Background

BRIEF HISTORY OF EDUCATION

• CLASSICAL PERIOD
During the classical period, education systems derived from the education of ancient
Greece. Socrates, Plato, Aristotle and Socrates were the thinkers who influenced their
educational conception. The goal of the Greek educator was to prepare young people
intellectually to assume leadership positions in the tasks of the State and society. In later
centuries, Greek concepts served for the development of the arts, the teaching of all
branches of philosophy, the cultivation of ideal aesthetics and the promotion of
gymnastic training.
Education during the Roman Empire, after an initial period in which the old religious and
cultural traditions were followed, opted for the use of Greek teachers for youth, both in
Rome and in Athens. Roman education transmitted to the Western world the study of
the Latin language, classical literature, engineering, law, administration and government
organization. Many monastic schools as well as municipal and university professors were
founded during the first centuries of Christian influence.
• MIDDLE AGES
In the Middle Ages, during the ninth century two important events occurred in the
educational field. Charlemagne, recognizing the value of education, brought clerics and
educators from York (England) to develop a school in the palace. For its part, King
Alfredo promoted educational institutions in England that were controlled by
monasteries.
Persia and Arabia from the sixth to the ninth century had research institutions and for
the study of science and language. In the development of higher education during the
Middle Ages, Muslims and Jews played a crucial role, as they not only promoted
education within their own communities, but also intervened as intermediaries of
ancient Greek thought and science. European scholars.
For this time several universities were opened in Italy, Spain and other countries, with
students traveling freely from one institution to another. The universities of the north,
such as those of Paris, Oxford and Cambridge, were administered by the professors:
while those of the south, such as that of Italy and Alcalá of Spain, were administered by
the students. However, education was a privilege of the upper classes and most
members of the lower classes did not have access to it.
• XVII, XVII AND XIX CENTURIES
The seventeenth century was a period of rapid progress in many sciences and the
creation of institutions that supported the development of scientific knowledge. The
creation of these and other organizations facilitated the exchange of ideas and scientific
and cultural information among scholars from different countries in Europe. Perhaps the
most prominent educator of the seventeenth century was Jan Komensky, Protestant
bishop of Moravia, better known by the Latin name of Comenius. His work in the field
of education motivated him to receive invitations to teach throughout Europe. Its
educational objective could be summarized as "teaching all men all things," a position
known as pansophy.
During the 18th century, the school system in Pursia was established; in Russia formal
education began. During the same period the monitorial teaching method was
introduced, whereby hundreds of people could learn with a teacher and the help of
student monitors or assistants. The two plans opened the possibility of mass education.
The most relevant educational theorist of the eighteenth century was Jean-Jacques
Rousseau. His influence was considerable both in Europe and in other continents.
Among his concrete proposals was to teach reading at a later age and the study of nature
and society by direct observation. His radical proposals were only applicable to children,
girls had to receive a conventional education.
The 19th century was the period in which national schooling systems were organized in
the United Kingdom, in France, in Germany, in Italy, Spain and other European countries.
The most influential follower of Rousseau was the Swiss educator Johann Pestalozzi,
whose ideas and practices exerted great influence on schools throughout the continent.
Its main objective was to adapt the teaching method to the natural development of the
child. To achieve this purpose he considered the harmonious development of all the
faculties of the student (head, heart and hands).
• TWENTIETH CENTURY
At the beginning of the 20th century, the educational activity was greatly influenced by
the writings of the Swedish feminist and educator Ellen Key. His book The Children's
Century (1,900) was translated into several languages and inspired progressive
educators in many countries. Progressive education was a teaching system based on the
needs and potential of the child rather than on the needs of the child.in the society or
the precepts of religion. The United States exerted a great influence on the educational
systems of the countries of Latin America. The twentieth century has been marked by
the expansion of the educational systems of the industrialized nations of Asia and Africa.
Compulsory basic education is practically universal today, but the reality is that a large
number of children (perhaps 50% of those of school age worldwide) do not attend
school. Education in the world2.1. EDUCATION WORLDWIDE From the "Declaration on
Education for All" at the Jomtien World Forum (Thailand 1990), education has been
considered a priority on the international agenda, posing a real change in the way of
conceiving it. This constitutes the breaking point from which we seek to reorient
educational policies to promote the transformation of learning and teaching systems in
the world. Subsequently, this idea was corroborated in the document "Education and
knowledge: axis of productive transformation with equity", prepared by the Economic
Commission for Latin America and the Caribbean (ECLAC 1992), considering education
as the engine of development. The need for changes and challenges proposed in these
international agreements in the field of education, has a basis in the characteristics and
demands of society and the market today. The globalization of the economy originated
by technological discoveries and innovations requires that people be trained more and
better in different areas of knowledge (communication, mathematical reasoning,
scientific logic, programming, among others). However, many countries suffer a
significant economic backwardness and lead to the unequal distribution of wealth
generating economic disparities that are increasing day by day with the consequent
inequality, exclusion and impoverishment of regions, countries and communities. In the
educational aspect This is manifested in inequality and poor education, since it does not
respond to needs or develop skills or basic knowledge in childhood, adolescence, youth
that are necessary for adult life. Added to this are the 125 million children who do not
attend school, 150 million children who leave before they have learned to read and write
and 872 million illiterates in the world. According to UNESCO, in its fourth Report on
Education in the World (1998), the overall figure of children between 6 and 17 years of
age who do not have access to school is 430 million, with the proportion of girls being
greater. Faced with this reality, the International Commission for Education in the 21st
century recommended investing 6% of GDP in education, but in only some regions it has
been possible to reach this ideal amount. According to the evaluation of the Education
for All Plan, in the year 2000 many countries have made considerable progress in
achieving their educational goals. However, there are still more than 113 million children
in the world without access to primary education and 880 million illiterate adults.
Likewise, it is unacceptable that education systems continue to be exclusionary and
discriminatory and that the quality of the learning and values developed in the school
continue without responding to the aspirations and needs of individuals and societies
today. Young people and adults are denied access to the techniques and knowledge that
enable them to exercise decent and well-remunerated work, as well as to participate
fully in society exercising their rights. After the regional and world conferences of
Education for All (1999 and 2000), Peru undertook to create its respective national plan
of action in order to achieve the objectives set no later than 2015, incorporating the
Society into them Civil. This took place in 2005. On the other hand, our country also
assumes the commitment to give priority attention to children, in compliance with the
provisions of article 29 of the Convention on the Rights of the Child, approved by the
General Assembly of the United Nations of November 20, 1989. It is also proposed that
the State should develop a series of social strategies in which the person is the center of
needs and opportunities and that lead to improve the quality of life of its inhabitants, as
it raises the "Regional Report on Human Development, Patagonian Proposal" (2004). All
this panorama presented constitute the demands that education has to face and
respond in order to articulate itself to human development. Education must be an
essential tool for social integration and competitiveness, since in addition to facing
globalization processes, it must develop skills, talents, synergies and the necessary skills
to acquire new forms of coexistence, accepting our differences. We must therefore
focus on the equality of treatment and on the equitable distribution of resources and
services, ensuring priority attention to rural areas, urban areas, and so on, in order to
address the profound social problems in which we live. peripheral and extreme poverty
to avoid in this way the increase of inequality and exclusion gaps. Therefore, a greater
effort is required from local, regional and national institutions, so that by strengthening
the skills and development of the competencies and capacities of individuals, they seek
to satisfy their needs, contribute to their integral development and, therefore, raise
their ability to respond to new challenges improving their quality of life2.2. EDUCATION
IN LATIN AMERICA In Latin America and throughout the world education is one of the
fundamental pillars that allow the development of a society, unfortunately here in Latin
America the teaching has been derived to a second or a third level, generally
governments and not states, because The conceptual and realistic difference is abysmal,
since here with nationalist and chauvinist structural problems governments with their
political parties are those that manage the nation and it is not a joint, unitary state that
is the axis of the gear in the different sectors of development of a society. In Latin
America the educational problem is existential, it is a permanent and living karma, it has
continually been given to present programs of reform and restructuring with the aim
and the objective of diminishing not only the very high illiteracy rates but with the idea
that they are future generations those that make possible the success that we have not
been able to achieve. Unfortunately, all these attempts have only remained in words
and in rumas of papers, since priority was always given to issues such as unemployment,
and the economy without looking and noticing that everything this is based on the
culture of the people, the state and our children. It is very painful to know that there are
such poor and unhappy countries in education as Haiti and Central American countries
where the disproportion of wealth is criminally disproportionate, there are also nations
that they escaped from the common Latin American denominator, such as Chile, which,
despite its dictatorial system, implemented a reform ed It is a powerful ucative that after
20 years of its occurrence today reaps its fruits and places it in a powerful nation
economically and culturally, as well, because man must not only be given bread as food
but bread as knowledge, as an idea that It transcends the digestive journey. The case of
Costa Rica is interesting, where the concept of identity and development is so ingrained
that it is an intrinsic part of each newborn under this land, they understood that the
pillar of development is not the economy nor the defense, they suppressed their military
forces that particularly destroy the minds of people, machinize and monopolize ideals
for chauvinistic and ridiculous reasons like a piece of land, they managed to raise
awareness among their people and gave priority to education as the driving force of all
, and that is why they have great achievements and nowadays they are one of the
peoples with the highest happiness index if there is The indicator that allows me to say
that it is based on knowledge and personal and intellectual satisfaction not only in the
material as the West always told us. There are no solutions because the will of the
individual can not be broken, but if there are models, in the long run, they will make
possible the emergence of our states, and that will allow a greater awareness,
understanding, satisfaction and because not so utopian that I call happiness.2.3.
CHALLENGES OF EDUCATION IN LATIN AMERICAa education is a complex phenomenon
in which trying to identify a single element can not only be difficult, but also misleading.
Despite the tendency to think of educational systems as if they were a cookie factory in
which some adjustments in inputs, or processes will necessarily lead to better results, it
is necessary to understand that we are facing dynamic and complex systems. It is key
that the Ministers of Education of Latin America and the Caribbean have not only ratified
their commitment to the global goals of Education for All (EFA). It is necessary to adjust
the educational services to the characteristics of the current world. In some cases, a
good educational experience today could leave us ready to live in 1950 and this needs
to be subject to revision. There has been more than one experience of reform attempts
that have been developed without the teachers or even designed "in spite" of the
teachers. If the teachers are not in a position to promote the educational changes
required by the students and society as a whole, these are not going to happen. The
conditions not only include a certain salary regime, but many more variables that affect
the teaching condition in general: comprehensive policies that ensure competent and
motivated teachers in each classroom are unavoidable. In addition, schools are not the
only place in which the education of people is resolved; the educating task is a national
task that requires the participation of everyone in it. Education in Peru
BACKGROUND3.1. EDUCATION IN PRIMITIVE PEOPLES. It is a natural, spontaneous,
unconscious education, acquired by the coexistence of parents and children, adults and
children. It is an education by imitation, and learns the customs of the tribe, songs and
dances, language that is its greatest educational tool. Cazadores peoples: procedures
for very lax education, indiscipline, war, although they did not possess riches or
properties that may incite to the attack and robbery of other towns, in them certain
personal qualities were cultivated, particularly the physical dexterity and the resistance
or hardening with respect to the pain and the climate.Pueblos Farmers And Cattlemen
Of The Later Time: the agricultural and cattle tasks require order, learn weather
phenomena; the mother occupies a more important place in the family. War imposes a
more rigorous discipline and preparation for the use of weapons in the education of
children. Art becomes more schematic. Apart from this spontaneous education, there is
in the primitive peoples an intentional form of education that is the initiation of the
ephebes, through which the young receive a very rigorous training. The children are
taken from the family and from the village, gathered in groups and subjected for a few
weeks in solitary places, in exercises and tests for the discipline of the soul, separation
from the evil demons and acquisition of the masculine character. They are dances,
asceticism and mortifications that provoke moods and transient ecstasies, but exercises
such as hunting parties, weapons exercises, etc. are also practiced. the direction of all
this can be entrusted to a chief, priest or elder. 3.2. INCAIC EDUCATION The existence
of a tribe communism as the origin of the peoples known in the world has been
demonstrated. The first human beings who lived in ancient Peru, without a doubt, were
the horn of the errant clans that formed the ayllus and these the sedentary tribes or
primitive communities. In this primitive group the ayllus had a greater presence, who
were also errant and then sedentary; In this way, they integrated the primitive
community of Peru. Seated on the common property of the land, and united by ties of
blood, were its members free individuals, with equal rights, who adjusted their lives to
the resolutions of a council, democratically formed by all the adult men and women of
the tribe. 3.3. COLONIAL EDUCATION In the Colony, it was necessary to Christianize the
vanquished settlers and transform them into loyal subjects. The aim was to re-educate
the adult Indians and give instruction to the children and young people in formation, to
teach them and teach them the rudiments of European social life to use them for the
benefit of the State. This was called elementary education, because there were other
instances such as the National University of San Marcos (founded on May 12, 1551) to
which only those of the aristocratic caste, who possessed political and economic power,
had access; intermediate education, where criollos, mestizos and some well-to-do
merchants were educated; caciques school, which starts from 1536 until it is abolished
by Simón Bolívar. But, the republic of Indians in general, had no access to formal
education, only left with informal education. Education was predominantly religious,
since it was in charge of the different religious and priestly orders. 3.4. EDUCATION IN
THE REPUBLIC UP TO THE CURRENT At the beginning of the republican era in Peru, the
interest in public education is evident through the Constitutions of the State and the
Ministerial Organization. The Constitution of 1823 states that, the Congress will dictate
"everything necessary for public instruction through fixed plans, and institutions
convenient to the conservation and progress of the intellectual force and
encouragement of those who devote themselves to the career of letters" ; He also adds
that "education is a common necessity, and the Republic owes it equally to all its
individuals." From then on, the educational norms took a clear democratic
orientation.RAMÓN CASTILLA AND EDUCATION (1850) In the history of Peruvian
education, Castilla contributed decisively to public education and its administrative
organization through the promulgation of its Regulation of Instruction of 1850.With this
device he tried to end the disorganization administrative and pedagogical organization
prevailing. Notwithstanding the constitutional mandates of 1828 and 1839 in which it
was granted to the Congress to propose the "General Plans of Education and Public
Instruction", these were not fulfilled, having generated in the public education a
requirement of renovation of according to the time. The Regulation of Instruction,
cataloged like the first Law of Public Instruction, previous approval of the Congress, was
titled Regulation of Public Instruction for the Schools and Colleges of the Republic. It
consists of 10 chapters and 67 articles where the classification of the schools is
addressed, the functioning of schools, colleges and universities is regulated, as well as
the educational policy regime, the guidelines on public and private education, the
teachers' regime, budget educational and powers of the State in the march of national
education. Education was divided into public and private. The Public comprised three
grades: primary school, high school and higher schools in the colleges and universities.
The Primary was taught in two cycles in the first and second order schools. Secondary
school was studied in the Minor and Major Schools. The Major Colleges were considered
as a prelude to the University. The Secondary Education was considered as a
continuation of the primary studies and basis of preparation of the future citizen and
also as a previous cycle for higher education. The Technical Education was placed at the
same level as the secondary and had as aim to tend to specialization. Finally, Normal
Education dedicated to the training of teaching and administrative staff of children's
education, primary, secondary and special, sought to improve the educator and research
and disseminate the results of their experiences. DESCRIPTION SINCE 1950 From the
decade of the 50 during the presidential periods of Manuel Prado and Fernando
Belaúnde a "progressive" stage is glimpsed fundamentally in the teaching preparation,
since the creation of the "Center for Higher Pedagogical Studies" was promoted,
destined to research, teacher training for schools As normal, while the situation of
primary, secondary and technical teachers remained in relative stagnation. On the other
hand, the education system in this period was characterized as a transmitter of the
cultural heritage, existing valuations and intellectualist knowledge, beginning schooling
in transition followed by primary, middle and higher education. The Middle or Secondary
Education distinguished two areas: Common and Technical. In this context, the
Education Reform was presented as a change that did not focus solely on the traditional
and conservative sphere of education that merely tries to transmit the cultural and
cultural heritage. existing valuations and to adapt the new generations within the forms
already created, but it was an effective means to strengthen and support the political
revolutionary process as a whole, through a creative education that sought to develop
the capabilities of the human being and affirming its potential for autonomous
development. The main objective of the Educational Reform was that education had to
mold an integral man in a new society, free, fair and solidary, developed by the creative
activity of all. Ends of the Educational Reform of the education system pursued three
major goals: • Education for work and development • Education for to the structural
transformation of society, and • Education for the self-affirmation and independence of
the Peruvian Nation. The educational proposal in terms of the aims pursued was to guide
education in the first place, by the conditions and requirements of the country's
development highlight the creative and social sense of common work inherent in the
essence of the human person, in such a way that education becomes an indispensable
weapon in the fight against poverty and backwardness, against economic immobility
and low levels of production and consumption ; seeking in consequence to train all
Peruvians for productive work and for access to the highest scientific and technological
cultural levels to be intensified and accelerated by the elimination of barriers and socio-
economic privileges. Second, educational reform is oriented to the change of the
economic partner structures, which implied, awakening a new attitude adequate and
favorable to the transformation of the system. Thirdly, it sought to reinforce the national
self-affirmation; but lamentably, it accused a hiper nationalista tendency. The
ideological expositions of the educative reform provoked an energetic critic in the
Peruvian educative scope, by its materialistic base, its collectivist orientation, its
dialectic spirit, its aggressiveness in the implantation and the political manipulation that
made of the military government. The technical-pedagogical contributions that could
have been made, thus, were overshadowed by an instrumentation that Peruvian society
in general ended up rejecting. In the field of ideas, people tend to be more rigid in terms
of assimilation of changes, especially when they are far-reaching and adapting to them
is not easy. For this reason, the reform of Education aroused reactions and difficulties
that the political process did not resolve as a whole, and its fate was inextricably linked
to that of the Peruvian Revolution. " Structure of the Educational System according to
D.L. 19326 (See Annex VI "Complementary Documents"). The General Law of Education
assigned to the system a structure divided into levels, cycles and degrees of studies that
would ensure the necessary variety of training possibilities in the human and
professional order, that is: Levels Modalities Cycles • Initial Educ • Basic Educ - Regular
I, II and III • Labor • Special Education • Special Professional Qualification • Higher
Education - Regular I, II and III • Professional for youth and adults outside the regular
system This structure can be seen more clearly in the outline of the structure of the new
Educational System The three levels had their foundation in the different stages of the
personal formation of man. The initial education, oriented to the attention of the child
from its early years with the purpose of contributing to its integral development by
training the population, especially the family, so that it provides, during its first years,
the stimuli and experiences essential for the development of its potentialities; Basic
Education aimed at expanding the educational service to the majority of the Peruvian
population for the purpose of sufficient training for work and civic life; this level in turn
was divided into three cycles of 4, 2 and 3 degrees respectively, which met three
fundamental criteria: Between Basic Education and Higher Education, the Educational
Reform proposed a single line of Education, giving an essence of technification without
prejudice of its scientific-humanistic content.
Education in Peru
Education in Peru is under the jurisdiction of the Ministry of Education, which is in charge
of formulating, implementing and supervising the national education policy.1 According
to the Constitution, initial, primary and secondary education is compulsory. In the
institutions of the Peruvian State is free. Public universities guarantee the right to free
education to students who have a satisfactory academic performance, without being
conditioned to the socio-economic level of the student.2

The educational system is characterized by low performance in school performance.3

The lack of stable educational policies and the presence of low quality private schools
impede an efficient system.

Regular basic education

It is in charge of the General Directorate of Regular Basic Education (DIGEBR). Regular
Basic Education (EBR) is the modality that covers the levels of Initial, Primary and
Secondary Education (Article 36 of Law 28044). It is aimed at children and adolescents
who pass opportunely through the educational process. It is offered in the scholarized
and non-schooled way in order to respond to the family, social, cultural, linguistic and
ecological diversity of the country. Educational services are provided by educational
levels:

Initial education. It is offered in cots (for children under 3 years of age), gardens for
children (from 3 to 6 years old) and through out-of-school programs, aimed at low-
income children in rural and urban-marginal areas. According to the Constitution of
1993, a year of initial education is mandatory for the population of 5 years of age.
Primary education. The second level lasts six years and serves minors between 6 to 12
years of age. To be promoted, you need an average of 15 (vigesimal evaluation system)
and pass at least language or math (basic).
Secondary education The third and last level lasts five years. Serves young people
between 12 to 17 years of age. It is organized in two cycles: the first, general for all
students, lasts two years which is mandatory and which together with primary education
constitute the block of compulsory education; the second, of three years, is diversified,
with scientific-humanistic and technical options. According to the Constitution of 1993,
secondary education is also mandatory.