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Peru - Programa de asistencia tecnica en educacion, Volume 1
Author:Kudo, Ines; Country:Peru;
Date Stored:2013/12/13Document Date:2013/01/01
Document Type:PublicationSubTopics:Telecommunications Infrastructure; Poverty Monitoring and Analysis; E-Finance and E-Security; Coastal and Marine Environment; Community Development and Empowerment
Major Sector:EducationRel. Proj ID:PE-Peru: Critical Skills For The Future: Social, Emotional And Aca -- -- P133657;
Region:Latin America & CaribbeanReport Number:83292
Sub Sectors:Primary education; Secondary educationTF No/Name:TF098992-Strengthening Accountability and Results-Based Management in Education
Volume No:1  

Summary: The decentralization process that transferred educational services to regional governments has opened a new stage in efforts to bring the Peruvian educational system of the deep crisis drags for decades. In this paper, the World Bank wants to display the technical support provided to the Government of Peru (GOP) for the design, implementation, monitoring and evaluation of Achievements Strategic Learning Program (PELA) and some of its key components such as educational support, assessments students, learning standards and more recently attention to urban schools in contexts of social vulnerability and violence. The PELA seeks to improve the quality and relevance of learning for all students in the regular basic education. Represents a substantial change in the way we manage public education by adopting the main objective student services, and organize all the systems and resources to achieve the expected results. Chapter 1, The Junín case, recounts how the World Bank through the technical assistance program helped to balance the decentralization process to regions and municipalities in Peru. Similarly, Chapter 2, The culture of evaluation points out how the dissemination and use of the results of student assessments, and Chapter 3 was strengthened, We had a common goal narrates the development of PELA conducted by the Ministry of Education (MOE) in conjunction with international cooperation. Chapter 4, the loneliness of rural teachers shows how you contributed to design, evaluate and improve teacher support strategy. Chapters 5 and 6 describe the assistance provided to implement this support strategy through new tools costing and budgetary allocation and targeting systems, tracking and monitoring of the strategy ('SIGMA'). Finally, Chapters 7 and 8, Success as inspiration and Friendly School, recounted the way for policy experiences from neighboring countries who managed to successfully confront two of the biggest challenges in improving educational quality: multi-grade rural education and education in poor urban areas where violence, crime and social disintegration hinder educational work.

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