Abstract
In the past few decades, education in Peru has shown increased enrolment, especially in primary schools, but low achievement as measured by national and international standard tests in reading comprehension and mathematics. However, averages hide wide disparities in educational outcomes, which are often influenced by individual and family characteristics. Among these, coming from a family that speaks an indigenous language has been shown to be a significant predictor of low educational outcomes as compared to coming from a Spanish-speaking family (Cueto 2007: 425–6).2 In this chapter, we present and discuss evidence of this trend in Peru, suggesting policies to overcome existing inequalities.
This chapter is a revised version of a background paper commissioned by UNESCO for the 2010 Education For All Global Monitoring Report, Reaching the Marginalized. The original paper includes additional statistical information and is available at http://unesdoc.unesco.org/images/0018/001865/186589e.pdf. The authors wish to thank the UNESCO EFA team and Bill Myers for their thoughtful comments.
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© 2012 Santiago Cueto, Gabriela Guerrero, Juan León, Elisa Seguin, and Ismael Muñoz
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Cueto, S., Guerrero, G., León, J., Seguin, E., Muñoz, I. (2012). Explaining and Overcoming Marginalization in Education: Ethnic and Language Minorities in Peru. In: Boyden, J., Bourdillon, M. (eds) Childhood Poverty. Palgrave Studies on Children and Development. Palgrave Macmillan, London. https://doi.org/10.1057/9780230362796_16
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DOI: https://doi.org/10.1057/9780230362796_16
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