Centralization and how it affects education in our Country

                                          ComunicUNS. (2015, July 22). Centralismo es desigualdad. [Centralism is
                                                                     inequality]. (Video). https://www.youtube.com/watch?v=1GIb_Ea60YI


The vision of the Ministry of Education against centralization in our country is to achieve good quality learning, closing barriers, with competent and committed teachers. Today, it’s shown that most of the boys and girls who start their school stage fail with the learning achievements in communication and mathematics. In other words, the educational system fails to guarantee good quality learning for students who live in rural areas, such as Wilmer, who strives to be the best in his class but his mother knows perfectly well that if he resorts to attending In a central school, the teaching methods will be much more advanced due to technology and will not be at their level.

Sadly, this isn’t an isolated case, there are thousands of kids like Wilmer, whose school infrastructure is barely finished and puts the students' and teachers’ lives in danger. This also happens with universities.
The National University of the Peruvian Amazon (UNAP) has extended its branches to six of the seven provinces in the region, Loreto. After more than ten years of presence in the borders of its vast geography imparting knowledge, professionalizing youth, and encouraging hope to the peoples of the interior, UNAP continues to work in the search for the consolidation of the Amazon through science and knowledge. In each of the aforementioned decentralized campuses of UNAP's academic activity, professional careers have been developed that the young people of these places have assumed with great expectation.
Despite not having the resources via agreements with local institutions, nor resources from private activity, they came up with popular protest when they massively rose and demanded continuity from their rulers, pressing wisely until they achieved their goal and saw the University functioning in their land. Fortunately, with the passage of time and the awareness of both protagonists of this reality, the University has been institutionalized in each of the venues.


What is the government doing about it?
General Law of Education, approved in 2003 after the centralization process had begun, the constitution of the Regional Participatory Education Councils (Copare) and the Local Participatory Education Councils (Copale) was established as spaces for participation, agreement, and surveillance of social organizations concerning the management of the educational service. (Korayma)
The preparation of the Regional Educational Projects (PER) between 2006 and 2010 has been the greatest achievement of the Copare. They were the privileged space for dialogue on the main problems of education in each region and the regional educational priorities that were reflected in the PER.


Poverty is inversely related to education. It is observed that the higher the level of education, the lower the incidence of poverty. Thus we have that 60.1% of the poor aged 15 and over have no education or only have primary education. This percentage rises to 69.7% in the case of the extremely poor. Regarding education in the country, the biggest problem is the low quality of education. Other problems are the low pedagogical level as a consequence of the limited teacher training, school desertion, and the lack of work from and through art, which is relegated to primary education.



BIBLIOGRAPHY:
  • Ministerio de Educación. (2013). Balance y desafíos de la descentralización educativa. [Balance and challenges of educational decentralization] http://www.minedu.gob.pe/p/xtras/balance-y-desafios-de-la-descentralizacion-educativa.pdf 
  • ComunicUNS. (2015, July 22). Centralismo es desigualdad. [Centralism is inequality]. (Video). https://www.youtube.com/watch?v=1GIb_Ea60YI 





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