Peru/U.S. Curriculum Translation
| Grade | 7th (1o/Primer) | 8th (2o/Segundo) | 9th (3o/Tercer) | 10th (4o/Cuarto) | 11th (5o/Quinto) |
|---|---|---|---|---|---|
| Mathematics (Matemática) | Blend of Algebra, Geometry, and Finance Consider: Algebra 1 | Blend of Algebra, Geometry, and Finance Consider: Geometry | Blend of Algebra, Geometry, and Finance Consider: Algebra 2 | Blend of Algebra, Geometry, and Finance Consider: Financial Math or Ind. Study in Math | |
| Science (Ciencia y Tecnología) | Blend of Biology, Chemistry, and Physics Consider: Biology | Blend of Biology, Chemistry, and Physics Consider: Chemistry | Blend of Biology, Chemistry, and Physics Consider: Physics | Blend of Biology, Chemistry, and Physics Consider: Environmental Systems | |
| History (Ciencias Sociales) | Country Specific History Consider: SPTSS | World Geography | Country Specific History Consider: SPTSS | Economics | |
| Spanish (Comunicación) | Spanish 1 | Spanish 2 | Spanish 3 | Spanish 4 | Spanish 5 |
| Foreign Language (Inglés) | Reading, Writing, Vocabulary | Reading, Writing, Vocabulary Consider: English 1 | Reading, Writing, Vocabulary | Reading, Writing, Vocabulary | |
| P.E. (Educación física) | P.E. | P.E. | P.E. | P.E. | |
| Fine Arts (Arte y Cultura) | Art | Art | Art | Art | |
| Electives** (Educación para el Trabajo) | May Vary | May Vary | May Vary | May Vary | May Vary |
*Should have consistent schooling with minimal gaps in education
** Subjects taught such as religious education and civics may be included as electives if courses have a state equivalent
School Year: Feb/Mar-December | Compulsory Education: Grade 11 | Graduation: Grade 11
| School | School Type | Grade | Age | Certificate |
|---|---|---|---|---|
| Early Childhood (Educación Inicial) | Educación Básica (Basic Education) | EC | 3-5 | None |
| Elementary (Educación Primaria) | Educación Básica (Basic Education) | 1-6 | 6-11 | Certificado de Educación Primaria (Certificate of Primary Education) |
| Secondary (Educación Secundaria) | Educación Básica (Basic Education) 1st cycle- Grades 7-8 2nd cycle-Grades 9-11 (divided into academic and vocational streams) | 7-11 | 12-16 | Certificado de Estudios de Educación Secundaria (Secondary School Certificate) |
| Scale | Scale 2 | U.S. Equivalent | U.S. Numerical Grade |
|---|---|---|---|
| 19-20 (Excelente) | 90-100 | A | 95 |
| 17-18 (Muy Bueno) | 80-89.99 | B | 85 |
| 14-16(Aprobado) | 70-79.99 | C | 75 |
| 11-13 (Aplazado) | 60-69.99 | D | 70 |
| 0-10 (Reprobado) | 1-59.99 | F | 69 |
Education Practice:
The education system in Peru is currently undergoing reforms for decentralization. These reforms aim to give local authority over education administration, curriculum development, and quality control in lieu of the centralized Ministry of Education. Reforms, however, are slow to be implemented, and currently the country still follows a national curriculum, though local officials are permitted to develop and implement elective courses.
Secondary students attend school ranging from 30-45 hours a week, and take courses in religious education and civics, in addition to the subjects in the framework above. These courses may or may not have a state equivalent, and so can be considered for elective credit on a case by case basis.
The disparity in education quality in Peru is vast, with rural households having much lower education outcomes due to lack of resources such as the internet. In 2020, only 6% of rural households had internet access, compared to 63% of households in Lima, the country’s capital. Extending access to impoverished communities has been a challenge, especially in indigenous regions, where language is spoken but rarely written.
The COVID-19 pandemic greatly affected education in Peru, despite government efforts to provide instruction via TV and radio. The drop-out rate rose 7% in 2020 and has been slow to recover in the aftermath.
U.S. Educator Implications:
Though the Peruvian government has a policy of bilingualism, hoping to familiarize all students with English, the English fluency rate remains low. Educators should rely on a combination of academic history and language placement testing when determining appropriate English credits.
Disparities in student achievement are vast across the socioeconomic spectrum. Students coming from more affluent areas, such as the nation’s capital, are more likely to have had consistent, quality, education, and therefore are more likely to perform at higher levels.
Gender disparities also exist, though are less stark than disparities related to income. Even so, traditional gender roles are often followed, and males are often deferred to as the de-facto leader of the family while females primarily follow a caretaker role.
Strategies for Transition:
Resources:
WENR-Peru
Curriculum: https://cdn.www.gob.pe/uploads/document/file/1439335/RVM%20N%C2%B0%20216-2020-MINEDU.pdf.pdf
https://www.nuffic.nl/sites/default/files/2020-08/education-system-peru.pdf
http://www.minedu.gob.pe/curriculo/pdf/03062016-programa-nivel-secundaria-ebr.pdf
