ABSTRACT
This chapter presents the case of Peru. It argues that the country’s education policies have been marked by the period’s political swings, with a substantial level of instability in the first decade of the century, an intermediate stage of continuity, and strong leadership of the education policies agenda between 2011 and 2016. The period that spans 2000 to 2010 was a time of economic growth, which made it possible to reduce poverty and increase the education budget. However, discontinuity and the prevalence of corruption were common characteristics of the various government levels (Panfichi & Alvarado, 2011). In 2008 there was a milestone in the education policy agenda: creating the Strategic Learning Achievements Program (PELA), which promoted budget allocation based on results. During the government of Ollanta Humala, which began in 2011, Peruvian education policy acquired another status, with more significant leadership, coherence and articulation. A central aspect of this stage was creating a “curricular system” that guaranteed coherence and articulation between teaching regulation devices (Cueto & Tapia, 2017). The National Curricular Framework began a revision process finalized with the National Curricular Design’s approval in 2015.
