Gaps and Inequity in Educational Infrastructures in Peru

Abstract

The purpose of this text is to analyze the specific and disaggregated information regarding the pending gaps in equity and equality of educational infrastructure in relation to the marginal urban and rural areas of Peru. For the Ministry of Education (2016b), the primary objective of the educational public policies of the Peruvian state is to reduce the infrastructure quality and equity gaps that affect the provision of the educational service imposed on us by the 21st century society, according to the Educational Infrastructure Census (2014), a large part of the educational premises in the rural areas of Peru, have corrective maintenance needs in physical infrastructure, lack of furniture equipment, lack of installation of electrical energy, telecommunications and accessibility for the population with disabilities. The method used for this work is qualitative documentary analysis. Among the main conclusions we can affirm that the state prioritizes investments aimed at closing the gap in coverage and educational quality, however, 6% of the Gross Domestic Product destined for the education sector is below the world average (US$ 980.50), with an expenditure of approximately US$928.97 per student. Sanchez, et al. (2017) argue that one of the causes of the existing gap in the Latin American and Caribbean region is the low levels of public and private investment.