DOCSLIB.ORG

A Brief Outline of the Educational Structure of Peru

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Brief Outline of the Educational Structure of Peru A BRIEF OUTLINE OF THE EDUCATIONAL STRUCTURE OF PERU Poster Presentation Prepared By Carole G. Khoury Evaluator 2003 NAFSA Conference Salt Lake City, UT A Brief Outline of the Educational Structure of Peru Language of Instruction: Spanish Documents Issued: in Spanish, by institutions Calendar: March/April to December National Body: Ministerio de Educación (Ministry of Education) Institutions: both public and private (although most are state-controlled) all universities are autonomous EDUCACIÓN INICIAL (Pre-Primary Education) Length of Program: 1 year Additional Information: compulsory available in both the public and private sector EDUCACIÓN PRIMARIA (Primary Education) Grades: 1 to 6 Length of Program: 6 years Qualification Awarded: Certificado Oficial de Educación Primaria (Official Certificate of Primary Education) Additional Information: compulsory EDUCACIÓN SECUNDARIA (Secondary Education) Level: Ciclo General (General Cycle or Lower Secondary) Entrance Requirement: Certificado Oficial de Educación Primaria Grades: 7-8 Length of Program: 2 years Level: Ciclo Diversificado (Diversified Cycle or Upper Secondary) Entrance Requirement: completion of Ciclo General Grades: 9-11 Length of Program: 3 years Institution: Centro Educativo, Colegio, etc. Qualification Awarded: Certificado Oficial de Educación Secundaria Común Completa (Official Certificate of Completion of General Secondary Education) Level: Ciclo Diversificado (Diversified Cycle or Upper Secondary) Entrance Requirement: completion of Ciclo General Grades: 9-11 Length of Program: 3 years Institution: Escuela Superior de Educación Profesional - ESEP (Higher School of Professional Education) Cycle I Qualification Awarded: Diploma de Aptitud Profesional (Diploma of Professional Competency) Bachillerato Técnico (Technical Bachillerato) Bachillerato Profesional (Professional Bachillerato) TERTIARY EDUCATION University Education Level: Pregrado (Undergraduate) Entrance Requirement: Certificado Oficial de Educación Secundaria Común Completa Length of Program: 4-6 years Qualification Awarded: Bachiller (Bachelor’s) Additional Information: first academic degree Level: Pregrado (Undergraduate) Entrance Requirement: Bachiller Length of Program: 1 year beyond the Bachiller Qualification Awarded: Licenciado (Licentiate) or other professional title e.g., Ingeniero (Engineer) Additional Information: first professional title that allows the holder to enter the practice Level: Postgrado (Postgraduate) Entrance Requirement: Licenciado Length of Program: 2 years Qualification Awarded: Especialista (Specialist) Additional Information: second professional title awarded after highly specialized study Level: Postgrado (Postgraduate) Entrance Requirement: Licenciado Length of Program: 2 years Qualification Awarded: Maestro/Magíster (Master’s) Additional Information: may be a research or a professionally-oriented degree Level: Postgrado (Postgraduate) Entrance Requirement: Maestro/Magíster Length of Program: 2 years Qualification Awarded: Doctorado (Doctorate) Additional Information: candidate must defend original research and must be proficient in a foreign language Technical and Professional Education Entrance Requirement: Certificado Oficial de Educación Secundaria Común Completa or equivalent Length of Program: 3, 4, or 5 years Institution: Instituto Superior Pedagógico - ISP (Higher Pedagogical Institute) Instituto Superior Tecnológico - IST (Higher Technological Institute) Instituto de Educación Técnica Superior - IETS (Institute of Higher Technical Education) Escuela Superior de Educación Profesional - ESEP (Higher School of Professional Education) Cycle II Qualification Awarded: Profesor (Teacher) Bachiller Profesional (Professional Bachiller) Experto (Expert) Técnico (Technician) Especialista Profesional (Professional Specialist) GRADING SCALE Peru IERF Suggested U.S. Equivalents 15.0 - 20.0 Excelente Excellent A = 4.00 13.0 - 14.0 Muy Bueno Very Good B+ = 3.30 12.0 Bueno Good B = 3.00 11.0 Aprobado Passing C = 2.00 00.0 - 10.0 Reprobado Failure F = 0.00 A Brief Outline of the Educational Structure of Peru Universidad 2 Doctorado 1 2 Maestro/ 2 Especialista 1 Magíster 1 Instituto de Educación Técnica 1 Licenciado Superior (IETS) Instituto Superior Pedagógico (ISP) Instituto Superior Tecnológico (IST) Escuela Superior de Educación 6 Profesional (ESEP) Cycle II 5 Bachiller 5 Profesor/ 4 4 Bachiller Profesional/ 3 3 3 Experto/ 2 2 Especialista 2 Técnico 1 1 Profesional 1 Escuela Superior de Educación Centro Educativo/Colegio Profesional (ESEP) Cycle I 5 5 4 4 Diploma de Aptitud Profesional/ 3 Certificado Oficial de Educación Secundaria 3 Bachillerato Técnico/ Común Completa Bachiller Profesional 2 2 1 1 6 5 4 Certificado Oficial de Educación Primaria 3 2 1 * The numbers on the left of the diagram designate years of study .
Load more

Recommended publications
  • History of Indigenous Cultures in Peru LACB 3000 (3 Credits / 45 Hours)
    History of Indigenous Cultures in Peru LACB 3000 (3 Credits / 45 hours) SIT Study Abroad Program: Peru: Indigenous Peoples and Globalization PLEASE NOTE: This syllabus is representative of a typical semester. Because courses develop and change over time to take advantage of unique learning opportunities, actual course content varies from semester to semester. Course Description This thematic course aims to provide an overview of the historical processes and context that the indigenous people of Peru (Andean and Amazonian) have experienced. This will provide a fundamental base for understanding the contemporary situation of indigenous people in Peruvian society as well as the effects of the processes of urbanization and globalization. This seminar will be organized into three modules: 1. History of Indigenous peoples before Columbus 2. History of Indigenous peoples after Columbus 3. History and culture contemporary of Indigenous peoples Every lecturer has the freedom to propose his/her own class dynamic. Students are expected to be open and receptive to different teaching styles. Expected Outcomes By the end of the course, students should be able to do the following: • Discuss the historical underpinnings that influence the contemporary situations and conditions of the first nations of Peru. • Identify the indigenous diversity among the Peruvian population and their cultural legacies. • Relate the historical struggle of Andean and Amazonian people for land tenure and resource ownership. Language of Instruction This course is taught in Spanish with readings in English and Spanish. Assignments are completed in Spanish. Copyright © School for International Training. All Rights Reserved. 1 Course Schedule *Please be aware that topics and excursions may vary to take advantage of any emerging events, to accommodate changes in our lecturers’ availability, and to respect any changes that would affect student safety.
    [Show full text]
  • Trade Agreement Between the European Union and Colombia and Peru
    Trade agreement between the European Union and Colombia and Peru European Implementation Assessment STUDY EPRS | European Parliamentary Research Service Editor: Anna Zygierewicz Ex-Post Evaluation Unit PE 621.834 – July 2018 EN Trade agreement between the European Union and Colombia and Peru European Implementation Assessment On 29 November 2017, the Committee on International Trade (INTA) of the European Parliament requested authorisation to undertake an own-initiative report on the implementation of the trade agreement (TA) between the EU and Colombia and Peru (2018/2010 (INI). Santiago Fisas Ayxelà (EPP, Spain) was appointed rapporteur. This European implementation assessment has been provided to accompany the work of the INTA committee in scrutinising the implementation of the agreement. This European implementation assessment (EIA) consists of two parts. The in-house opening analysis (Part I) outlines the process leading to the signature of the trade agreement between the EU and Colombia and Peru. It also presents the socio-economic situation in Colombia and Peru and relations between the EU and Colombia and Peru, as well as relations between the EU and the Andean Community. The research paper prepared by external experts (Part II) presents a detailed analysis of trade in goods and services and foreign direct investments. The paper also evaluates, in detail, the implementation of the trade and sustainable development chapter of the trade agreement in both Colombia and Peru. Finally, the paper provides recommendations for the improvement of the implementation of the trade agreement. EPRS | European Parliamentary Research Service AUTHORS Part I: The opening analysis has been prepared by Dr Anna Zygierewicz, Ex-Post Evaluation Unit, EPRS.
    [Show full text]
  • FLORA of PERU 91 Are Very Showy, and Their Structure Is Highly Complicated
    90 FIELD MUSEUM OF NATURAL HISTORY BOTANY, VOL. XIII Huanuco: (Haenke). Lima: Above Matucana (Ball). In rock detritus, 1,700 meters, above St. Bartholome", Weberbauer 1690, type M. cylindrostachya. Purruchucho, Nee (type, as at Geneva); also between Obrajillo and San Buenaventura, Nee (Madrid). Malesherbia turbinea Macbr. Field Mus. Bot. 4: 118. 1927. Apparently allied to M. haemantha (only flowering branches known); calyx 12-15 mm. long, 7 mm. broad, sparsely pilose; crown 13 mm. high, irregularly denticulate-crenate; sepals 8-9 mm. long; pedicels nearly 15 mm. long; stamens scarcely exserted; capsules pilose, little exserted; seeds obscurely transversely but strongly longitudinally striate, about 1 mm. wide, nearly 2.5 mm. long. Flowers blood-red, the anthers apparently white or yellowish. The upper bract-like oblong-ovate leaves are merely crenate. Each leaf-crenation is tipped with one long cilium. Tacna: In rainy green shrubs and Cereus, Candarave, Weberbauer 7364, type. Malesherbia Weberbaueri Gilg, Bot. Jahrb. 50: Beibl. Ill: 11. 1913. Densely appressed silky-villous simple-stemmed shrub with crowded linear-lanceolate sessile leaves and long terminal racemes of leafy bracted greenish yellow or reddish tinged subtubular flowers; leaves subentire or obscurely crenate-serrulate, 8-12 cm. long, about 1 cm. wide, acute base and apex; calyx 3.5-4 cm. long, 8-10 mm. wide, sepals lanceolate, acuminate, 7-8 mm. long, 2 mm. wide at base, the petals shorter and narrower; crown irregularly and slightly dentate; capsule included or barely exserted; seeds minutely and obscurely striate. To about 1 meter high in steep, loose, rocky soils. Species distinctive in its closely appressed sericeous pubes- cence.
    [Show full text]
  • Spanish Impact on Peru (1520 - 1824)
    Spanish Impact on Peru (1520 - 1824) San Francisco Cathedral (Lima) Michelle Selvans Setting the stage in Peru • Vast Incan empire • 1520 - 30: epidemics halved population (reduced population by 80% in 1500s) • Incan emperor and heir died of measles • 5-year civil war Setting the stage in Spain • Iberian peninsula recently united after 700 years of fighting • Moors and Jews expelled • Religious zeal a driving social force • Highly developed military infrastructure 1532 - 1548, Spanish takeover of Incan empire • Lima established • Civil war between ruling Spaniards • 500 positions of governance given to Spaniards, as encomiendas 1532 - 1548, Spanish takeover of Incan empire • Silver mining began, with forced labor • Taki Onqoy resistance (‘dancing sickness’) • Spaniards pushed linguistic unification (Quechua) 1550 - 1650, shift to extraction of mineral wealth • Silver and mercury mines • Reducciones used to force conversion to Christianity, control labor • Monetary economy, requiring labor from ‘free wage’ workers 1550 - 1650, shift to extraction of mineral wealth • Haciendas more common: Spanish and Creole owned land, worked by Andean people • Remnants of subsistence-based indigenous communities • Corregidores and curacas as go- betweens Patron saints established • Arequipa, 1600: Ubinas volcano erupted, therefor St. Gerano • Arequipa, 1687: earthquake, so St. Martha • Cusco, 1650: earthquake, crucifix survived, so El Senor de los Temblores • Lima, 1651: earthquake, crucifixion scene survived, so El Senor de los Milagros By 1700s, shift
    [Show full text]
  • Inca Civilization 1425 A.D - 1532 A.D
    Inca Civilization 1425 A.D - 1532 A.D The Inca first appeared in the Andes region during the 12th century A.D. and gradually built a massive kingdom through the military strength of their emperors. Known as Tawantinsuyu, the Incan empire spanned the distance of northern Ecuador to central Chile and consisted of 12 million inhabitants from more than 100 different ethnic (cultural) groups at its peak. Well-devised agricultural and roadway systems, along with a centralized religion and language, helped maintain a cohesive (solid) state. Despite their power, the Inca were quickly overwhelmed by the diseases and superior weaponry of Spanish invaders, the last bastion of their immense empire overtaken in 1572. The Inca first appeared in what is today southeastern Peru during the 12th century A.D (1100’s). According to some versions of their origin myths, they were created by the sun god, Inti, who sent his son Manco Capac to Earth through the middle of three caves in the village of Paccari Tampu. After killing his brothers, Manco Capac led his sisters and their followers through the wilderness before settling in the fertile valley near Cusco circa 1200. The expanding reach of the Inca state, lead to the need for information and people to travel quickly throughout the empire. Pachacuti Inca Yupanqui is believed to have been the first Inca emperor to order forced resettlement to squash the possibility of an uprising from one ethnic (cultural) group. In addition, he established the practice in which rulers were prevented from inheriting the possessions of their fathers, thereby making sure that new leaders would conquer new lands and accumulate new wealth of their own.
    [Show full text]
  • Venezuelan Migration, Crime, and Misperceptions: a Review of Data from Colombia, Peru, and Chile
    Venezuelan Migration, Crime, and ISSUE BRIEF Misperceptions A Review of Data from Colombia, Peru, and Chile SEPTEMBER 2020 BY DANY BAHAR, MEAGAN DOOLEY, AND ANDREW SELEE allow for this to be done in exactly the same way in Executive Summary all three countries). The sudden, large-scale movement of nearly 5.2 For the most part, analysis of data from 2019 sug- million Venezuelans out of their country, most since gests that Venezuelan immigrants commit substan- 2014, with more than 4.2 million of them settling in tially fewer crimes than the native born, relative to other countries in Latin America and the Caribbean, their share in the overall population, signaling that has raised concerns about how this is affecting re- public perceptions on newcomers driving up crime ceiving communities, with some politicians and pun- rates are misleading. dits claiming that these new arrivals are leading to a rise in crime. Yet few studies have been conducted In Chile, for example, only 0.7 percent of people in- in the region that examine whether and what type dicted for crimes in 2019 were Venezuelan nationals, of link may exist between immigration and crime, in even though Venezuelans made up 2.4 percent of part because immigration at this scale is a relatively the population. Similarly, in Peru, where this analysis uses imprisonment data as a proxy for crime rates, new phenomenon in most Latin American countries, 1.3 percent of those in prison were foreign born—of and this particular mass migration is so recent.1 any nationality—as of 2019, whereas Venezuelan na- This issue brief explores data in the three countries tionals make up 2.9 percent of the country’s overall population.
    [Show full text]
  • Jorge Basadre's “Peruvian History of Peru,”
    Jorge Basadre’s “Peruvian History of Peru,” or the Poetic Aporia of Historicism Mark Thurner We need a Peruvian history of Peru. By Peruvian history of Peru I mean a history that studies the past of this land from the point of view of the formation of Peru itself. We must insist upon an authentic history ‘of ’ Peru, that is, of Peru as an idea and entity that is born, grows, and develops. The most important personage in Peruvian history is Peru. Jorge Basadre, Meditaciones sobre el destino histórico del Perú Although many gifted historians graced the stage of twentieth-century Peru- vian letters, Jorge Basadre Grohmann (1903 – 1980) was clearly the dominant figure. Today Basadre is universally celebrated as the country’s most sagacious and representative historian, and he is commonly referred to as “our historian of the Republic.” Libraries, avenues, and colleges are named after him. The year 2003 was “The Year of Basadre” in Peru, with nearly every major cultural institution in Lima organizing an event in his honor.1 The National University HAHR editors and the anonymous readers of earlier versions of this article deserve my thanks. Support from the Social Science Research Council, the Fulbright-Hays Program, and the University of Florida is gratefully acknowledged. All translations are mine. 1. There is no systematic work on Basadre, but several Peruvian scholars have reflected upon aspects of his work, and the centennial celebration has prompted the publication of conference proceedings. See Pablo Macera, Conversaciones con Basadre (Lima: Mosca Azul, 1979); Alberto Flores Galindo, “Jorge Basadre o la voluntad de persistir,” Allpanchis 14, no.
    [Show full text]
  • WC Peru Depot | Contact List
    WC Peru Depot | Contact List For Audits/Visits please contact our QA Department at: QA- In case of any problem with your access to CTM Star please [email protected] send an E-mail with details to: [email protected] For Depot instructions agreement, please contact Client Services department at: World Courier – Main Office Address: [email protected] Av. Camino Real 390, office 1002 Edificio Torre Central, San Isidro, Lima, Peru For quote requests of new Clinical Studies, Technical ZIP Code: Lima 27 Requests and/or General enquiries, please contact the Phone number: +51 14 428080 following E-mail address: [email protected] World Courier – Depot Address: For Order requests, please contact the following E-mail Santa Francisca Romana 1092, Urb. Pando, address: San Miguel, Lima, Peru [email protected] Zip Code: Lima 32 Phone number: +51 15 649079 For Returned/Recall Investigational Medication or Clinical Materials requests, from Sites to WC Central Depot, please contact the following E-mail address and Phone Nº (in parallel): [email protected] Phone Nº: +51 14 428080 WC Peru | Personnel Contact List Name Position Email Phone Number Fax Number Peru Pharm. Juan Solano [email protected] + 5115 649079 + 5115 647231 Arana Depot Manager Pharm. Liset De la Peru Depot [email protected] + 5115 649079 + 5115 647231 Cruz Pharmacist Pharm. Cecilia Peru Depot [email protected] + 5115 649079 + 5115 647231 Sanchez Pharmacist Pharm. Claudia Peru Depot [email protected] + 5115 649079 + 5115 647231 Alfaro Pharmacist Aux. Luis Vilca Peru Depot Auxiliary [email protected] + 5115 649079 + 5115 647231 Pharmacist WC Peru Mr.
    [Show full text]
  • The Inca Another Civilization That Grew Powerful About the Same Time As the Aztec Is the Inca
    CK_5_TH_HG_P104_230.QXD 2/14/06 2:21 PM Page 131 The Inca Another civilization that grew powerful about the same time as the Aztec is the Inca. By 1525, the Inca had created a vast empire that stretched from what is today northern Ecuador through Peru and into parts of Chile, Bolivia, and Argentina. Their capital was Cuzco, Peru, the original homeland of the Inca in the Andes Mountains. The Inca began their conquests around 1438. They had a labor tribute sys- tem to rule their conquered people. People had to work for the empire under the supervision of imperial bureaucrats and administrators. The Inca also used a complex resettlement policy to govern conquered people. Whole villages were split up and relocated to various villages closer to Cuzco; the conquered were set- tled among loyal subjects to ensure obedience. Loyal Inca took their place in the conquered villages. This strategy helped ensure that rebellions could not be easi- ly organized and executed. The leader of the empire was called the “Sapa Inca” and was considered the son of the sun god. Below the royal family came the noble class, which was made up of priests, military leaders, and the men who ran the government. When mem- bers of the noble class died, their wives and servants were buried with them. Kings were mummified, sometimes entombed in a seated position, and their bod- ies were preserved and worshipped in temples. For some ceremonies, common- Teaching Idea ers were mummified in bundles, their bodies set in the fetal position. A number Ask students to compare the impor- of ice mummies of children have been found in the Andes.
    [Show full text]
  • 1 Border War Between Ecuador and Peru
    1 Student: Solveig Karin Erdal pn: 810711 7684 Border War between Ecuador and Peru -Can there be Positive Peace without the Indians? Peace and Conflict Studies C level, 41-60 points Autumn 2003 Malmö University Supervisor: Peter Hervik 2 Table of content Table of Content 2 Maps 3 1 Introduction 4 1.1 Solving the Border Conflict 4 1.2 Contextualisation of the Problem 5 1.3 Research Question 5 1.4 Method, Material, Source Criticism and Limitations 6 2 Theory 8 2.1 Positive Peace 8 2.2 Distributive and Integrative Negotiations 10 2.3 Borders 10 2.4 Citizenship 11 2.5 Summary 12 3 Indians in Ecuador and Peru 13 3.1 Indians in the ‘War Zone’ 13 3.2 Indian Identity 15 3.3 Indian Demands 17 3.4 Indian Rights 19 3.4.1 ILO 169 19 3.4.2 Self Determination 21 3.5 Indian Social Movements 22 3.6 Summary 23 4 Border Conflict between Ecuador and Peru 24 4.1 The Conflict in 1995 24 4.2 Long-term Historical Background 26 4.3 The Conflict after the Rio Protocol 28 4.4 Ecuador and Peru’s Interests in the Conflict 29 4.5 Summary 31 5 Towards a Peace Agreement 31 5.1 Getting to the Negotiating Table 31 5.2 Four Guarantor Countries as Mediators 32 5.3 Negotiations become Integrative 35 5.4 Peace Agreement of 1998 37 5.5 Integration of the Indians in the Negotiations 39 5.6 Summary 42 6 Positive Peace Including Indians 42 6.1 Indians in the States 42 6.2 Positive Peace Building 44 6.3 Future of Positive Peace in Ecuador and Peru 46 6.4 Summary 46 7 Positive Peace With the Indians 47 References 49 3 Maps Map over the conflicting border line (Palmer 1997:120).
    [Show full text]
  • Falling Short of Protection: Peru's New Migration Scheme for Venezuelans
    40 Latin America and the Caribbean FMR 56 www.fmreview.org/latinamerica-caribbean October 2017 Falling short of protection: Peru’s new migration scheme for Venezuelans Nicolas Parent Peru’s introduction of a new work and study permit for Venezuelans fleeing violence in their country is to be applauded – but it provides only a limited, temporary form of protection. State repression, looting and civil violence of one year, with the possibility of renewal. have left Venezuelans in a state of uneasiness The new programme has been praised by and fear, with the erosion of the country’s the international community, including by socio-political stability further exacerbated the Inter-American Commission on Human by shortages of food and medicine, crippling Rights which has called it “an example inflation and a dramatic devaluation of the for the region of how States can protect Venezuelan currency. With each passing day, migrants who are in a vulnerable situation as the situation deteriorates, the applicability by regularizing migration.”3 According to to Venezuelans of the international definition Eduardo Sevilla Echevarría, Superintendent of refugee becomes increasingly justifiable. of Migration, over 10,000 Venezuelans have In addition to both the 1951 Refugee been approved for the PTP as of late July Convention and its 1967 Protocol, to which the 2017. 4 vast majority of Latin American countries are However, it appears that migration signatories, the continent has demonstrated a officials may be promoting the PTP in coordinated effort to strengthen its regional place of providing information about framework for the forcibly displaced. The other more durable and wider-ranging Cartagena Declaration in 1984, the 1994 protection pathways.
    [Show full text]
  • Geography Resources and Environment of Latin America Defining Latin America
    Geography Resources and Environment of Latin America Defining Latin America • Term “Latin America” originally used by French geographers to differentiate between Anglo and Romance (Latin based) languages. • Latin America has further been divided by language and location – Spanish and Portuguese speaking portions of Central and South America in the Latin America Region – The French, Dutch, and English speaking parts of Central and South America in the Caribbean Region Boundaries of • On the West The western boundary of Latin Latin America America is defined by the Pacific Ocean. There are few islands in the eastern Pacific. The major ones controlled by Latin American countries are the Galápagos Islands (Ecuador) and Easter Island (Chile). Although Spain controlled the Philippines and considered it part of its New World holdings, only recently has Latin America looked across the Pacific. Boundaries of • On the South Latin America The southern border of Latin America is Cape Horn, (actually the island of Hornos). Latin American countries claim Antarctica as well, but since 1959 claims for this region have been suspended by the Antarctic Treaty, which now has 25 signers and 14 observers. Peru, Chile, Argentina, Uruguay and Brazil have bases on the continent and Chile and Argentina have major claims. Boundaries of • On the East Latin America The eastern border of Latin America is marked by a string of British possessions in the Atlantic. These include the Falkland Islands (Malvinas), Tristan da Cunha, St. Helena, and Ascension. Boundaries of Latin America • On the North Many of the islands in the Caribbean (including the small islands of the lesser Antilles, plus Jamaica and western Hispaniola) have become non Spanish or Portuguese in culture.
    [Show full text]