Why Peru’s Education System Is Facing a Crisis After the Pandemic

Recent Trends

In the years following the pandemic, Peru’s education system has struggled to regain pre‑2020 learning levels. Early assessments show that reading comprehension and math proficiency in primary and secondary schools remain below historical averages. Dropout rates, particularly in rural and Indigenous communities, have risen, while school re‑enrollment among older adolescents has not fully recovered.

• Standardized test results in 2023 and 2024 indicate a decline of one to two grade levels in core subjects compared with 2019 benchmarks.
• Chronic absenteeism has become more common, especially in regions where internet connectivity was limited during prolonged school closures.
• Teacher turnover has increased, with many educators leaving the profession due to burnout, low pay, and safety concerns in remote areas.

Background

Peru’s education system already faced deep structural inequalities before the pandemic. Rural schools often lacked basic amenities such as running water, electricity, and suitable classrooms. When COVID‑19 forced the country into one of the world’s longest school closures—lasting roughly 18 months in many areas—students without access to digital devices or reliable internet were disproportionately affected. The government’s emergency remote learning program, “Aprendo en Casa,” reached many urban families but left millions of rural and Indigenous students effectively disconnected from formal instruction for over a year.

• Pre‑pandemic, only about 40% of rural households had internet access, compared with near‑universal coverage in affluent urban districts.
• Public spending on education as a share of GDP has remained below the OECD average for years, limiting infrastructure upgrades and teacher training.
• Language barriers also hindered Indigenous students, as many initial remote materials were offered primarily in Spanish.

User Concerns

Parents and educators across Peru report three pressing worries: learning recovery, mental health, and re‑engagement. For families in rural and peri‑urban areas, the loss of two academic years has forced children to either repeat grades or advance without foundational skills. Teachers describe classrooms where students at widely different levels must be taught together, straining already limited resources. Additionally, many students exhibit signs of anxiety, depression, or social withdrawal after prolonged isolation, which further hinders academic progress.

• A 2024 survey by a national teachers’ union found that roughly 70% of public‑school instructors feel unprepared to address the wide range of learning gaps in their classrooms.
• High‑school‑age youth, especially in coastal cities, are increasingly drawn to informal work or digital entrepreneurship rather than returning to traditional schooling.
• Indigenous communities worry that the system’s one‑size‑fits‑all approach ignores their linguistic and cultural needs, leading to alienation and low attendance.

Likely Impact

Without sustained intervention, the learning deficits accumulated during the pandemic could reduce long‑term economic productivity and deepen social inequality. Students who fall behind early are more likely to drop out of secondary school, limiting their future earning potential. For Peru’s economy, which already relies heavily on low‑skilled labor in mining, agriculture, and services, a less educated workforce may struggle to adopt new technologies or compete regionally. Moreover, the erosion of trust in public education could push more families toward private institutions, widening the gap between socioeconomic groups.

• Economists estimate that a one‑year learning loss can reduce a generation’s lifetime earnings by 5–10%, depending on the severity of the deficit.
• Regions with already weak public health and social services may see higher rates of youth unemployment and social unrest if educational pathways remain blocked.
• The crisis may accelerate the fragmentation of the education system, with wealthier families opting for international curricula or homeschooling, leaving public schools with the most vulnerable students.

What to Watch Next

Several areas will indicate whether Peru’s education system can begin to recover. The government has pledged to increase teacher salaries and invest in school infrastructure, but budget allocations and implementation remain uncertain. Pilot programs in districts like Cusco and Loreto are testing accelerated learning modules and bilingual materials, which could serve as models if they show measurable progress. International organizations, including the World Bank and UNICEF, are providing technical assistance for assessments and curriculum reform. The next nationwide standardized test, expected within two years, will offer the first clear data on whether these efforts are closing the gap.

• Watch for changes in the national curriculum that emphasize foundational literacy and numeracy over breadth, a shift being debated in congress.
• Monitor how the Ministry of Education addresses the severe shortage of qualified teachers in rural secondary schools, which predated the pandemic.
• Private‑sector initiatives using adaptive learning apps or community‑based tutoring centers could fill some gaps, but may also widen inequality if they remain accessible only to families with means.
• Legislative decisions on extending compulsory schooling or mandating a “recovery year” for older students could reshape enrollment numbers and funding priorities.