A Skills beyond School Review of Peru

114 Pages·2016·1.726 MB·English

by  Organization for Economic Cooperation & Development

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OECD Reviews of Vocational Education and Training
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A Skills beyond School Review of Peru v OECD Reviews of Vocational
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s Education and Training
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Vocational education and training (VET) programmes are facing rapid change and f
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intensifying challenges. How can employers and unions be engaged? How can o A Skills beyond School
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work-based learning be used? How can teachers and trainers be effectively prepared? a
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How should postsecondary programmes be structured? The country reports in this io
series look at these and other questions. They form part of Skills beyond School, OECD na Review of Peru
policy reviews of vocational education and training. l E
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Contents u
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a Mary Alice McCarthy, Pauline Musset
Summary: Strengths, challenges and recommendations t
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Chapter 1: Laying the foundation for inclusive growth: The crucial role of education and n
skills a
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Chapter 2: Improving the alignment between the supply of VET programmes and the d
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needs of the economy r
a
Chapter 3: Ensuring quality across all VET programmes in
Chapter 4: Building bridges from VET to further opportunities ing
Chapter 5: Reducing inequities in access to high quality VET
Chapter 6: Strengthening and expanding career guidance services
Further reading
OECD (2014), Skills beyond School: Synthesis Report, OECD Reviews of Vocational
Education and Training, OECD Publishing, Paris.
http://dx.doi.org/10.1787/9789264214682-en. A
S
OECD (2010), Learning for Jobs, OECD Reviews of Vocational Education and Training, k
OECD Publishing, Paris. ills
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http://dx.doi.org/10.1787/9789264087460-en. e
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See also: www.oecd.org/education/vet. o
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For more information about OECD work on skills, see: www.oecd.org/skills. S
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l R
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Consult this publication on line at http://dx.doi.org/10.1787/9789264265400-en. P
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This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and r
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statistical databases.
Visit www.oecd-ilibrary.org for more information.
ISBN 978-92-64-26539-4
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91 2016 11 1 P

OECD Reviews of Vocational Education and Training
A Skills beyond School
Review of Peru
Mary Alice McCarthy, Pauline Musset
This work is published under the responsibility of the Secretary-General of the
OECD. The opinions expressed and arguments employed herein do not
necessarily reflect the official views of OECD member countries.
This document and any map included herein are without prejudice to the status
of or sovereignty over any territory, to the delimitation of international frontiers
and boundaries and to the name of any territory, city or area.
Please cite this publication as:
McCarthy, M. and P. Musset (2016), A Skills beyond School Review of Peru, OECD Reviews of
Vocational Education and Training, OECD Publishing, Paris.
http://dx.doi.org/10.1787/9789264265400-en
ISBN 978-92-64-26539-4 (print)
ISBN 978-92-64-26540-0 (PDF)
Series: OECD Reviews of Vocational Education and Training
ISSN 2077-7728 (print)
ISSN 2077-7736 (online)
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ACKNOWLEDGEMENTS –

ACKNOWLEDGEMENTS
The OECD is very grateful to the many people throughout Peru, who
gave up their time to take part in meetings with the visiting OECD team and
contributed their knowledge and ideas to this exercise. We owe particular
thanks to our colleagues in the Ministry of Labour and the Ministry of
Education who were more directly involved in facilitating the work of the
OECD and the mission. This review is part of the OECD-Peru Country
Programme which seeks to support the country in its reform agenda and
improve its public policies in priority areas.
OECD REVIEWS OF VOCATIONAL EDUCATION AND TRAINING: A SKILLS BEYOND SCHOOL REVIEW OF PERU © OECD 2016

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TABLE OF CONTENTS –

Table of contents
Summary: Strengths, challenges and recommendations .............................................. 9
Chapter 1. Laying the foundation for inclusive growth: The crucial role of
education and skills ........................................................................................................ 17
The review of Peru and its place in the OECD study ................................................... 18
Why vocational education and training matter ............................................................. 19
The risk of falling into the middle-income trap ........................................................... 23
Key features of Peru’s VET system ............................................................................. 26
Strengths of the Peruvian system ................................................................................. 33
Note .............................................................................................................................. 35
References .................................................................................................................... 36
Chapter 2. Improving the alignment between the supply of VET programmes and
the needs of the economy ............................................................................................... 39
The alignment challenge .............................................................................................. 40
Three strategies for strengthening alignment ............................................................... 41
Recommendation 2.1: Funding for outcomes .............................................................. 42
Recommendation 2.2: Building a data infrastructure to support alignment ................. 45
Recommendation 2.3: Allowing more flexibility and opportunities for local
customisation................................................................................................................ 48
References .................................................................................................................... 50
Chapter 3. Ensuring quality across all VET programmes .......................................... 53
The VET quality challenge .......................................................................................... 54
Defining quality in VET programmes: Three key principles ....................................... 54
VET programme quality is very uneven in Peru .......................................................... 55
Recommendation 3.1: Strengthening accreditation ...................................................... 56
Recommendation 3.2: Strengthen the public VET sector ............................................ 60
Recommendation 3.3: Work-based learning: A core component of quality ................ 63
References .................................................................................................................... 69
Chapter 4. Building bridges from VET to further opportunities ............................... 71
The pathways challenge ............................................................................................... 72
Strengthening VET educational pathways is important for Peru ................................. 73
OECD REVIEWS OF VOCATIONAL EDUCATION AND TRAINING: A SKILLS BEYOND SCHOOL REVIEW OF PERU © OECD 2016
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– TABLE OF CONTENTS

Three strategies for building pathways for VET students ............................................ 74
Recommendation 4.1: Programmes of study that connect educational levels or
sectors ........................................................................................................................... 74
Recommendation 4.2: A qualifications infrastructure to support transitions
and mobility ................................................................................................................. 76
Recommendation 4.3: Building pathways for adult school leavers ............................. 78
References .................................................................................................................... 81
Chapter 5. Reducing inequities in access to high-quality VET ................................... 83
The equity challenge .................................................................................................... 84
Broadening access to high-quality VET: Three strategies ........................................... 87
Recommendation 5.1: Providing VET options to upper secondary students ............... 87
Recommendation 5.2: Expanding financial aid............................................................ 89
Recommendation 5.3: Expand second chance opportunities for adults to gain
skills and qualifications ................................................................................................ 91
References .................................................................................................................... 96
Chapter 6. Strengthening and expanding career guidance services ........................... 99
The career navigation challenge ................................................................................. 100
Three strategies for strengthening career guidance in Peru ........................................ 101
Recommendation 6.1: Improve information on the costs and returns to VET
programmes ................................................................................................................ 102
Recommendation 6.2: Build the capacity of career counsellors ................................ 104
Recommendation 6.3: Involve other VET stakeholders in career education
activities ..................................................................................................................... 107
References .................................................................................................................. 109

Table

Table 1.1 Enrolments in public and private VET institutions ................................... 28

Figures

Figure 1.1 Real historical GDP growth rates ............................................................. 20
Figure 1.2 Net enrolments in secondary (ages 12-16) and tertiary education
(ages 17-24) ............................................................................................. 21
Figure 1.3 Total factor productivity in Peru .............................................................. 22
Figure 1.4 How many students score under Level 2 in mathematics ........................ 24
Figure 3.1 Government education spending comparatively ...................................... 61
Figure 5.1 Poverty levels, urban and rural................................................................. 84
Figure 5.2 Monthly income per capita, urban and rural ............................................ 85

OECD REVIEWS OF VOCATIONAL EDUCATION AND TRAINING: A SKILLS BEYOND SCHOOL REVIEW OF PERU © OECD 2016
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TABLE OF CONTENTS –

Boxes

Box 1.1 OECD reviews of vocational education and training................................... 18
Box 2.1 Outcomes-based funding models in the United States: The Texas state
technical college system (TSTC) ....................................................................... 44
Box 2.2 Destination surveys ...................................................................................... 48
Box 3.1 Key components of effective accreditation systems .................................... 60
Box 3.2 The many direct benefits of work-based learning ........................................ 65
Box 3.3 Some countries have successfully implemented systematic and mandatory
approaches to WBL ............................................................................................ 67
Box 3.4 External bodies involved in apprenticeship training .................................... 68
Box 4.1 Many countries have co-ordination arrangements between different types
of programmes and institutions .......................................................................... 75
Box 4.2 Tackling basic skills weaknesses in community colleges in the
United States ...................................................................................................... 80
Box 5.1 Training providers can respond in different ways ....................................... 91
Box 5.2 Recognition of prior learning (RPL) in Iceland ........................................... 94
Box 5.3 I-BEST: Integrated instruction in the United States .................................... 94
Box 6.1 Career guidance advisers in Scotland ........................................................ 108

OECD REVIEWS OF VOCATIONAL EDUCATION AND TRAINING: A SKILLS BEYOND SCHOOL REVIEW OF PERU © OECD 2016