed solely at schoolchildren would fail because schoolchildren are not yet able to make several choices on how to protect current environmental resources. As a result, improving sustainable development education for college students is especially relevant. In several nations, sustainable development education has emerged as a major educational theme and a new driving force for educational innovation. China has increasingly developed a multi-form, multi-level, and multi-channel environmental education structure, resulting in environmental education with distinct Chinese characteristics. With the escalation of the environmental and energy crises, carrying out ecological environmental conservation and sustainable environmental growth has become an unavoidable pattern. This will necessitate a vast number of exceptional individuals devoting their skills to the tide of environmental sustainability.

It is not only the responsibility of higher education to incorporate environmental and sustainable development education in colleges, but it is also the responsibility of any college student. Colleges and universities must address current issues in environmental and sustainable development education, constantly pursue and innovate, nurture students’ environmental conservation principles and understanding, amass a wealth of technical skills, and contribute to environmental protection and sustainable development.

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