Peru. The state of public teacher policies

This report analyses the state of public teacher policies in Peru. It was prepared by the Instituto de Estudios Peruanos [Institute of Peruvian Studies – IEP] and the Inter-American Dialogue.

The report is part of a series of follow-up reports by the Partnership for Educational Revitalization in the Americas (PREAL) that focused on four countries: Argentina, Costa Rica, Panama and Peru. It follows a first series of reports on teacher policies in the Dominican Republic, El Salvador, Guatemala and Honduras, published in 2015.

The analysis encompasses the period from 2012, during which the Teacher Reform Law was passed, to 2017. This period saw a reform of the teaching profession that was more comprehensive than others that had come before it, and included the establishment of a new career path, updates to teacher training, and the development of a teacher welfare strategy.

Noteworthy advances include the existence and implementation of teaching performance standards, the clear structure of a merit-based professional career path, and the transparency and suitability of the teacher evaluations carried out to date. Nevertheless, challenges that require special attention in order to ensure the success of the reform include improving teacher recruitment and retention processes, expanding strategies to support teaching practice, and stepping up action for professional reassessment.