EDUCATION in PERU › fulltext › ED544161.pdfEDUCATION in PERU 0E-14104 Bulletin 1964, No. 33 AgELA R. FREEBURCER Research Assistant, Wettern Hemisphere, collaboration with CHARLES

EDUCATIONin PERU

0E-14104Bulletin 1964, No. 33

AgELA R. FREEBURCER

Research Assistant, Wettern Hemisphere, collaboration with

CHARLES C. HAUCHActing Director, Comparative Education Branch

U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE /

Anthony J. Celebreeze, Secretary4

Office of Education.'

Francis Keppel, Commissioner

DEPOSIIORYCRO:

Contents

Part I. BACKGROUND

General Characteristics of Country and People _ -

Educational Development __Administration anti Wititince _

esPart II. EDUCATIONAL LEVELS

Page

1

Preprimary Education 8Elementary EducationSecondary Education _ 12Private Education ___. 16V,Icational Education 17Teacher-Education _ a 23Iligher Education 26Special Schools 36illiteracy and Adult 1:1111Cillii)11 Programs 37

Part III. EDUCATIONAL OUTLOOKProblems, Trends, and Developments 41

international Cooperative Assistance " 47Educational Centers and Services . 49Glossary _ . _ 51

Selected. References

TablesText I'age

1. Total population and school population of Peru : 1906-60 _ 102., Number of hours a week, per subject, iu the 5-year general

secondary schools, by year 153. Selected data on elementary and secondary binational- sponsored

schools In Peru 184. Number of schools and students, by eductitional level and type of

school: 1956-60 435. Ntuuber of teachers, by educational level and- type of schools:

1950-60 44

AppendixA. Selected data on the principtil universities of Peru __ 58B. Peruvian universities recently founded or in the process of organi-

zationC. Degrees or titles awarded by the universities and number of years

of study required for each, by university and faculty _____ 00

ChartEducational System of Peru, 1963

Map

Geographical Regions of Peru

to

Iv

PacificOcean

Geographical Regions of Peru'

States (Deportamentos)

coast (COSTA)

mountains (SIERRA)

jungle (SELVA)

SOURCE: Ministerio de Educacio'n PL;blica. Plah Nacional de ConstruccionesEscolares. Lima: Per Li, The Ministry, 1959. p.2

Part I. BACKGROUND

General Characteristics of Country and People

PERU, THE FOURTH LARGEST COUNTRY. in South.tmeica, stretches approximately I,40o miles along the north- centralPacific coast of the continent. The country's total area, counting itsq islands in the Pac.ific Ocean, is over 500,000 square miles.

Continental Peru is divided geographically into three naturalsubdivisions, designated as the cosh/ (coast), where Lima, the capital,:.nd seaports are located; the sierra (Mountains), or the zone of theAndean cordillera; and the Netra (jungle), or the forested easternregion of the mountains, which occupies approximately two-thirdsof the total national territory.

These subdiv?;ions differ greatly in their physical, cultural, andeconomic aspects. The costa, with roughly 11 per6ent of the totalland, has 25 percent of the nation's population; the sierra, with 27percent of the land, has around 6;2 percent : and the sel ra rtnnprising:itproximately 62 percent of the land, has only 13 percent of thepopulation. This jungle area is largely underdeveloped and onlypartially explored.

The single largest racial group are pure-blooded Indians, whocomprise about 46 percent of the total Peruvian population. Therest of the population is distributed as follows: 37 percent mestizo(mixed Indian and Caucasian strains); 15 percent of Europeandescent ; and approximately 2 percent Negroes and oientals. Thirty-

live percent of the population speak only Quechua or Aymarti, thetwo main Indian languages. Spanish. the Acid language of thenation, is spoken by only 46 percent of the people, and variousdialects by the remainder.

Preliminary figures front the 1961 census estimated Peru's totalpopulation as 10,36-1,620 inhabitants. More than 60 percent. of thepopulation is engaged in agriculture and over 18 percent in manu-facturing,i

The present Constitution, Ivhi()t was promulgated in 1933, desig-nates Peru as a demo&atic republic. Economic, social, and individual

1

2 EDUCATION IN l'ERU

rights are specifically enumerated, and freedom of the press, religion,and assembly are guaranteet. The Constitution vests the powerthe National Government in three branches: executive, legislative,and judicial.

The President of the Country is elected by direct vote for 6 years.He must be a Peruvian by birth, over 35 years of age. The Deputiesand Senators, who also must be Peruvians by birth, are elected for6 years. The Deputies, who represent the Provinces, must beyears of age; and the Senators, elected by the departments, nuistat least 35.

The Government is highly centralized and the principal administrative officials, both national and departmental, are appointed bythe President. The main political subdivisions of the Republic aredepartments or States (each with its own capital), Provinces, anddistricts. There are 23 departments and the Constitutional Provinceof Callao, 135 Provins, and 1.259 districts. Lima, the political andcultural capital of the nation, covers over 40 square miles, and witha population of more than 1 million, is the sixth ,largest city in SouthAmerica pnd the major industrial zone of Peru.

Educational Development

The history of education in Peru follows the same 1.7sneral patternas in the other Latin American republics and covers three distinctperiods: Inca, Colonial, and National.

During the Inca period, Cuzco was the renter of learning, andpublic instruction was reserved to the sons of the nobility who weretaught the Quechua language, religion. government, history, law, and,science. The common people were trained in occupationii and trades.

The Spanish colonizers started their system of education with thesame objectives as the Inca system. Taught by the church,,ele-mentary education included elements of rending, writing, arithmhtic,morality, and religion. Designed for the upper classes, secondaryeducation was a combination of secondary and university study inLatin, law, and 'theology. During this. period the Universities, ofSan Marcos (1551). San Antonio del Cuzco (1598), and San Cristobal

-.,de Huamanga (1667) were founded.In 1821, Peru proclaimed its independence from Spain, and

education began to receive more attention.- n 189.2. Jos6 de SanMartfp decreed the founding of a normal. schllbl in Lima where the

BACKGROUND

iincaster system,' the so-called monitorial plan, was put intoi.ractice. Three years later, in 1825, Simon I3olivar decreed that this

stem be extended throughout the Republic. He ordered the estab-iliment of a university in Trujillo and a normatschool in the capital

.-ity of, each department. In the same year, the decree establishinghe University of Arequipa was issued. A furtheedecree in 1825iilietentiated bet won elementary and secondary education. DuringI lie early years of the national period of Peru a number of.secondary-ihools were established, and the Gob yio do Edueandas (SecondarySchool for Girls), the first secondary school for girls of all socialclasses, was opened in Cuzco.

A decree of 1833 created a Department of Elementary Education.in Lima. to administer and direct elementary education. The de-partment, continued to use the Lancaster system, prohibited thecollection of fees from students, established public dnd privatesemester examinations, abolished coeducation, provided bonuses forexcellence in teaching, and set a time schedule for the schools. How-ever, little actual improvement was effected.

The Constitution of 1828 had authorized Congress to formulate-eneral plans for public education and to promote advancement inthe arts and sciences. It directed the departments of the Republicto encourage public education and to guarantee elerrientary educationto all citizens. Absence of a strong pedagogical orientation, inefficientadministration of school funds, and general political unrest in thecountry all combined, however, to forestall the actual fulfillment ofthe laws on public education authorized by the Constitution.

In view of the need for reform in public education, under theleadership of President Ramon Castilla, a new regulation was issuedin 1850 to centralize the direction and control of all public educationin and to establish a division between public and privateeducation. At the same time three levels of education were dis-tinguished: elementary, secondary, and university. The normalschool at Lima became the Central Normal School and other normalschools were set up in each department's capital.

In 1855, another general regulation created the University Councilfor ,the direction of higher education in Peru, and established iden-tical instruction for boys and for girls in the lower schools. Teacherswere brought from France for certain Peruvian institutions of highereducajion. In 1861, the University of San Marcos was made thecenter of university activity for the entire Republic. The faculties

Under this system, the teacher Instructed the monitors, who in turn instructed thestudents. It became very popular. since a large number of children could be taughtby a single teacher.

lr

4 EDIrTION IN PERU

of ecclesiastical science, law, medicine, mathematics, natural science,philosophy and letters, and political economy were established aSan Marcos.

However, not until the administration of President Jose Pracio(1904-8) did the National Government actually assume the responsi-bility, for the administration and direction of education in Peru.

new law in 1905 brought a revision of public education. It re-emphasized the centralization of elementary education under the

4 National Government, removing it from control of the municipalcouncils; established free and compulsory education; reorganized theGeneral Department of Education (set up in 1836) ; established asystem of school supervision at the national level; and appropriatedfunds for elementary education. Teachers' salaries and school ma-terials were to le provided by the Government.

The Organic Law of Education of 1920 initiated steps toward newdevelopments for a more st-able and effective system of public edu-cation, particularly in administration, finance, organization, schoolattendance, and quality and methods of teaching. A constitutionalamendment in the same year required that at least one elementary andone secondary school be established for each sex in each district andprovincial capital. kA congressional committee on education reported in 1940 that lessthan 5 percent of the articles of the law of"1920 were in force, andthat the nation still remained without an effective educational system.

It may be noted that from 1822 through 1920 many laws, decreesand regulations were enacted, but the lack of the proper articulationand continuity of effort in educational matters, plus the lack offinancial resources, impeded the implementation of such laws andtherefore the development of education in Peru. However, thefrequency of so many changes in laws may also be looked upon as asign of unusual activity and constant desire to improve the Peruviansystem of education in spite of the many problems involved.

Although in 1941 a new Organic Law of Public Education waspassed, positive steps toward implementation were not taken untilthe end of World War ILI with the assistance of the U.S. Govern-ment. The law of 1941, which is the basis for Peruvian educationtoday, brought vital educational developments in the Republic.Elementary education became more industrial in nature and ruraleducation more agricultural, but common to both were general educa-tion subjects of the elementary school program. Secondary educationfor both boys and girls, became general and technical and was dividedinto commercial, industrial, and agricultural programs. In some ofthe secondary schools, vocational departments were added t( the

BACKGROUND

aditional academic offerings. Detailed programs. of study, in-luding teachers' guides for the various levels of education, were

,.repared and distributed throughout the Republic. Under the 1941law, schools were required to teach history, geography, civics, andcligion in the Spanish language, and these subjects were to be taught

by Peruvian nationals.Fundamental'education was made compulsory to the age of 40 and

called for the incorporation of the Indian population into thenational life through educational channels. Teacher-training centerswere set up and traveling units were organized in rural areas to teachsanitation, animal husbandry, farming, and the like.

The law.also provided for the organization of Patronatos Esco-laxee 2 to promote social, cultural, and economic cooperation withthe school, by the home and the community, but with the provisionthat the Patronatos would not participate in technical and adminis-trative matters, or in the selection or dismissal of teachers.

The autonomy of the universities and other institutions of higherlearning in the nation was guaranteed, and their annual subsidiesallotted by the Government were legally fixed in the education sectionof the national budget.

In 1948, the President of the Republic, General Manuel A. Odria,created a Fondo de Educaciint Nacional (National Education Fund)

,for the construction of school buildings to serve as a basis of a re-organization of the educational system in Peru. Also, in 1948, thework of General Juan Mendoza, who became Peruvian Minister ofEducation in that year, was a notable contribution in modernizingPeru's public school system, on the pattern of what he had seencarried out in some rural areas of the country with U.S. asijstance.During his first 2 years in the Ministry, school enrollments increasedby 150,000 and the educational budget had an even greater propor-tional increase.

In February 1950, a 10-year Plan de Educackin Nacional del Peni(Plan of National Education of Peru) was initiated for the develop-ment of education in five major areas: (1) Indian communitiesexpansion of the nucleon escolaret (discussed later under rural edu-cation) ; (2) rural villagescreation of a system of primer grado( incomplete, or lower, elementary) schools and prevocational trainingcenters; (3) urban centersestablishment of escuelas primariaw com-pietas (complete elementary schpols) and an increase of academic,industrial, commercial and agricultural schools; (4) capitals of each

'These organtlftions, which corsespond somewhat to U.S. parent-teacher's associa-tions, are autonomous groups composed of teachers and parents who assume a greatshare of the general responsibility for pupil health and school welfare.

6 EDUCATION IN PERU

departmentcreation of more urban and prevocational elementalschools and the organization of the grander; unidades eecolaree (largeschool centers), similar in organization to a compreherisive hig.ischool (described under secondary education); and (5) other areas-expansion of the normal schools, military institutes, and universit*.

The 1950 plan started a coordinated effort for the development ofnew curricula, textbooks, teaching procedures, methods, and trainingpersonne

In 1957, a national survey of the Peruvian educational system( Imenta de la Realidad Educativa del Periz) was completed.which ppraised the programs, courses, examinations, textbooks,teacher certification, teacher training, and inser\ice training. Thpresults and recommendations of this survey have served as a basisfor the implementation of various aspects of the 1950 plan.

Despite these efforts, advancement in public education has beenhampered by recurrent political and social disturbances, which have'been frequent throughout Peruvian history.

Administration and Finance

The. Ministry of Public Education is the official body responsiblefor education throughout dm Republic of Peru. The Peruvian Con-stitution states' that education is the responsibility of the state.Under law, the Minister of Education exercises jurisdiction overall public and private education, with the exception of the univer-sities, which are autonomous, and various independent schools underthe jurisdiction of other ministries. He is appointed by the Presi-dent of the Republic and serves for an indefinite term.

The Minister of Education presides over the Consejo Nacional deEducaci4in (National Council on Education); which is also appointedby the President. The Consejo, composed of seven members repre-senting the various levels of education, has important advisory func-tions in formulating national education policy.

Under the Minister is a general director to whom the head direc-tors in the six regional areas of the country are responsible. Underthese are the provincial and district inspectors who administer ele-mentary, rural, secondary, vocational and normal school education.Official programs are formulated by the pedagogical departments inthe regional offices and approied by the National Council on Edu-cation. The programs are compulsory in both public and private

BACKGROUND 7

chools and are enforced by the inspectors. Other directorates inhe Ministry are concerned with school property and construction,supplies, statistics, examinations, personnel, and other administrativedetails.

The Ministry of Education, through its Department of Inspectionand Private Schools, controls all private schools. In general, theyare required to follow the official plans and study programs of thepublic schools, but enjoy a degree of autonomy under the nationalsystem of education. Under certain conditions, the Government alsoauthorizes grants for private schools.

The Ministry plans the education section of the national budgetand allots the funds for educational expenditures by departments,provinces and districts. All school funds come from the educationalbudget. There is no provincial, district, or departmental income.According to a Government report, since the mid-1950's educationhas been the largest item in the national budget, with national de-fense next.

The following figures are the percentages of the total nationalbudget expended on education for the years shovrn.3

Year Percent Year Percent1955 13.87 1959 16.84

1958 14.41 1960 17.36

1957 15.10 1961 18.00

1958 14.86 1962 19.001963 20.70

3 For the years 1955-60, lee Roca. Pablo. "Costos de la Educacion," La Eduoaelda,Nos 21 23. Washington, D.C.: Pan American Colon. 1981. P. 53; for 1960-63, seeMinixterlo de Edueacidn P8bliea. Informe Bobre el Desarrolio de to Bducacion elPersi Durant.. el .4flo 1981 Lima, 1063. Pp. 93-94.

Part II. EDUCATIONAL LEVELS

Preprimary Education

PRESCHOOL EDUCATION for children from 4 to 6 years ofage is coeducational and provided in kindergartens, which generallyare adjuncts to urban elementary schools.The program for 4-year-old children includes singing, dancing,drawing, and games, and for those 5 years old, safety precautions,

handwork, oral expression, hygiene, and outdoor activities.Children 6 years of age attend clases de traiisici4n (transitionclasses), whose purpose is to establish liaison between preschool andelementary education. The 1-year transition classes are offered inkindergartens and in many elementary schools. The program in-cludes language (oral, writing, and reading), simple arithmetic,manual activities, drawing, music, moral and religious instruction,and social habits.Curriculum and syllabuses for all preprimary schools are issuedby the Ministry of Education. Instruction, as well as meals, cloth-ing, and toys, are free.Although the 1941 Organic Law of Education required the estab-lishment of kindergarten in all urban areas, in 1959 there were only

242 kindergartens located in the larger towns of departments andProvinces. In 1962, the Ministry of Education reported 298 pre-school establishments in the Republic, with total enrollment of32,217 children.

Elementary Education

The Public Law of Education of 1941, modified in 1943, stipu-lates that elementary education (usually called primary educationin Peru), is free and compulsory for children between the ages of7 and 16, o,rtWil completion of the sixth year of the elementaryschool. Ite lawis not strictly enforced because of the employment8

EDUCATIONAL LEVELS 9q

f children in agricultural work, apathy of parents, the low standard.f living of the Indian population, long distances between the schoolmd the home, the lack of qualified teachers and their ignorance ofhe Indian languages. Elementary education is also compulsory forilliterates over 16 and under 40 years of age.

In Peru, the school year is from April to December with a 15-daymidyear vacation in August. Children attend from 5 to 6 hourg'

dray. Public elementary school children receive textbooks andschool supplies free of charge. Depending on the location and en-vironment, elementary schools are classified as urban (which may beeither public, private, or feralizada4 4) or rural.

Prior to 1951, elementary education comprised 7 yearsthe tran-sition year plus 6 years of elementary schooling. A Governmentdecree dated August 1, 1951,5 eliminated the sixth year of the pro-gram, since it was considered to be a repetition of the fifth year.

Urban Schools

Urban elementary schools comprise two grado8 (grades, or lev-els) : escuela8 de primer grculq ("first grade" schools) also calledemelcut primaria incompleta8 (incomplete primary schools), con-sisting of, 3 years for children 7 to 11 years old, and escuelas deRegina() grado ("second grade" schools) comprising 2 years forchildren between 11 and 13 years of age.

The subjects included in the elementary school program are arith-metic, art, language, manual activities, moral and religious instruc-tion, health, and physical education. Premilitary and prevocationalsubjects are taught in the fourth and fifth grades.

The main purpose of urban elementary prevocational educationis to prepare students who are not continuing on to secondaryschooling for a gainful occupation, i.e., it is terminal training forthe majority pf children in urban and rural areas. In addition,prevocational education serves to discover students' aptitude for aca-demic ot vocational secondary education. Industrial claSses are givenin the urban schools and agricultural in the rural schools. In 1962, 'there were 445 prevocational urban and rural schools having 3,091teachers and a total enrollment of 132,181 students.

riscalleades (State supervised schools) are required by law to be estab-lished by agricultural, mining. Industrial, or other enterprises, whose employees form apopulation center including more than at) school age children. If more than 20 illiter-ate adults are employed, classes must be conducted for them. Attendance Is free ofcharge. State supervised schools must follow the oMcial programs of study.

Mendosa Rodrigues, Juan. Nuevo Poteacial pars la Rducseiths Persona. Lima:The Waisted°, 1956. P. 157.

10 EDUCATION IN PERU

According to the report of the Ministry of Public Education Ipresented in August 1963 at the Third Interamerican Conference ofMinisters in Bogota, Colombia, over 1,400,000 children (6-14 years,were enrolled in the elementary schols in Peru in 1961, as follows:

Total 1,462,642

Transition year 483,571First year 303,298Second year 233,679Third year 186,052Fourth year 143,016Fifth year

112_026Table 1 shows the increase of school popolat ion to 111,

total population in Peru during the years 1906-60.

Table 1.Total population and school population of Peru:Selected years 1906-60

r M:II !lipid:Oi(/II(in 111011,41114k 1

Seboi )114 ipt11:11 i

h.r.Viliage I if.1 pupil 1:11 Oil

1906 3,617 1541,54)6 4.161910 3,907 146.408 3.851915 _ _ 4,091 165.724 4.061918 _ _ 4,265 176,689 4.14

1920 .. 4.397 195.701 4.451925 4,764 23)482 4.961930 5.186 32.016 8.331931 5.278 351,057 6.651935 5.669 465.274 8211940 6,207 565,932 9.121945 _ _ 6.8718 79:1,751 10.291950 7.535 1.019.177 13.411955 8,315 1.127.64)5 13.5619410 9.720 x 1,401,016 14.40

I Not Including university echoed population2 Estimated.Source of data : Vega, Aristides "Problenins dc In Eduencion Nacional "

(Supplement) Lima: December IJOI. P 0 7.

A Ministry of Education report 7 showed thedren of ages 6-14 seeking elementary education62 was as follows:

E1 Comercio

percentage of chil-for the years 1950-

Year Percentage Year Percentage1950 63.72 1957 06.831951 64.01 1958 _ _ 68.851952 62.91 1959 _ _ 71.091953 62.27 19641 71.28

o AlinIsterio de EducaciOn PnblienPara Durunte el .6Ao 1961. 1' 40

Ibid.

In!ormx Rowe el newt:p.(410 de fn E4ucuel6n en el

EDUCATIONAL LEVELS Ths 11

1954 . . _ 63.33 1961 .____ 72.931955 . _ 64.50 1962 . _ _ _ t 73.68

1956 . . _ 67.09

Rural Schools

There is no great distinction between rural and urban schools inPeru, other than that rural schools include those in urban districtswhere the people are mainly engaged in agricultural pursuits. Ruralschools are mostly "first grade" or incomplete schools offering thetransition year and the first. 3 years of the elementary schoolprogram.

In 1961, a change in the law required all elementary schools tooffer the complete 5-year program, if the enrollment would justifydoing so. The final 2 years of the program are devoted to academicsubjects, or to agricultural and vocational preparation. For reasonspreviously indicated, this law has not been completely enforced.

Rural schools are classified, according to the local needs of thecommunity, in various types: the nucleon emolares campe8inos(rural community schools) ; escuelaa unidocentes (one-teacherschools) ; escuelas rurales prevocacionale8 (rural prevocationalschools) ; and escuela8 bilingues de la 8elva (bilingual schools ofthe jungle).

The nucleon e8colares campesino4,introduced in Peru in 1946, havebeen established in major Indian communities. The nucleon consistof an acuela central (central school) offering the complete ele-mentary school program, and 15 to 20 escuela8 8eccionales (sectionalschools) offering the first 3 years of elementary schooling. Theschools provide instruction in farming, gardening, sanitation, arith-metic, shopwork, and the regional language of the Indians, as wellas literacy classes, vocational trainink, and extension work. Thecentral school, which is the headquarters of the director of the schooland its supervisors for health, agriculture, and literacy, administers,supervises, and coordinates all-the operations of the sectional schools.

In 151, there were 22 micleo8 and 320 sectional schools in theCuzco-Puno district of the Sierra, with enrollment of 37,000 Que-chua- and Aymarti-speaking Indian children. By the end of 1962,73 nucleon were operating in the Sierra, representing a total of2,416 schools with 5,424 teachers and enrollment of 219,738 students.

Eseuelas unidocentes (one-teacher schools) or minim° type schools,are established in rural districts having at least 30 school-age chil-dren. These schools follow the same program as those of the regular


schools. Students are usually arranged in three groups for 2 yearnof study beyond the transition classes. After completing the 3 yearsof rural schooling, they can transfer to a regular elementary school.The,pne-teacher schools are now being converted into schools offer-ing the full elementary school program and staffed with severalteachers, or they are being incorporated with the nicleos e8colaree.

&cue las ruralee prevocacionales are mostly "first grade" or in-complete elementary schools, established in rural areas, stressing theteaching of agriculture. Like those in urban communities, ruralprevocational schools prepare students for a trade or occupation.

Escitelas bilingiies de la aelva are located in the jungles whereIndian children are taught in both their native language and inSpanish. The native language is the medium of instruction andSpanish is used as a second language. Farming, native crafts, sani-tation, and similar subjects are included in the program, as well astraining for illiterate adults. Teachers in these schools are requiredto know the language of the community.

Special Education

There is no compulsory law for the mentally deficient children inPeru. Some of the physically, mentally and socially handicappedchildren attend free semiboarding special schools, while others enrollin the regular schools. In general, these children are taught suchtrades as shoemaking, bookbinding, embroidery, and dressmaking.

In 1962, there were nine schools for special education: three forthe blind and deaf, two for mentally deficient, two for physicallyhandicapped, one for the socially unadjusted, and one for indigentmothers.

A report' on special education submitted to UNESCO by theMinistry of Education states that in 1958, of a total population of1,083,260 school-age children, about 4 percent were mentally deficient.

Secondary Education

The Directorate of Secondary Education, under the Ministry ofPublic Education, is responsible for the administration and super-vision of all academic secondary schools in Peru.

S UNESCO/International Bureau of Education. Organisation of Special Education forMentally Deficient Children, p. 197.

EDUCATIONAL LEVELS 13

According to the law (No. 10263) of October 27, 1946, everyPeruvian adolescent. has a right to free secondary education. In1957, the aims, structure and curriculums of secondary' educationwere redefined by decree. However, the reform of secondary educa-tion started in 1948. At that time the Co legit) National de NueetraSenora de Guadalupe (Our Lady of Guadalupe National SecondarySchool), a boy's school, was turned into an experimental school toserve as a laboratory where the new curriculums, syllabuses, andorganization were being tested. The reform has been applied pro-gressively to all secondary schools, and in 1957 the first-year programsin all the secondary schools of the nation were following the newcurriculums on an experimental basis.

In 1960, the reorganization of the first cycle of the secondaryschool was completed, and the reorganization of the second cyclestarted. The main objective is to coordinate academic, prevocational,and vocational education at the secondary school level.

For admission to the general secondary school, the student mustbe between 12 and 16 years of age. in good health, must have success-fully completed the elementary school program, and have de on-strated good behavior. There is no special examination for adm' nto the secondary schools.

Four tests of student progress are given bimonthly by the teacheron the subject matter covered during each period. The final pro-motional examinations cover the work of the whole year. In theacademic secondary, vocational, and normal schools, the examineewho fails three subjects in the final examinations may take exdmenesde aplazados (makeup examinations), but to be promoted to the nextyear he must attain a passing mark in two of these subjects.

The grading system for the secondary schools is as follows:5 reprobado (fnllure)

8-10 malo (poor)11-17 bum) (good)18-20 sobresaliente (excellent)

A general average of 11 is required for passing a subject. The gradesare generally reported in words rather than in numbers and altera-tions or erasures in a record are forbidden.

The school year extends from the beginning of April to mid-December, and comprises 270 schooldays, with 51/2 days per week and15 days' vacation at midyear. -

Educaci4n. secundaria conuin (general secondary education) isprovided in colegios nacianales (national secondary schools), colegioaparticularee (private secondary schools), and grandee unidadee eaeo-larres (large school units), and in evening schools.

The gran unidad escolar (large school center), developed under the


1950 National Education Plan, is a Peruvian attempt at a compre-hensive type of high school. These centers, which have been estabfished in many parts of the nation, offer academic secondary, technical, commercial and agricultural education in accordance with thecharacteristick .and needs of each region, and the last 2 years of theelementary school. The gran unidad includes a series of buildingsgrouped jin a large unit, housing the various types Of schools, thestaff residence, shops, manual training installations, laboratories,libraries, study and music rooms, and assembly halls. The centersoffer training for students who expect to enter universities, andterminal-technical:vocational education for those who expect to endtheir education at the secondary level. Admission is based on anentrance examination.- S

The 1950 plan called for 30 centers for boys and 25 for girls; andby 1960, 26 centers for boys and 10 for girls had been established.

The general secondary school program comprises 5 years and isdivided into two cycles. The first, de/own-tun (basic cycle), covers3 years of study of general educatiOn subjects for all students. Thesecond, ciclo de eapecializariOn (specialization cycle) covers 2 years,

4. subdivided into letters and science, with certain general subjects foreither specialization. Upon the successful completion of the fullprogram and after passing the official examinations given by theMinistry of Education, the student receives the Certificado de Edu-cation Secundaria Comp leta (Certificate of Completion of SecondaryStudies), which is required for those wishing to continue on to highereducation.

Prior to 1959, the secondary school program was divided into twocycles (3/2), with specialization in arts, science, or com -ercio ad-minixtracMn (business administration).

The 5 -year general secondary school program shown in table 2was established by Resolution No. 127 on April 1957 and modified

aAby Resolutio .'os. 32 and 29 of February 20, 1958 and February 2,1959, respec ively. .

In 1960, there were 181 public secondary schools, 306 private and46 eveping, of which 42 were national; 2 municipal and 2 operatedas demonstration centers by the Universities of San Marcos andTrujillo. General secondary school enrollment was estimated at

I approximately 158,000 students.Unlike most other Latin American educational systems, in Peru the

bachillerato (bachelor's diploma) is not granted upon completion ofthe academic secondary school program. The barhillerato programgenerally comprises 2 years of postsecondary (Andy in preparationfor certain university programs. Some universiies, however, now

ED1JCATIONAL LEVELS

Fable 2.Number of hours a week, per subject, in 5-yeargeneral secondary schools, by school year: 1963

t Indicates course not given)

15

Basic course1st 2d

Total

Anatomy. physiology and hygiene1rt education and manual artaBotany and zoology (general)CivicsDirected studies and educational activities__Elements of physics and chemistryForeign languageGuidanceHistory of PeruHistory of Peruvian boundariesIntroduction to philosophy (logics and

ethics)MathematicsPeruvian and world geographyPhysical educationPolitical economyPremilliary training or domestic +wienerPsychologyReligionSpanish and Spanish literatureWorld history

38 88

Year

3d

38

4th

30-24

5th

28-28

3

31a

2

8-2

818

4

2

2

14

25-5

a

4

2a2212

Specialization 1

4th 5th

Artscourse

Sciencecourse

Total

ChemistryGeneral biologyhistory of Peruvian cultureLiterary readingsPhysicsSolid geometry and trigonometrySurvey of geography and social scienceSurvey of mathematicsSurvey of SpanishSurvey of world history

8 14

Artscourse

10

Sciencecourse

14

44

34

3

4

8a

4

a

4

4

The specialization subjects listed here for the 4th and 5th years are in addition tothose listed for the 4th and 0th years under the basic course.

Source of data : Translated and adapted from the Ministerlo de EducaciOn Pnblica.teforine Sabre el Desurrulto de la Educacios en el Peri Darante ei auto 1951. Appendix.Lima, 1903.

offer 4 or 5 years of study upon completion of which the studentreceives the bachelor's degree.

The escudo vespertine. (evening schools) and the &mimics,/nocturnas (night schools) follow a special (6 years) secondaryschool program adapted to the needs of the students.

The study of English was declared to have great importance indPeru's economic, social and cultural relations, and in 1944 becanie

obligatory as a basic subject in all the public and private secondaryschools of the Republic. The Curse de Ingle,. (English course), a


textbook prepared by the Peruvian-North American Cultural Insti-tute and published by the Ministry of Public Education, was adoptedas the official English text for all the schools. Some private schoolsteach English beginning with the lower grades.

The number of graduates by level and type of schools in Peruin 1961 was as follows 9:

Level

Graduates

Total Men Women

Types of Schools

Private I'ublic Statesupervised

Elementary 1041.235 15,048 87,794 3,393Secondary 20,433 7,25o 1:1.183Vocational 2,008 134 1,944Normal ( teacher 1,148 519 Mbtraining).

Private Education

Under pie specific framework of the 1941 Organic Law of Educa-tion, all private schools are ttpder the jurisdiction of the Section ofPrivate Schools in the Ministry of Public Education. Private ele-mentary schools are required to admit free of charge 7 percent ofthe children enrolled in the schools. The Ministry approves allschool fees, and authorizes, under certain conditions, Governmentgrants to private schools.

With the exception of a few special schools, all private schoolsare required to follow the official plans and programs prescribed bythe Ministry and to conform to the requirements established by theOrganic Law of Education. By law, only I ivians may teachPeruvian history, geography, civics, and any oth . subject whichmay be required by the Ministry. All instruction i these subjectsmust be in Spanish. The Spanish language must taught by aPeruvian or a Spanish national.

Private secondary school graduates must take th official finalexaminations prescribed by the Ministry to receive the secondaryschool certificate.

Idluleterlo de Educaelon PAblica. Informs Sabre el DesarroDe de Is Education enel Perd Durant/ el Lib Mt. P. 23.


Private schools, some of which are accredited by the SouthernAssociation of Colleges and Schools in the United States, have beenestablished in Peru by North American, German, and British privatecitizens, companies, and various religious denominations. Suchschools supplement activities of the Peruvian not ional .,:yste on theelementary and secondary levels, as shown in table 3.

Vocational Education

The Department of Technical Education is responsible for voca-toinal and technical education at the elementary level, as previouslyexplained, and at the secondary level. The main objective of tech-nical education is to prepare technicians and to give them a generalcultural background. Curriculums, programs of study, course con-tent, and other administrative matters are under the direct super-vision of the department.

Vocational secondary education is provided in industrial andtechnical schools, agricultural institutes, and commercial institutes,

admission tovocational schools is highly competitive. Contpletion of the 6-yeareleMentary school, a health certificate, and an entrance examinationpassed with an average grade of 60, are required for admission. Theprograms comprise. 5 years of study divided into two cycles of either2 and 3 years or 3 and 2 years, respectively depending on the pro-gram. Many vocational schools still follow the older 2-3 plan.

In 1956, the Government declared. the completion of the 5-yearvocational education program to be comparable to completion of theacademic secondary school program permitting vocational secondaryschool gra ates to be admitted to Peruvian institutions of highereducation the field of their specialization. -

As in the case of general secondary education, vocational educationis in the process of reorganization. 711 1957, plans for the reorganiza-tion of the various types of programs were formulated and approved.Some of these programs have been put into effect on an experimentalbasis in certain schools. The new programs comprise two cycles i3-year basic cycle of general academic subjects, and a 2-year cycle ofstudies in the various vocational fieldsagricultural, industrial (forboys or for girls), and commercial.

Examinations and titles or certificates given in all the vocationaland industrial schools are approved by the various boards appointedby the Ministry of Education. In the public schools, these boards

Tab

le 3

.Sel

ecte

d da

ta o

n el

emen

tary

and

sec

onda

ry b

inat

iona

l-sp

onso

red

scho

ols

in P

eru:

196

3(

indi

cate

s no

dat

a av

aila

ble]

Nam

eL

ocat

ion

Dat

efo

unde

dC

ontr

olSt

uden

t bod

yE

nrol

lmen

t(e

stim

ated

)G

rade

sT

ype

of p

rogr

am

The

Am

eric

anSc

hool

ofL

lma

1L

ima

1946

Non

sect

aria

nC

oedu

catio

nal_

800

K-1

2Pe

ruvi

an a

nd U

.S.

(195

5).2

Col

eglo

"A

lexa

nder

von

Hum

bold

t"__

____

do__

___.

_do

do40

0Se

cond

ary

- -'

Peru

vian

and

Wes

t Ger

-m

an (

Eng

lish

and

Ger

-m

an ta

ught

).C

oleg

lo A

mer

ica

del C

alla

oC

alla

o___

_18

91M

etho

dist

____

do1,

nno

K 1

2Pe

ruvi

an.

Col

egio

And

lno

Hun

imay

o_19

14_d

odo

450

K 1

2Pe

ruvi

an (

Eng

lish

taug

ht).

Col

eglo

Im

mac

ulad

o C

orat

on -

----

-L

ima

Cat

holic

Boy

s80

0E

C -

3Pe

ruvi

an (

Eng

lish

taug

ht f

rom

ele

men

tary

grad

es).

Col

eglo

Mar

kham

Col

egio

San

Ant

onio

do

Cal

lao_

__19

43

Met

hodi

st

Cat

holic

____

__

__do do

500

'1.

700

K-1

2

K-1

°

Peru

vian

and

Bri

tish

upto

G C

.E. O

rdi

Peru

vian

(E

nglis

hna r

y le

vel

taug

ht).

Col

eglo

San

Jos

e O

brer

oT

rujil

lo19

57_d

odo

300

K 9

Peru

vian

(E

nglis

hta

ught

fro

m e

lem

enta

rygr

ades

I.

Col

egio

San

ta M

arta

(19

49)2

___

--_

Lim

a19

39_d

odo

0700

6-12

Peru

vian

(E

nglis

hta

ught

).C

oleg

lo S

anta

Ros

a de

Lim

ado

1919

Publ

icG

irls

800

K 1

^D

o.C

oleg

lo U

nion

do--

Adv

entis

t_C

nedu

cat I

ona!

_30

0K

-1"

Peru

vian

.C

oleg

lo V

illa

Mar

ia (

1949

)2do

1923

Cat

holic

Gir

ls1.

200

K 1

"D

o.E

scue

la A

mer

ica

(le

la V

icto

ria

-_d

oM

etho

dist

__C

oedu

catio

nal_

950

Ele

men

tary

_D

o.L

ima

Hig

h Sc

hool

3do

1906

_do

Gir

ls75

0K

9Pe

ruvi

an (

Eng

lish

taug

ht).

Peru

vian

-Nor

th A

mer

ican

Sch

ool 4

do19

50N

onse

ctar

ian_

Coe

duca

tiona

l40

0K

1°

Peru

vian

and

U.S

.T

oque

pala

-Ilo

Jun

ior

Hig

h Sc

hool

Tac

na__

.19

56do

do35

06

9_11

0.(1

958

).3

I A

lso

calif

s] F

rank

lin D

elan

o R

oose

velt

Scho

ol.

2 A

ccre

dite

d by

the

Sout

hern

Ass

ocia

tion

of C

olle

ges

and

Scho

ols

in th

e ye

ar in

dica

ted.

3 A

lso

calle

d C

oleg

io M

arta

Alv

arad

oA

lso

calle

d A

brah

am L

inco

ln S

choo

l.


are made up of teachers of the schools concerned, but for privateschools, the members are appointed by the Ministry from otherschools. The examinations are prepared in the Department ofVocational Education in the Ministry of Education. In the voca-tional schools, the grading system is 0 to 100; 60 is the passing grade.

In 1962, the Ministry reported the enrollment in vocationalschools as follows:'°

Type of school Total Men WomenTotal 49,707 28,117 21,590

Agricultural 4,927 4,894 83Commercial 18,040 10,506 7,584Industrial .26,740 12,717 14,028

This represents an increase of 10 percent over the enrollment for1961, which was reported at 45,087 students.

The types of vocational training, prior to the reform in 1957 andstill in effect in some schools and institutes, are described below:"

Educacu$n agropecuaria.--Agricultural education, given in insti-tutos agropecuarios (agricultural schools), provides the basic prin-ciples and practices of farming, care and breeding of livestock, andcreates interest and appreciation of farm life and of the work ofthe farmer.

This 5-year program is divided into two cycles of 2 and 3 years,respectively. The first cycle trains workers for occupations in thefarms and prepares those students who wish to continue on to thesecond cycle. A Certificado de Competcncia de Capataz Agrope-cuario (Certificate of Competence as Foreman in Cattle and CropRaising) is granted upon completion. The second cycle, or last 3years of the program, trains the student as a Tecnico Agropecuario(Agricultural Technician), which qualifies the holder of the cer-tificate to work in the IriduRtria Agricola-Gam:411'ra (Agricultural-Livestock Industry) or to continue on to an institution of highereducation, such as the Universidad Agraria (University of Agricul-ture) or the Faculta4 de Veterinaria (Faculty of VeterinarySciences). Admission to the second cycle of the program is highlyselective since the places in the schools are very limited.

Education industrial para varoneaIndustrial education for menunder' the older arrangement is offered in colegios industriales (in-dustrial schools) and is divided into two cycles. The first cycle (2

10 Ibid. P. 66.r11 Mlalsterto de Educactila Pabllea. Reglement() do NasoacklIs Secsadorks Wanks.Lim, 1951. 123 p.

20 EDUCATION IN PERII

years) includes vocational and academic subjects and orients thestudent toward an occupation or a trade. Upon completion of thiscycle, the student receives a ecrtifleado de Competencia (Certificateof Competence) in a chosen field: general mechanics, blacksmithing,masonry, tailoring, milling, silverplating, soldering, metallurgy,electrical installations.

The second cycle offered in institutor politeenieos (polytechnicinstitutes) or inAtitutos industrialcs (industrial institutes), is 3 yearsin length, corresponding to the third, fourth and fifth years of theprogram, and prepares technicians in a special field: shop and auto-mechanics, sanitary installations, radio, construction, metallurgy,technical drawing and leather work. Upon completion of this cycle,the student receives a certificate of teenico (technician) in thespecialty concerned. Graduates may continue on in their field to the`(1) Institute Po Weenie° Nacional "Jose Prado" (Jose Prado Na-tional Polytechnic Institute)N(2) the Escudo Normal Tecnica(Normal Technical School) ; (3) the Universidad Nacional deIngenieria (National University of Engineering); or (4) to otheruniversity faculty in the respective field.

In addition to the regular vocational education programs, shortcourses of various length in lathing, milling, leather work, electricalinstallations are offered for students who expect to be employed inthe aforementioned occupations or trades.

Educacion industrial de mujeres.Industrial education for wom-en, as in the case of technical education for men, under the olderpattern, comprises two cycles beyond prevocational elementary ed-ucation, and is offered in colegios induetriales (industrial schools)for women. The first cycle (2 years) orients the students towarda trade or an occupation, such as dessmaking, millinery, tailoring,embroidery, textile work, decorative arts, toymaking, cosmetology,interior decorating, homemaking. Upon completion of this cyclethe student receives a Certificado de Cornpetencia.

The second cycle comprising 3 years, corresponding to the third,fourth, and fifth years of the program, is given in In,Rtitutos indta-triales (industrial institutes). The title granted after completionof the cycle is Tecniea (Technician) in the field chosen and quali-fies the holder as follows: for (1) a position of manager in a shop,beauty salon, tea room, etc.; (2) a eertificado de segtoida categoria(second class teaching certificate) provided she takes a preparatorycourse for teachers at the Instituto Nacional de Okada.: Domisticasy Artee Utiles (National Institute of Domestic Sciences and UsefulArts) ; (3) continuing studies leading to the title of ProfesoraEspecialiaada en EducaciOn Venice (Teacher of Technical Edu-


cation in a special field) ; (4) continuing studies in the Escuela deDietista,1 (School for Dieticians) ; (5) for admission to the Eecue lade Servicio Social (School of Social Service), or to other specialschools of higher education.

Evening vocational courses for adult women are designed forthose who cannot attend the regular schools and who are workingwithout the proper training. Classes are arranged according tothe working hours of the applicants. There are no special require-ments for admission for the 1- to 3-year programs offered.

Educacion comercial.Commercial education is provided in in-stitutor comerciales (commercial institutes). The older 5-year pro-gram is also divided into two cycles of 2 and 3 years successively.Students who complete the first cycle receive a Certificado de Coin-petencia de Auviliar de Comercio (Certificate of Competence asCommercial Assistant). In the second cycle, upon completion ofeach successive year, the student receives the aforementioned cer-tificate as follows: at the end of the third year, lifecanOgra fo-Taquigrafo (Stenographer-Typist); at the end of the fourth year,

Cantabilidad (Bookkeeping Assistant); com-pletion of the fifth year, a diploma, either Contador Mercantil(Business Accountant), 7'c- Leo en C °mewl° (Business Techni-cian), or Secretario Comercial (Business Secretary), depending onthe field chosen.

In the evening schools, the first cycle lasts 3 years while the sec-ond cycle is the same length as that of the regular program. In addi-tion, supplementary evening and night commercial programs of vary-ing length are offered to interested adults and business employees.

The new programs, still in the process of experimentation andexpansion, comprise in the first 3-year ciclo bcisico vocacional (basicvocational cycle) the general academic subjects of the regular sec-ondary program. The second 2-year ciclo tecnico (technical cycle)is devoted to agriculture, industrial (for men and for women) orcommercial training. Upon completion of any of these programs,the student receives the title of tecnico (technician) in the respec-tive specialization. Courses for men are offered in carpentry, elec-tricity, radio, television, automechanics, sanitary installation, metal-lurgy, arid mechanics. For women, courses are provided in dress-making, embroidery, knitting, cooking, and bakery. Commercialeducation for both sexes comprises courses in general business,bookkeeping; and secretarial work.

0

0

EDUCATION IN PERU

""NI 10 1.435

h-1

ces,v

b]1

...or ...10.,

p.pon111.

Vet

IOW 001'

C.S

I p.4

ika ne

..1

.'n''S 1

nr1

ma. Nom

I I I I I IIn

,

0111.

?a

T

I 1

.; -

2

4

t

r

IIIIICATIONAL LEVELS

Teacher Education

The director of the Direction General de EdueaciOn Normal(General Department of Normal Education) in the Ministry ofPublic Education coordinates and formulates the plans and pro-grams for all teacher-training institutions of the Nation. In ad-dition, he is responsible for the appointments and promotions ofall the teachers in the public schools.

In Peru, elementary school teachers fall into three categories: 12,

(1) normal school graduates who bold the title of Normalista orAfae8tro Normal Urbana de Printera Categoria (Urban ElementarySchool Teacher, first 'class) ; (2) Licenciado Normal;sta (Certi-fied Teacher) or Maestro de Syytinda Categoria ( ElementarySchool Teacher, second class), who has not completed the nor-mal school program hut who has, completed special courses andhas received a license to teach; and (3) Maestro Intitulado (Un-licensed Teacher) or Maestro de Tercera Categoria (ElementarySchool Teacher, third class), who *generally an elementary school

graduate who is granted a license to teach in rural areas.In 1962 the Ministry of Education reported the normal schools

distributed throughout the nation as follows:

Total - .____ - --Higher normal ______

StateState supervised _.

es

45

Urban normal ____ _ 43

Coeducational ___ 13

Men 9

Women 10

State supervised _ 5

Rural normal 11

Coeducational 3

Men 2

Women 6

Including the National Pedagogical Institute and National Teachers' InserviceTraining Intitille

Including the Institute o sadly Living and the Institute of Preschool Education.

Teacher preparation for elementary, secondary, vocational, andnormal schools is described below.

II According to statistic. from the Ministry of Public Education. 50 percent of theteacher. in Peru are of the second and third categories.


Preprimary

Teachers for preprimary schools must be qualified teachers pre-pared in a teacher training school, and must have specialized inpreschool education which includes 1 additional year after the3-year normal school program.

Preprimary school teacher are also prepared at the InztitutoNational de Especializaci(rn de EducaciOn Infantil (National Insti-tute of Preschool Education), Lima, which offers a 1-year coursebeyond the normal school program for the title of Profesor Es-pecializado en Educaci45n Pre-escolar (Preschool Teacher).

Elementary

Prior to 1959, urban normal schools offered a 3-year program be-yond completion of the first 3 years of secondary education to stu-dents between 15 and 21 years of age. Urban normal school grad-uates received the title of Norma lista Urbana (Urban ElementarySchool Teacher).

The rural normal schools required for admission the completionof elementary education for students at least 12 years of age. Uponcompletion of a 3-year program students received the title of Nor-malista Rural (Rural Elementary School Teacher).

A decree issued in September 1959," provided for a 3-year pro-gram beyond full secondary education for both urban and ruralelementary school teachers. However, because of the teacher short-age, lack of funds and school facilities, this decree has not been gen-erally implemented and, therefore, the older prograins are still fol-lowed.

Secondary

Trained teachers for the secondary schools are graduates of theNational Pedagogical Institute, of the higher normal schools, or ofa university faculty of education. These institutions offer 4- to5-year programs, beyond secondary school, leading to the title ofProfesor de Educacion Secundaria (Teacher of Secondary Educa-tion). The preparation of teachers at the Faculty of Education ofSan Marcos University includes general education subjects which

is Based on the 1957 Plan for the Reorganisation of Normal Idueation.


are lacking in the programs offered in most of the teacher-traininginstitutions in Peru. cir

The following higher normal schools and institutes offer variousprograms for the preparation of elementary and secondary teachersin Peru.

Escuela Normal superior de Mujeres (Higher Normal Schoolfor Women), formerly the Escuela Normal Central de Mujeres(Central Normal School for Women), Monterrico, Lima, financedby the Government, is operated by the nuns of Monterrico, whofounded it. The school provides a 3-year program for the title ofProfesora de Educacii3n Primaria (Elementary School Teacher)with specialization in education of abnormal children or kinder-garten teaching; a 4-year program for the title of Profesora deEducation Seewndaria (Secondary School Teacher) in variousfields; and a 4-year program for the title of Profesora Tecnica(Technical School Teacher) in family living education. Admis-sion to these programs is based on secondary education.

Escuela Normal Superior de Urubamba (Urubamba Higher Nor-mal School), Cuzco, was founded in 1959, with U.S. aid, to trainteachers for rural areas and inservice and specialized personnel.It is coeducational and follows an experimental curriculum includ-ing an elementary school laboratory. The program is 3 ,years inlength beyond secondary education.

Institute Nacional de Education Fisica (National Institute ofPhysical Education), Lima, established in 1932, offers a 4-yearprogram beyond secondary education for the preparation of teach-ers of physical education for elementary and secondary schools. Italso offers 2-year programs in physical therapeutics or sports.Graduates receive the title of Profesor de Education Fisica (Teach-er of Physical Education) at the elementary or secondary school

level.Escuela Normal Superior "Enrique Guznuin Valle" PaPa Va-

rones (Enrique Guzman Valle Higher Normal School for Men),La Cantuta, Chosica, also known as "La Cantuta" or "La Chosica"Normal School, [established in 1946 with the cooperation of theServicio Cooperativo Peruano Norte-American., de Education,SECPANE (Peruvian-North American Cooperative EducationService) J, functions under the Ministry of Education. It offers4-year programs in various fields for the title of Profesor de Edu-caci45n Primaria (Elementary School Teacher) ; Profesor de Edu-cation Secundaria Com4n (General Secondary School Teachers) ;and Profesor de EducaciOn Secundaria Tecnica (Vocational-Secon-dary School Teacher), upon completion of secondary education.


The Instituto Nacional de Perfeecianantiento (National Institutefor Inservice Training) established in 1957, offers special coursesfor teachers who have not completed secondary school educationand for those teachers holding older certificates. It is expectedthat teachers while in service will complete their professional train-ing through these courses. The Institute also offers courses forgeneral secondary, vocational, and normal school teachers in ser-vice, who have not taken teacher education subjects in their prep-aration.

Institute PedagOgico Nacional (National Pedagogical Institute),Lima, founded in 1961, offers beyond secondary education a 3-year program for the title of Profesor de EducaciOn Prinuzria (Ele-mentary School Teacher) and a 4-year program for the title ofProfesor de Edu4aci4n Secundaria (Secondary School Teacher).

Vocational and Normal

Teachers for vocational schools are graduates from the highernormal schools or from other institutions of higher learning, withthe title of Profesor de EdueaciOn Secundaria Teenica (VocationalSecondary School Teacher), in the chosen field, or are professionaland experienced engineers or technicians in a special field.

Teachers for the normal or teacher-training schools are Pro-fesores de Segunda Ensenan2a6 (Secondary School Teachers) whoare graduates from the National Pedagogical Institute, or fromthe higher normal schools.

Higher Education

University Law

In Peru, institutions of higher education are governed by a uni-versity law, passed on April 8, 1960, which supersedes all previouslaws and provides the legal basis for all universities in the nation.

Under this law the autonomy of all universities is guaranteed,and private universities are recognized and made subject to theprovisions of the law. This law was aimed ttt university reformin instruction and administration. Article 11 prohibits partisan


political activities in the university i makes class attendance legally..ompulsory for both students and professors; enables univer-sity graduates to apply for another program of study without tak-ing entrance examinations thus allowing them to earn degrees indifferent faculties (schools) ; and permits students to remain inthe university for two consecutive years without passing any finalexaminations. Under exceptional conditions, the student may reg-ister for a third year with the approval of two-thirds of the Uni-versity Council.

The new law also distinguishes between alumna de matriftlaordinaria (full-time students) and alumnos de matricida por cursor(part-time students) ; and provides for at least 70 percent attend-ance at class in a course as a prerequisite to taking the final exami-nation in that course.

Generally, universities in Peru consist of independent faculties,schools and institutes. Internal university organization is similarthroughout Peru.

The university law states that each university is a corporationconsisting of professors, students and graduates. It enumeratesthe governing bodies a's the University Assembly, the UniversityCouncil, the Faculty Council, and the Council of Economic Ad-ministration. Two-thirds of .the membership of each are professors(including administrative officers), one-third are students, andthere are two nonvoting alumni. The two main bodies are theAsamblea 'Universitaria (University Assembly) and the Consejoriiirerxitario (University Council) .

The principal function of the University Assembly is to electthe rect (president) and the vice rector, both of whom must betsfull pro sons with 10 or more years of service.

The University Council is the supreme governing body of theuniversity. The rector and the vice rector are included among theuniversity staff members of the Council. Each faculty or school,of the university is represented by members of its teaching andadministrative staff and of its student body in the ratio indicatedabove. University staff members serve for 2 years and studentmembers for 1 year. The University Council determines the over-all policies and regulations of the institution generally, but eachfaculty enjoys a large measure of autonomy.

The rector, the executive head and legal representative of theuniversity, must be at least 35 years of age with 10 years of experi-ence as a full professor. He is elected for a period of 5 yearsand cannot be reelected. The rector presides over the UniversityCouncil.


The inclusion of students in the various governing boards knownas co-gobierno (cogovernment) or the participation of students inthe government of .university affairs is officially enforced under thenew law. Co-gobierno, legally compulsory, has given the studentsa strong part in all university matters.

University' students in Peru, as in most of the Latin Ameri-can republics, are accustomed to exercising strong political influencein the universities, particularly those enrolled in the faculties oflaw, humanities or letters. The basis of university politics is the"professional student'14 who remains in the university indefinitely,maintaining affiliation through an occasional course, and buildinga career upon student leadership and subsidies from the nationalparties. The university thus lacks protection from political in-volvment and disruptive forces.

The only two organizations provided by the new university lawwhich have no student representatives are the Inter-UniversityCouncil comprised of the rectors of all the universities of the nationand the Research 'Institutes of the University of San Marcos.

By law, the Ministry of Education recommends the annual sub-sidy for higher education in the education section of the nationalbudget. The largest part of the budget of each university comesfrom the government since income properties produce very little,privately donated funds are limited, and students' fees are ex-tremely low. Since salaries are low, most of the universities operateon a part-time faculty staff. This is the practice in the majorityof institutions of higher education in Peru.

In 1960, Peru had one private and seven public universities (tableA, appendix), and several specialized schools, all recognized asinstitutions of higher learning. All public institutions of highereducation are subsidized by the Government. From 1960 to 1962,approximately 16 new institutions of higher education were estab-lished in the nation (table B, appendix). Those devoted to thepreparation of elementary and secondary school teachers have beenmentioned in the section on teacher education.

Entrance Requirements, Fees, and Grading System

In general, applicants for admission to Peruvian universities arerequired to be at least 17 years of age, must present the officialCertificado de Eatudios Secundarioa (Secondary School Certificate)

14 Benton, William. The Voice of Lorne America. New York : Harper, 1901...P. 124-27.

4

EDUCATIONAL LEVELS

ssued by the Ministry of Education and must successfully pass anentrance examination authorized by the respective faculty. Gen,.rally, students enroll in one faculty and follow a prescribed pro--ram with few electives.

For admission to certain academic or professional programs someuniversities require completion of a 1- or 2-year preparatory course,depending on the program chosen.

Generally speaking, as in most Latin American universities, Pe-ruvian secondary graduates apply for admission to a professionalprogram and upon admission begin work in the chosen field. Uni-versity education is usually oriented toward preparation in a spe-cific field.

The principal method of instruction is the lecture, and all classesare conducted in Spanish except for a few summer and specialprograms designed for foreign students. Although each institutiondrafts its own entrance examinations, programs of study and degreerequirements are similar to those of the University of San Marcos.

Student fees vary with the faculty; a nominal fee of the approxi-mate Peruvian equivalent of $6 in State universities and of $50 to$60 in private universities is paid once a year. Scholarships areavailable for worthy and needy Peruvian students.

The university year begins in April and ends in December, witha short vacation in July. For examination purposes the schoolyear is divided into two terms. Some of the new universities func-tion on a semester-hour basis. The grading system, generally usedin Peruvian universities, is from "1" to "20," with "11" ,aa thepassing grade.

Degrees and Titles

Only legally constituted universities are eligible to confer grados-aeademicos (academic degrees) or titulo8 (titles or licenses). Underthe law, the Catholic University of Peru is considered on the samelevel as a national university. Other private institutions must meetcertain requirements set by the Ministry of Public Education.Foreign degrees are revalidated (granted official recognition) onlyby national universities.

Programs of study leading to academic and professional degreesmay be taken simultaneously although they may not be of the samelength in years. That ,is, in some instances the bachelor's degreemay be granted after 2 years of preparatory study, and the pro-fessional degree, which follows, is given in 3 additional years. In

30 EDUCATION IN PERU'

other instances, the bachelor's degree may be awarded after 4 yearsof study and the professional degree after 1 additional year. Th(two degrees may be granted simultaneously without additions'study, or the academic degree may he granted upon completion ofthe full program and the professional title upon the approval of athesis.

The bachelor's degree is always required to obtain the doctor'sdegree. However, in some programs the professional title is alsoa prerequisite to the doctor's degree, and in others the doctorate isgranted simultaneously with the professional degree.

A list of the degrees and titles and the programs leading tothem are given in table C (appendix).

According to the 1963 report published by the Institute of Inter-national Education,'5 335 Peruvian students were enrolled in U.S.colleges and universities during the academic year 1962-63, while6 U.S. students were studying in Peru in the same year. Therewere 28 Peruvian faculty members in the United Stall and 28U.S. faculty members in Peru in- 1962-63. In 1960, 15 Peruvianstudents reportedly were enrolled in universities in Iron Curtaincountries.

,rThe National University of San Marcos

The Uniyersidad Nacional Mayor de San Marcos (National Uni-versity of San Marcos), commonly referred to as the Universityof San Marcos, was founded in 1551 by a royal order of Charles Vof S in and is regarded as the oldest institution of higher learn-ing 1 the Americas. It was closed at the time of the establishmentof the Republic in 1821, but was reopened in 1861, becoming anautonomous university in 1874. 'While the University of San Mar-cos is the largest university in Peru and offers the most extensiveprograms, it does not maintain a monopoly on higher education.

All 10 faculties of the University of San Marcos offer both aca-demie and professional degrees, and in certain cases. rertiflerulosdo competenria (certificates of competence). in addition to theirprofessional programs, the Facujties of Letters and Sciences pro-vide preparatory programs for the other eight faculties. That is,the Faculty of Letters provides 2-year prelegal and preletters pro-grams, and a 1-year preeconomics program, and the Faculty ofSciences, a 2-year premedical program, and 1-year prepharmacy,

15 Institute of International Education. Open Door. 1963. P. 21, 33, 34.


predentistry, prechemistry, and preveterinary programs. The Fac-ulty of Education requires a 2-year preeducation program in eitherthe Faculty of Letters for -preparation in humanities and socialsciences, .or in a combined program in the Faculty of Letters andSciences for preparation in the natural sciences.

The University of San Marcos student enrollment for the schoolyears 1957. 1901), and 1961, hy schools., was as follows:la

1957 1960 1961Law. 1,190 1,522 1,532Medicine 1,204 1,835 1,890Letters 1,859 1,751 1,751Sciences 1,809 1,308 1,308Economic and coninwrcial sciences 1,278 2,900 3,000Pharmacy and biochemistry ___..____ 640 850 S50I pent istry 624 882 882Ethica Hon 527 1,238 1,238Chemist ry 124 225 225Veterinary InedicT)e 105 190 270Institute of Human Relations ___ 730

Total 10,442 13,941 12,896

The 1960 university policies limit the number of admissions tothe Faculty of Medicine to 150 applicants per year.

The Escuela de Estudios Espeekdes (School of Special Studies)of the University of San Marcos was initiated in 1932 as theEscuela de Verano (Summer School). It was reorganized in 1942and renamed the School of Special Studies. The school is respon-sible for matters concerning foreign students in the university.It offers a special summer session for foreign students and a curs°de revalidachin (revalidation course) for those wishing to enroll asgraduate students in the regular faculties of letters or economicand commercial sciences of the university. Subjects are conductedin Spanish, but English resumes are distributed.

The school cooperates with Indiana University in offering a planof studies which permits U.S. students to take their junior year atSan Marcos. Information on these programs is issued by the Chair-man of the Committee on the .tinior Year in Peru, Department ofSpanish and Portuguese, Indiana Uni'versity, Bloomington, Ind.

Since 1951, San Marcos University City has been under construc-tion outside Lima. In 1962, the Faculty of Letters, Science, andEducation occupied new buildings there.

lo Rogers. Francis N. The University of San Marco. in Lima, Peru. 1'. 21.

L__


Besides its academic endeavors, San Marcos University fostersartistic and cultural programs. It has a ballet, choir, museum ofarchaeology, orchestra, and theater. In addition to the main Uni-versity library, most of the Faculties have their own specializedlibraries.

Special University Programs

Universities in Peru are patterned rather closely after SanMarcos, but some have been expanding and modernizing their pro-grams and developing new facilities and new plans. The followinguniversities depart in various ways from the traditional universitypattern in Peru:"

Univereidad de San Cristobal de Huamanga -reopened in 1962under the direction of Fernando Romero, a distinguished Peruvianeducator, who initiated a program based on applied study and re-search. The university prohibited partisan politics and co-gobierno,required full-time attendance from professors and students, andmade Quechua language a compulsory subject.

Students who are selected through entrance examinations mustmaintain a higher average grade, and cannot enroll for more than16 semester hours of study. All students are required to take a1-year basic general course given at the university for admission.

Extension work (community activities) is required fro m faculty .

members and students. The university conducts an evening pro-gram mostly devoted to domestic science for women and has a de-partment to develop native arts. In 1963, Indians comprised mostof the 400 students enrolled in the institution.

Univereidad Agraria, (University of Agriculture) formerlyknown as the Eacuela Nacional de Agricultura (National Schoolof Agriculture) was established by an act of Congress on April 9,1960, to prepare and train professionals in the field of agriculture.Veterinary medicine, a department of the university, was set upin 1941 as the Eacuela Nacional de Medicina Veterinaria, and, in1960, it became the Faculty of Veterinary Medicine of the Uni-versity of San Marcos.

The University of Agriculture is in a P6riod of expansion Withfrequent changes in its organization. It has modernised its pro-grams and more than a third of all the curriculums required forgraduation consists of courses common to all faculties. It has

21 English translation of university names appear in table 5.


arrangements by which the various faculties make use of each..-ither's courses when feasible to meet requirements and electives.These practices represent major changes from the usual LatinAmerican concept that each faculty must recognize only its owncourses. The university also enforces a quality requirement that ishigher than merely passing. It was planned to begin constructionof a new $8.7 million physical plant in mid-1964, with 1,7.5. Govern-ment assistance.

The university offers a 5-year program upon completion of whicha bachelor's degree is granted. If a thesis is prepared, the pro-fessional degree of Ingeniero Agronenno (Agricultural Engineer)is awarded. In 1962 -63, the University Graduate School initiateda master's degree program.

Univerridad Naeional de Ingenieria, formerly known as the Es.-cuela de Ingenieria (School of Engineering), has a common first-year program for all students. Courses are defined in terms ofsemester hours and its quality requirements in terms of grade-averages are higher than passing. It carries on research studiesand an active program of post-degree level in the field of cityplanning. Several Latin American countries send graduate engi-neers for this program.

National University of Engineering, like the University of Ag-riculture, is going through a period of expansion and diversifica-tion. Both universities emphasize integrated curriculums and qual-ity instruction.

Unixereidad Nacional de San Agustin de Arequipa, the secondlargest university in Peru, suffered serious losses from the 1956and 1958 earthquakes.

The university offers a 2-year Shahan, Generale (general study)preparatory program in the Faculty of Letters, which is also pre-requisite for studies at the Faculties of Law and of Eductstion.

In cooperation with the Smithsonian Institution of the UnitedStates and the 'Carnegie Institute, a satellite tracking station anda geophysical institute were installed in 1960 at the university forinternational studies and research in geomagnetism, meteorology,and seismology. The university also maintains an Institute ofCultural Extension to encourage the appreciation and developmentof Peruvian culture.

Univeraidad Nacional de Trujillo, the third largest university inPeru, has a strong students' organization, which participates instrikes, labor disputes, and other political, social, and culturalactivities.

34 EDUCATION IN PERV

The Faculties of Sciences, of Letters, and of Education offer thepreparatory courses which are required for admission to some fac-ulties of the university.

Private Univegities

Prior to 1961, the Pontifical Catholic University of Peru wasthe only private institution of higher education in Peru. Since1961, five new private universities have been established, most ofwhich are in the process of reorganization and expansion.

Pontificia Vnivergidad Cato Ilea del Peru. in addition to the regu-lar programs, provides programs for the preparation of elementaryand secondary school teachers. In 1963, a new Faculty of GeneralStudies offering 2-year general studies program was initiated. Theuniversity gives no instruction in science except some courses in theFaculty of Engineering.

There are several active students' organizations in the university,but, in contrast to other institutions of higher education in Peru,students are not represented in the University Council.

The university is operated almost entirely on part-time facultystaff. Students' fees are higher than those in other national uni-versities in Peru, and in dollar equivalent range from $28 in theSchool of Journalism to $192 in the Faculty of Agriculture.

The Riva-Agiiero Institute, founded as part of the University in1947 as a School of Higher Studies, does not confer degrees ortitles. Dr. Victor Andres Belaunde,- president of the Peruvian

..Delegation to the United Nations and former president of the U.N.General Assembly, is the director of the institute:

In collaboration with Loyoli University of Chicago, Ill., CatholicUniversity initiated in 1961, an Eseuela Internacional de Tempo-rada (International Summer Study Program). Information onthis program may be obtained from the Escuela International deTemporada, Universidad Cat Colic& del Perfi, Apartado 1761, Lima,Perfi.

Univereidad de Cietteia.s Medico y Rif) logiew, formerly the Fac-ulty of Medicine of the University of San Marcos, became a privateuniversity in 1961. Insofar as structure is concerned, it has estab-lished Faculties of Humanities and of Medicine, and an Instituteof Graduate Studies, where courses in various specializations willbe offered. The premedical program is given in the Faculty ofHumanities.


Universidad de Lima, established in 1962, comprises three fac-ulties and five schools, and offers programs in arts and sciences,social and economic sciences, administration, labor, and public re-lations. According to its 1963 plans, "the university will be staffedwith full-time professors and will offer degrees comparable to thoseof U.S. colleges and universities." Prof. Raymond C. Gibson fromIndiana University has been contracted as an advisor in the ad-ministration and organization of the university.

rnie( r.v;dad del Pacifico, opened in 1962, was organized throughthe efforts of a group of Catholic business men in Lima. It isoperated and staffed by faculty members from Loyola Universityin Chicago. Although it started as a school of business adminis-tration, Peruvian university law forbids the establishment of busi-ness schools at the higher education level. The university of thePacific, therefore, is expanding to include other programs to meetlegal requirements.

Universidad Particular "San Martin de Porres," another Catho-lic institution founded in 1962, is an expansion of the former Insti-tute) Dominican de Ciencias Sociales (Dominican Institute of So-cial Sciences). It comprises a Faculty of Education and a Facultyof Letters, including seven institutes.

Universidad Santa Maria, established in 1961 by Marianisters from St. Louis, Mo., is the first attempt at a U.S. type a4-year liberal arts college in Peru. Programs in the Faculties ofEducation and Letters lead to the bachelor of arts degree.

Technical Universities

Iu addition to the above universities, three technical public uni-versities recently created in Peru provide training for technicians,engineers in industry, and for students as teachers in secondary-leveltechnical and vocational institutions. These institutions are still inthe process of reorganization and expansion and some of the pro-grams have not been completely defined.

Among these universities, the Universidad Nacional Tecnica delAltiplano, which opened in 1962 with 87 students, initiated in 1963 ageneral college program similar to a U.S. community college offering2-year terminal programs in agriculture and engineering. It has anexperimental farm devoted to the improvement of the alpica, vicuna,and llama. Programs in applied studies are intended for the Indiansin the region.


Unrcersidad Tec-nica de. Piura, created in 1961, began to functionin 1962. So far, it has organized the School of Agriculture, theSchool of Economics, and the Institute of Mechanics. Other institutes4in the planning stages, which will admit elementary school graduates,will train technicians at the secondary school level. UniversidadTitmice de Cajamarca, opened in 1962 with a Faculty of GeneralStudies, six schools and seven institutes. The University has es-tablished a Centro de Capacitacion de Obreros (Workers' TrainingCenter).

Special Schools

The following schools offer programs in various fields, some ofwhich are at the higher education level:

The Conservatorio Nacional de Alaska (National Conservatory ofMusic), Lima, prepares teachers of music for the elementary andsecondary schools of the nation. It also prepares professional musi-cians in its specialized music section.

Escuela de Cicerones (School for Tourist-Guides), Lima, foundedin 1940, fungtions as a part of the Peruvian-North American CulturalInstitute and provides short courses for secondary school graduatesfor, a certificate of cicerem (guide).

Escudos de enfernteria (schools of nursing) of which there areeight in Peru, admit students with 9 to 10 years of elementary-secondary schooling to a 3-year program leading to the title ofenfermera (nurse). A certificate of enfermera auxiliar (nurse aide)is granted to elementary school graduates after 1-year training.

Escuela de Servicio Social del Peru (School of Social Service ofPeru), Lima, founded in 1937 under the Minister of Public Healthand Social Welfare, offers a 4-year program (formerly 3 years) upoACompletion of full secondary education, for the title of asistente social(social worker). A similar school was founded in Puno in 1960.

Escuela Nacional de Bella Arles del PerU (National School ofFine Arts of Peru), Lima, founded in 1919, admits elementary schoolgraduates for programs in the Department of Fine Arts and sec-ondary school graduates for programs in the Teacher Training De-partment for a certificate leading to the title of Profesor Normalistade Belles Arta (Elementary Teacher of Fihe Arts).

Escuela Nacional de Bibliotecarios (National School for Librari-ans), Lima, founded in 1943, offers a 2-year program, beyond' sec-


mdary education for the title of bibliotecario (librarian). The pro-.

cram emphasizes technical training.The Peruvian &cue la Naval (Naval School), Escuela Militar

(Military School), Lima, and Escuela Aeranaritica (AeronauticsSchool) Callao, each offer 4-year programs beyond secondary schoolin the corresponding fields, and also offer programs at the secondaryschool level.

Instituto Politecnico Nacional (National Polytechnic Institute)offers 2-year programs for the title of Tecnico Especializado (Spe-cialized Technician) in such fields as diesel motors, generators, vapormotors, electrical and vapor tension, refrigeration and air condition-ing, graphic arts, and electronics. The programs, terminal in nature,parallel the upper secondary school program.

lturtituta Psicopedagogico Nacional (National PsychopedagogicalInstitute), Lima, was founded in 1941 to carry on studies and researchon Peruvian education, and to offer special programs to secondaryschool teachers. It operates through 5 different bureaus, including apublication section. Applicants must hold the title of Profesor orDoctor in secondary education.

Institute Superior de Educacion Familiar (Higher Institute ofLiving), Lima, founded in 1939, offers program

beyond secondary vocational education for the title of Profesora deEducaciOn Familiar (Teacher of Family Living) for teachers inelementary or vocational schools. Teachers may specialize in do-mestic sciences, needlework, sewing, or cooking.

Illiteracy and Adult Education Programs

According to preliminary figures from the 1961 census, the pro-portion of illiterates in Peru is 53 percent of the population 14 yearsof age and over. However, this figure increases as high as 73 percentin the Sierra, where the largest concentration of the Indian popula-tion is found, and decreases to as low as 29 percent in areas wherethe white and mestizo population live.

The illiteracy program in Peru results not so much from racial butfrom linguistic factors. Most of the illiterate population are non-Spanish-speaking Indians who speak either Quechua, Aymani orsome other Indian dialect. The problem here is first to make theIndians literate in their own language and then possibly in Spanish.

As early as 1943, Peru has been emphasizing the importance of theproblem of illiteracy in the Americas, particularly among the Indian


population. In 1944, the President of the Republic decreed the firs;campaign against illiteracy in Peru, Campana Nacional del AlfabetiaaciOn (National Campaign Against Illiteracy). The campaignwas designed against illiterate adolescents and adults 16 to 40 year,of age. The Informally° Peruano Peruvian Report) was publishedfor teachers and the Libro PeruaG de Lectura (Peruvian Reader)was published for students who have learned to read.

In the same year the Brigadae de Cul turizaciOn (CulturizationBrigades) were formed in the regions where Indians were conceiu.Crated. The brigades complemented the activities of the literacycampaign. All the activities_ of the brigades were carried out in twolanguages, Aymara and Quechua.

Despite the various campaigns to eradicate illiteracy in Peru,which according to the 1940 census was 58.6 percent of the popula-tion 15 years and over," in 1961 it was still 53 percent. Perhaps thegreatest weakness of these campaigns has been the fact that theylacked continuity and financial resources for a well-planned continu-ous effort.

In 1956, a Plan Nacional de Al I abetizacion y EducaciOn de Adoles-centes y Adultos (National Plan of Literacy and Education forAdolescents and Adults) was initiated, and in 1959 a decree createdthe Comision Nacional de Alfabeti-eacion (National Commission ofLiteracy) I r the DirecciOn de Education Fundamental y del

alAdulto (De tent of Fundamental and Adult Education) in the1

Ministry of Public Education to coordinate and organize the activitiesof the literacy campaign.

Again, in 1062, the Junta Militar (Military Junta) declared 1963El Alio de Alfabetizacion (The Year of Literacy Training) and in-augurated under the DirecciOn de Education Rural y Analfabetismo(Department of Rural Education and Illiteracy) the present literacy

campaign, using radio and television broadcasts. Teachers, students,and civil guard units comprise the brigades to carry on this campaign.

Discharged servicemen, trained as instructors, returned to theirvillages to instruct civilians. All recruits are trained to read andwrite and the Peruvian Army provides books, pencils, and paper.

The following literacy and adult education centers are operatingin various parts of the Republic:

Centros de Education Fundamental (Fundamental EducationCenters) are. boarding schools offering elementary schoolingsimilar in organization to the naeleos escolare8 described underelementary education.

18 UNESCO. World Illiteracy at Midoentury. 1957. P. 70.


Eecuela8 Bilingies (Bilingual Schools) located in the aelvawere organized in 1951 with the collaboration of the SummerInstitute of Linguistics of the University of Oklahoma. Theinstitute has made studies of the aborigenal laRguages and pre-pared records and textbooks of these languages.

Centro y Talleree Arteeanales (Centers and Artisans Shops)to preserve and stimulate Peruvian crafts and to train Indiansin the native arts.

Planes de Colonization y Programa, de la Poblacion Aborigen----1(Colonization Plans and Programs for the Indigenious Popula-tion) were designed to train the Indians in odern methods oftfarming and production, small sanitation, social

. welfare, and other fields. This program is under the ComisionNational de Integration de la Poblacicin Aborigen (NationalCommission for the Integration of the Indigenous Population)created in 1959 with the cooperation of the Ministeries of Laborand Indian Affairs, Development and Public Works, PublicEducation, Public Health and Social Welfare, War, andAgriculture.

A radio program, Por un Perri Meier (For a Better Peril), wasinaugurated in 1962 to arouse the interest of the community andespecially of the illiterates. Cartillas (Primers) were printed anddistributed throughout the Nation. A leaflet Aprende (Learn) is

published weekly for those who have learned to read and write. A

series of short trainiwt courses in adult education were given to6,000 teachers and university students who volunteered assistancefor the literacy program. Public and private institutions and organi-zations are also participating in the literacy campaign.

In 1959, the University of San Cristobal de Huamanga began tooffer courses for employees, teachers, and craftsmen on an experi-mental basis. In 1960. the university established the Institute ofAdult Education, offering evening and night courses for adults, anda program of educational films, conferences, discussions and libraryservices. In 1959, 50 adults were enrolled in the various activities,and by 1960 the number increased to 330 of which 166 were women.In addition, the university has carried out certain community de-velopment programs among the Indians in the rural area of

Inkararyay with the cooperation of the Ministries of Agriculture andEducation. The program includes workshops in carpentry, me-chanics, ironwork, forestation, animal breeding, and rural construc-tion, as well as health, literacy, and artistic activities.

The Marylmoll Fathers, a U.S. order of priests, inaugurated in1962 in the Department of Puno a radio school center for Indians

40 EDITCATION IN PERU

of the southern Sierra. Classes are conducted in the language of theIndians. A total of 800 adult Indians were attending these classesin 1962.

Mining, agricultural and industrial enterprises are required bylaw to maintain adult education classes for illiterate employees be-tween 16 an4 40 years of age. These classes are supervised by theDirector of Adult Education.

A Governrhent report states that in 1962 there were 357 eveningschools for adults with a total of 41,497 students and 1,293 teachers,offering courses in basic education, vocational education, and literacytraining. The same report indicates that for the period 1957-61, atotal of 464,557 adults had been taught to read and write.

Part III. EDUCATIONAL OUTLOOK

Problems, Trends, and Developments

ACCORDING TO THE REPORT on the development of edu-cation presented by the Peruvian Minister of Public Educationat the 1963 Conference of Ministers of Education in Bogota, Pe-ruvian education is primarily suffering from the lack of a well-defined educational policy directed toward the economic and socialdevelopment of the Nation. The educational problems are furthercomplica y an underdeveloped economy, inadequate transpor-tation a k- of communication facilitieS; the high rate of illit-eracy, an the lack of intogration of the indigenous populationinto the national life; the sl.ortage of teachers and their inadequatepreparation; the excessive centralization of the administration anddirection of education ; anOthe lack of financial resources to im-plement a program for the improvement and development ofeducation.

However, in his inaugural address to thination in 1963, PresidentFernando Belafinde Terry, who previously was Dean of the Facultyof Architecture at the National Engineering University, stated thatPeru "will move ahead with a program of social reforms and thedistribution of wealth in the Republic."

The Peruvian Government is moving forward to mobilize Pe-ruvian communities with a program of self-help in the construc-tion of roads, schools, small irrigation systems, wells, school build-ings, and similar community activities. This community effort willmake a significant contribution to the integration of the Indianpopulation into the nation's economic life.

Student and Teacher Increase

As indicated in table 4, enrollments at all levels of educationare growing rapidly in Peru. According to the 1963 Ministry of

41

42 EDUCATION IN PERT

Education report, the increase is not due primarily to populatioiincrease but to the desire on the part of parents and students fomore education.

More students are reportedly enrolled in academic secondarschools than in vocational or technical schools. This is largely dutto the lack of good vocational schools and offerings, and to thrindifference of students toward vocational or industrial training.The Ministry's report indicates as the major problem the fact thatvocational schools are not pkoviding a basic education for studentsto continue studies at institutions of higher learning, nor are theygiving the students adequate training in order to qualify for jobs

in industry. For these reasons, at the present time, vocational edu-cation graduates encounter difficulty when applying for admission touniversities, and when seeking employment.'°

Another major problem facing Peruvian educators is the highrate of school dropouts. According to a study 20 on school desertion.based on, the 1957 inventory of educational conditions in Peru, of thetotal number of students who entered elementary school in 1945 only15.1 percent reached grade 5 and only 5.6 percent entered the fifthyear or last year of the secondary school. The greatest rate of drop-outs was in the transition between the first and second grades (45.57percent) and between the second and third grades (31.72 percent)of elementary school. and occurred almaig girls at the elementaryschool age.

It may be noted that enrollments have also increased in teachereducation, when one compares the enrollment figure of 1,538 for1956 with the figure for 1960, which is almost 4,000.

Although the number of elementary teachers in Peru has beenincreasing at the rate of 9 percent annually, there is still a shortageof trained teachers for the elementary schools. However, the great-est shortage occurs in the secondary schools where engineers,lawyers, pharmacists, and physicians have been teaching on a part-time basis to help solve the problem at this level.

The number of teachers by educational level from 1956 to 1960is shown in table 5. In 1963, a Government report estimated thetotal number of public school teachers at 60,000, of Which approxi-mately 45,000 were elementary, 7,000 academic secondary, 4,000 vo-cational, and between 2,000. and 3,000 physical education teachers.

19 NtInktrrlo ttr EdurnelAn Ptiblien Info)rne Sabre el lormaliollo flc la Efluearion enel Pere Durant(' n Atio !96t. P. 00.P.

Angeles. Catalano "La Drgerct6n I:menhir y nun CalIPAP Sagan el Inventarlo de laRealidad Educative del Peril." P. 7-31.

Tab

le 4

.Num

ber

of s

choo

ls a

nd s

tude

nts,

by

educ

atio

nal l

evel

and

type

of

scho

ol: 1

956-

60

Lev

el

Nut

ribe

r of

sch

ools

Num

ber

of s

tude

nts

1956

1957

1958

1959

1960

1956

1957

1958

1959

1960

Tot

al13

,268

13,5

6014

.315

14,8

6415

,403

1.32

6,57

71,

372,

602

1,46

7,17

61,

603,

064

1,68

1,29

9

Ele

men

tary

:Su

btot

al_

_12

.735

12,9

4413

.624

14,1

0214

,590

1.20

4.70

11.

133,

937

1.30

8.30

51,

391,

952

1,47

9.10

0Pu

btte

Priv

ate

11,2

14 909

11.4

22 901

11.7

9912

,231

1.21

512

.700

1.28

71.

038.

322

110.

078

1.06

5.90

010

7.78

81.

110.

742

134.

439

1.18

4,10

714

0.30

81,

260.

400

ea14

8.70

0

Stat

e su

perv

ised

612

621

656

656

603

56,3

9160

.159

63,1

2467

.537

70,0

00A

cade

mic

sec

onda

ry :

Subt

otal

-t36

242

544

148

652

498

.032

111.

191

122.

221

141.

062

158.

900

Publ

ic12

815

217

619

822

259

.331

65,9

2275

.895

90,5

5310

.3,7

78O

Priv

ate_

234

273

265

288

302

38,7

0145

,269

46,3

2650

,500

55,1

22V

ocat

iona

l sec

onda

ry :

Subt

otal

150

166

221

248

251

22,2

1625

,460

34.4

1037

.249

39,3

59Pu

blic

118

129

147

169

177

19,4

3722

,302

27,8

1931

,609

33,8

78Pr

ivat

e_32

3774

7474

2,77

93,

158

6,50

15,

640

5,48

1T

each

er e

duca

tion

:Su

btot

al21

2529

3338

1,53

82,

014

2,24

03,

281

3.94

0Pu

blic

1619

2428

321,

120

1,57

51,

787

2,77

73,

338

Priv

ate

56

55

418

439

453

504

602

Sour

ce o

f da

ta :

Min

iste

rio

de E

duca

clSn

Pdb

liea.

La

Edu

cael

on A

ctua

l Per

sona

.D

ocum

ents

sub

mitt

ed b

y th

e G

over

nmen

t of

Peru

to th

eC

onfe

renc

e on

Edu

catio

n an

d E

cono

mic

and

Soc

ial D

evel

opm

ent o

f L

atin

Am

eric

a, h

eld

in S

antia

go, C

hile

, Mar

ch5-

19, 1

962.

Lim

a :

The

Min

is-

try.

196

2.


Table 5.-Number of teachers by educational level andtypes of schools: 1956-60

Level 1956 1957 1958 1959 19601

rTotal 41,478 42,695 47,593 51,733 59,00

Elementary :Subtotal 31,679 32,117 35,258 38,369 41,90

Public_ __ __ ___ _ 26,670 27,112 29,155 32.031 35,20Private 3,823 3,753 4,731 4,901 5,2State supervised _ 1,180 1,252 1,372 1,437 1,5(

Academic secondary :Subtotal 6,706 7,007 8,304 8,662 11.3

Public 3,220 3,562 4.325 4,270 6,54.Private 3,486 3,445 3,982 4,392 4,8(

Vocational secondary :Subtotal 2,918 3,353 3,806 4,382 5,3(

Public 2,365 2,881 . 3,160 3,408 4,2(Private 553 472 646 974 1,1(

Teacher education :Subtotal 175 218 222 320 5(

Public 140 170 189 259 31Private 35 48 33 61 11

I Estimated.Source of data : Ministerio de EducaciOn Mince La Educacihn Actual Persona.

Documents submitted by the Government of Peril to the Conference on Education andEconomic and Social Development of Latin Ameirea, held In Santiago, Chile, March5-19, 1962. Lima : The Ministry, 1962.

Reorganization of School System

In September 1962, the Military Junta ordered the decentraliza-tion of Peruvian education, and in January 1963, ilie reorgat izationtad decentralization of the functions of the Ministry o ublicMucation was initiated. Six regional offices located in C iiclayo(north), Huancayo (center), Lima (coast.), Arequipa and Cuzco(south), and Iquitos (east), have charge of supervisory and ad-ministrative matters such as records, application, testing, teacherplacement and similar matters. Under' the plan, each regionaloffice is headed by a director, under the supervision and directionof the Director-General in the Ministry. The Office of EducationalPlanning, established in 1958 under the Ministry of Education, co-ordinates' the planning of education with the six regional centersthroughout the nation.

In 1963 under a 2-year contract, 11 advisers from Columbia Uni-versity Teachers College, operating under a grant from the U.S.Agency for International Development, were assigned 'to work incooperation with the Peruvian, Ministry of Education in planning

r

EDUCATIONAL OUTLOOK 45

Nad organizing the national education system. Other plans includeile establishment of an educational TV channel, an increase in

,cholarship awards for Peruvians specializing in education, the,)reparation and printing of modern textbooks, the improvement oftchnical and vocational education, and the establishment of spe-cialized polytechnic institutions.

Beginning with the 1964 school year, which started in April,students registered under a new law granting free education. Thelaw provides government financing from elementary school through!Postgraduate university education. Free education would be deniedto those students who miss more than 25 percent of their classes,fail to make satisfactory grades, or who are suspended from classes.

SeCondary and Teacher Education

In Peru, as in the United States, England and France, there isapparent dissatisfaction with secondary education. Tnstitutions ofhigher education, as indicated by the Rector 21 of the Universityof San Marcos, have found that the preparation of secondary schoolstudents is inadequate due to excessive memory work, lack of librar-ies and well-equipped laboratories, poor teaching methods, and lackof correlation between the secondary school and the university.

According to the Rector's report, in 1958 only 23.8 percent ofthe 1,457 applicants passed entrance examinations to the Facultyof Letters at San Marcos University, 18 percent of the 2,923 insciences, and 30 percent of the 1,227 in economics and commercialsciences. In 1962, less than 50 percent of the applicants gained ad-mission to university study.

In view of this situation, the University of San Marcos wasplanning in 1963 to group the several preparatory programs offeredunder the faculties of letters and sciences into a new faculty of gen-eral studies. The university is also considering a plan to offer freeadmission to freshmen and sophomore students in 1965. The planwill be applied progressively to cover all students at San Marcos.

The University of Agriculture has established a preparatory de-partment, for secondary school graduates who will enroll for anextra year of secondary study before beginning university study.Catholic University is also in the process of organizing a facultyof general study.

The University of Huamanga introduced in 1963 a first-yearbasic course for all students seeking admission to the university. De-

21 Benches, Alberto Lula. Ls Dnivereidad no u is Isla. 1081.


pending on the individual aptitudes, students may delay a whosesecond year before completing the basic course, which is prepar:.-tory to all prikrams in the university.

Steps are being taken by the Ministry of Public Education in theexpansion and redirection of secondary education, with special em-phasis on vocational and technical education to prepare studensfor an industrial and technical society.

The Ministry of Public Education reported in 1963 that threemilitary schools with a capacity for 800 students each were underconstruction; two grandee unidades to accommodate 2,000 studentswere completed; and a polytechnic institute with a capacity for3,000 students was almost completed.

The Peruvian Army is now operating industrial vocational train-

ing schools in Lima, Cuzco, and Arequipa. Similar schools areplanned for Iquitos and Piura. COnscripts receive training duringthe last 3 months of their 2-year enlistments in such fields as car-pentry, plumbing, welding. To date, 2,139 soldiers have graduatedfrom schools. The Army also hopes to open five agricultural train-ing schools at the same locations as their industrial training schools.A heavy equipment operations and maintenance school is also

planned.With regard to teacher education, in 1961 the Ministry of Public

Education initiated a 10-year campaign to eliminate the presentteacher shortage by renewed emphasis on the preparation and qual-ification of school teachers through better salaries and improvement,courses. In the same year, new Central, de Capaeitacion y Pelee-eionamiento (In-Service Training and Improvement Centers) wereestablished and three Centroe de Especializacilni. (SpecializationCenters) attached to the regular normal schools were opened. By

the end of 1962, 2,470 teachers were taking such courses.In 1963, the Ministry reported that three regional normal schools

were planned for the southern (Arequipa), central (Huancayo),and eastern (Iquitos) regions. In the northern region. (Piura), anormal school has been established for 750 students.

In addition, the Office of Educational Planning had under studyin 1963 a 10-year plan to eliminate the present teacher shortage.Under this plan 27,000 teachers for the elementary schools of thenation are to be trained. A teacher-training section is to be estab-

lished in the colegios, comprising a 3-year normal school programfor students who have completed the first cycle of the regular sec-ondary school program. This plan is designed to expedite the train-ing of additional teachers for the elementary schools.

EDUCATIONAL OUTLOOK. 47

Peruvian universities are ,further faced with such problems as,)art-time students and part-time professors, poor physical facilities:Hid maintenance, student participation in the political arena, lack.4 financial resources, and the enforcement of the 1960 New Uni-%vrsity Law. It may be noted, as a result of the enforcement of,.o-gobierno under the 1960 law that the Faculty of Medicine ofthe University of San Marcos resigned in a body and set up a new,

(privately supported independent medical school in Lima, knownas the Escuela de Medicines "Gayetano Heredia" (Gayetano HerediaMedical School). This institution, renamed in 1961 as the V ni-versidad Perucona de Cienoiae Medical; yBiologicas (Peruvian Uni-versity -of Medical and Biological Sciences), is headed by the for-mer director of the School of Medicine of San Marcos, thus de-priving the university of its qualified staff in the field.

With regard to faculty staffing, it is estimated that only 20 per-cent of the instructional staff in Peruvian universities is on a full-time basis. However, a gradual transition from part-time to full-time professors is taking place in various Universities. Today, themedical schools of the Universities of Arequipa and of Trujilloare almost entirely staffed with full-time professors.

Improvement and expansion in the area of higher education isalso indicated in the rowing diversity of offerings within the uni-versity faculties and institutes, and in the establishment of newuniversities, which is increasing opportunities for higher educationin the provinces. The recent trend in the establishment of newuniversities also suggests a desire toward the decentralization ofhigher education in Peru, making it more accessible to morestudents.

41

International Cooperative Assistance

Assistance to the development of Peruvian education has been.given by the U.S. Government since the early days of the Republic.American educators, at the invitation of the Ministry of Educa-tion, have gone at various times to Peru as advisers in the modern-ization of prima& and normal education.

In more recent years, the U.S. Government, through various uni-versities and private organizations, is contributing to the nationaleconomic, social, and educational development of Peru.

In 1954, the University of North Carolina assisted the NationalSchool of Engineering to further Peruvian textile education andto help Peru achieve an annual increase in agricultural production.


In 1955, the University of New Hampshire began a c perativprogram to strengthen and modernize instruction in the epartmatof Chemistry of the University of San Marcos. A completelaboratory was installed and three faculty members have receiveltraining in the United States.

Although some fundamental skills, such as accounting, officeorganization and management, sales and advertising, were taughtat the Institute of Human Relations (now the School of BusinessAdministration) of the University of San Marcos, no formal university training or any systematic research in the field of publicadministration was offered in Peru prior to 1959. In that year, asa first step in the establishment of a graduate school of businessadmiaistrictirtn, Stanford University, in cooperation with the Peruvian Management Association, conducted a seminar on the con-cepts and principles of management.

In April 1964, the Escuela de Administracitin Para Graduados(School of Business Administration for Graduate Students) at theUniversity of San Marcos officially opened. It is now instructingits first class. The faculty is drawn entirely from the StanfordGraduate School of Business. Peruvian instructors will be trainedand control of the school turned over to Peru in a 5-year period.The school is a separate entity, but will not grant degrees. Graduateswill receive their degrees from the university in which they per-formed their undergraduate work. The major universities in Peruhave already subscribed to this system.

In 1960, the North Carolina State College of Agriculture andEngineering assisted the National Engineering University in theestablishment of a department of textile engineering to train textileengineers for the Peruvian textile indust Ty.

In 1963, the University of Agriculture received a grant from theFord Foundation to be used for research and teaching programs inagricultural economics and rural sociology. Visiting professors fromNorth Carolina State College will coordinate the program and helporganize the departments of instruction, research, and extensionprograms. Students will be selected for advanced training'in theUnited States.

The U.S. Department of Agriculture and the National Institutesof Health, and the Rockefeller and Kellogg Foundations have pro-vided substantial donation's to Peruvian universities for researchpurpose. A most promising research program is being carried outby the new Faculty of Veterinary Medicine of San Marcos Uni-versity and the Tropical Altitude Veterinary Research Institute,

EDITCA,ONAL OUTLOOK 49

s:ipported by the United Stites and the United Nations Special.*,fund.

Educational Centers and Services

Cosponsored by the Government of Peru and by various Unitedstates and international organizations, the following centers andservices help in the development of education in Peril:

.Vm.tcanber;coilo di, Perri (North American-PeruvianCommittee), organized in 1961 by a group of the U.S. businesscommunity in Lima, grants scholarships for labor leaders andassists in U.S. Information Service (USIS) projects.

Insitituto Cultural Peruano Norteamerkano (Peruvian-NorthAmerican Cultural Institute) in Lima and its counterparts in othercities in Peru offer noncredit courses as well as intensive courses inEnglish and Spanish for Peruvians and American students andadults. It provides a 12-week course for Peruvian teachers of Eng-lish upon completion of which the Ministry of Public Educationgrants the candidate a diploma and certifies him as a qualifiedteacher in English. In addition, the institute offers cultural andrecreational activities, including library services.

Institute de Accion Social (Institute of Social Action) was or-ganized in 1961 by a group of business men in Lima to carry outsocial development projects, including TV literacy campaigns andthe establishment of "teleschools" in Lima. It is also helping inthe development of one of Lima's large slum areas, San Cosme.

Institute Interamericano de Plancemiento Urbane y Rural (In-ter-american Institute 'of Urban and Rural Planning), formerlyInstitute de Planeamiento de Lima de la Unimersidad Nacional de1 tigeltieria (Lima Institute of Planning of the National Universityof Engineering) founded in 1960, started functioning in 1962 underthe joint,sponsorship of the Organization of American States andthe Government of Peru to train students and technicians in thefield of urban and regional planning. Applicants for admissionmust be holders of the title (# architect, civil, agricultural or sani-tary engineer; doctor of economics or law ; or have a degree in afield related with planning. Foreign students are admitted on thesame basis as Peruvian students.

Institute Peruano de Foment° Educative (Peruvian Institute ofEducational Development) was founded in 1961 to provide oppor-tunities for foreign study to Peruvian students, promising tech-


nicians, and administrators. It is directed by a board of Peruvii:nprofessional men and financed by foreign mining corporations inPeru.

Ingtituto Peruano de Reforma Agraria y ColonizaciOn (PeruvianInstitute 'of Agrarian Reform and Colonization), created in 1960to cooperate with other Government agencies in the planning andsupervision of the Peruvian agrarian reform. The institute, ;n

cooperation with the University of Iowa and Iowa State Universityof Science and Technology, was planning in 1963 a nationwide pro-gram of agrarian reform, especially for southern Peru. The pro-jects call for technical and finapcial assistance to the program ofagrarian reform and development. The two universities will pro-vide technicians to serve as advisers and consultants in such fieldsas agricultural economics, agricultural credit.

Servicio Cooperativo Perwzno-Norteamerkano de Educacion--SECP ANE (Peruvian-North American Cooperative Educat ion Ser-vice), organized in 1944, was designed for the improvement of ele-mentary, vocational and teacher education in the urban and ruralareas through the establishment of schools and demonstration cen-ters, and the implementation of techniques and organizationalmethods. SECPANE's responsibilities were absorbed by the Min-istry of Education in 1962, and all U.S. assistance to civilianeducation (other than universities) goes to the Ministry.

The Escuela Normal Superior de Chosica and the Douala Nor-mal.Superior Mixta Urabamba (discussed under the teacher educa-tion section) were built under the Servicio.

Servicio Nacional de A prendizaje y jo IndustrialSENATI (National Service of Apprenticeship and IndustrialTraining) was initiated in 1962 to provide training for Peruvianyouth and young adults for trades and industry. Literacy pro-grams are also included. The service is supported by a 1-percenttax on the total monthly payrolls of combined Peruvian industries.As the industries grow in size and scope, the amount of moneyderived from the tax will increase, thus expanding the program.

Glossary

SpanishAsistent socialluziliar

en f timer°Itnehillerato

Bildiotecario

EnglishSocial workerAide, assistantNurse aideIn I'eru, The bachelor's degree

refl i.licadoontipclencia .

dc edtacidn sccundaria-de primma calegorta _de sepiolite catcgoria

Ciclo

de especializacidnCloses de transicidnCo- gobierno

Colegiode educandas

Consejo _

unirersitariaEducacidn

de adultos

-normalEseuela

de cicerone!- de primer grado

de segundo grado

- -flacelizadatipo mininto

-nocturne _--particular--pritnaria complete--primaria incomplete

aeccionalunidocente

--vespertine

1 Pertaining to the wieleos.

rep-

resents (2 to 5 years of universitystudy)

LibrarianCert IticateCertificate of rompetenceSecondary school cert i flea teFirst class teaching certificateSe.cond class teaching certificate

eBasle cycleSpecialization cycleTransition claSsesCo-government or the participation

of students In university affairsSecondary SchoolSecondab* school for girlsCouncilUniversill CouncilEducatlotrAdult edcationFamily livingTeacher- trninlugSchool, schoolhouseSchool for tourist guides"First Grade" or Incomplete

elementary school"Second Grade" or complete

elementary schoolState supervised schoolOne-teacher schoolEvening schoolPrivateComplete primary schoolIncomplete primary schoolSectional schoolOne-teacher schoolEvening school

61

52

Spanish

EDUCATION IN PERU

GradoGrandes unidades escolaresInrestigaciemMaestro

intiluladonormal

MaioNormalistaNUcleos escolaresPatronatos escolaresPedagogiaPre-escolarProjesorRectorReprobadoRevalidacidn

Servicio socialSobresalicnteTdcnico

agropccuarioen conterciode minas

Titulo

2 Generally a teacher In an elementary school.

Similar to U.S. parent-teacher's associations.Generally a secondary school teacher.

EnglishGrade, year or class; degreeLarge school centersResearchTeacher 2Unlicensed teacherElementary or normal school

teacherPoor [on a school examination]Normal school teacherCommunity center schoolsSchool patronagePedagogy, educationPreschoolTeacher 4University presidentFailure [on a school examination]Revalidation or the granting of

official recognitionSocial serviceExcellent [on a school examination)TechnicianAgricultural technicianBusiness technicianMining technicianIndustrial technicianTitle; license

1

Selected References

ANGLES, CIPRIANO. "La DeserciOn Escolar y sus Causes Segdn el Inventariode In Rea lidad Educativa del Peril," Educacidn, 23:7-31. Lima : UniversidadMayor de San Marcos, 1960.

BAUM, JOHN A. Eatudio Sabre los NUeleos Escolarcs Campesinos. Cuzco,Peru : Editorial Garcilaso, 1063. 173 p.

BENTon, WILLIAM. The Voice of Latin America. New York: Harper, 1961.204 p.

CHAGAS, AONES. Survey of School of Nursing in Latin America, 1959. Wash-ington, D.C.: Pan American Sanitary Bureau, 1962. 68 p.

COHEN, ALVIN. "ECLA and the Economic Development of Peru," Inter-American Economic Affairs, 17 :3-27. Summer 1963. (ECLA--CornisiOn Eco-nomica para Latino-americaThe United Nations Economic Commission forLatin America)

Coz Poets, Fzmuco A. "La AspiraciOn Vocational de los Alumnos de Edu-cacti% Secundaria." Boletin del Instituto Psicopedagagico Nacional, AfiosXIV-XV : Tomo I : Nos. 2-3: 78-83. Lima, 1959-60.

Cuk:To FERNANDINI, CARLOS. "Problems and Issues of the Peruvian Univer-sity Today," Higher Education in Latin America: A Symposium. Washington,D.C.: The Catholic University of America Press, 1961. p. 22-35.

CemEaors E. Education in Peru (Bulletin 1946, No. 3). FederalSecurity Agency, Office of Education. Washington, D.C.: U.S. GovernmentPrinting Office, 1946. 91 p.

Education for Better Living: The Role of the School in Community Improve-ment. 1957 Yearbook on Education Around the World. Washington, D.C.:U.S. Department of Health Education and Welfare, Office of Education, 1957.339 p.

Escuela Nacional de Belies Artes del Pent Anuario del Alio Academic°,1962. Lima: the Escuela, 1962. unp.

. Reglamento y Cuestionario de Admisidn. Liam: Topografia SantaRosa, 1964. 31 p.

Escuela Normal Superior Enrique Guzman y Valle. Prospecto de AdmisiOn.La Cantuta, Chosica, Peru : the Escuela, 1962. 28 p.

Foreign Policy Association. "Focus on Latin America." Intercom, SpecialFeature, vol. 4, No. 7. New York: the Association, November-December 1962.

GmsoN, RAYMOND C. Rural Schools of Peru. Peruvian-North American Co-operative Program in Rural Education. Washington, D.C.: U.S. Departmentof Health, Education and Welfare, June 1955. 23 p.

58


Univcrsidad Nacional Mayor de San Marcos:, Suggested Changes nOrganization ,and Administration. Bloomington : Indiana University, Ju e1958. 62 p. (Mimeograph)

HANKE, LEWIS. South America. Modern Latin America: Continent nFerment, vol. II. New York: Van Nostrand, 1959. p. 21-28.

IIEGEN, Eumerm E. "The Andean Cultural Frontier." Journal of Into-American Studies, 5:4:431 -36. Gainesville: Pan American Foundation, Octo-ber 1963.

HEYSEN, Ltns E. "La Huelga Digital del Peril." Journal of Inter-AmericanStudies, 5:4:423 -29. Gainesville: Pan American Foundation, School gf Inter-American Studies, University of Florida, October 1963.

Institute of International Education. Limited Factual Data ConcerningPontificia Unirersidad CatOlico del Peril. Lima : the Institute, Office for LatinAmerica, 1962. 52 p. (Mimeograph)

. Open Doors 1963. New York : the Institute, June 1963. 68 p.International Association of Universities, The. International Handbook of

Universities, 1959. Paris: The Association, 1959. 214-216.

----. International handbook of Universities, 1962. p. 482-486.JAMES, PRESTON E. Latin America. (3d. ed.) New York: Odyssey Press,

1959. 942 p. "Peru" p. 160-203.

Journal of Inter-American Studies, vol. 5, No. 4. Gainesville: Pan AmericanFoundation, School of later-American Studies, University of Florida, Oatober1963. 564 p. (This Issue of the Journal is dedicated to the Republic of Peru.)

KENNETH, HOLLAND. "A Catalyst for Inter-American Higher Education.". Estadistica Educativa, 1957-61: Complemento del Inventario de Is

Teachers College Itcoord, 64 :8:687-692. May 1963.MANDULEY, LYN S. Peru. American Nations Series. Washington, D.C.:

Office of l'ublic Relations, Pan American Union, 1957. Reprint, 1960. 47 p.MENDOZA RODRIGUEZ, Just'. Nuevo Potential para la4Educacidn Peruana.

Lima : The Ministerio, 1956. 426 p.

Plan de Educacidn Nacional del Perri. 1951. 15 p. (Conference)

MONTALTO, EFRAIN and CASTRO HARRISON, JouaE. "El Plan Nacional deEducuclon Rural." La Educacidn, 9:56-62. Washington, D.C.: Pan AmericanUnion, January-March 1958.

Pan American Union. Carreras Universitarias, volume II. Titulos quoOtorgan las Instituciones Latinoamericanas dc Ensellanza Superior: Bolivia,Colombia, Ecuador, Peri, Venezuela. Washington, D.C.: The Union, Divisionof Education, 1962. p. 41-56.

. Constitution of the Repqblic of Peru, 1933. 1962. 27 p.

. La Educacidn. Quarterly.

. Estado Actual de la Educacidn Secundaria en to America Latina.1957. 206 p.

Ministerio de Education Publics. Boletin die la Refortna Educativa.Lima: The Ministerio, 1956-58. Ten volumes.

EDUCATION IN PERU 55

. Caracteristicas Socio- econOmicas del Educondo Pcruano Primarioitl Peru, vol. I I. 1963. 101 p.

Estadistica Educative, 1957-61: Complemento del Inrcnlario de laIlea lidad F:duratira del Perii. Lima : The Minister lo, 1963. 74 p.

. La Educacion Actual Perfume (Documents NON. 17 and 37). Sub-mitted by the Government of Pent to the Conferemp on Education and Eco-nomic and Social Development of Latin America, Lehi in Santiago, Chile, March

19, 1902. Lima: The Ministerio. 1902.- . Informe Sabre el Desarrollo de to EilticariOn en el Peru Durante

rl Arlo 1%2. Linut: The Ministerio, 1963. 101 p.Inrentario de to Realidad L'dutatira del Pent. Tomo 1, 1957, 275 p.

Tomo II, 1957, 158 p. Tomo III, 1957, 219 p. Tomo IV, 1958, 158 p. (Surveyof Education in Peru )

. Ley Orgdnica de EducaclOn No. 9359. Edicion Oficial. Urns: TheMinisterio, 1941. 95 p.-- . Plan de AcciOn Para 1956. 1056. 21 p.

. Planes p Prograntas pars /a EducaciOn Infanta, lax Oases de Tran-sition y la EdueaciOn Primaria. 1959. 434 p.

Programa de Educactibt Basica. 1962. 28 p.

Pontificia Universidad CatOlica del Peril. I'acultad de Eduearien?'Virde-merum. Limn : The Universidad, 1900. 28 p.

Prospeeto de la 1:seuela de Scrvicio Social del Peri& Limn: The Escitela,1959. 16 p.

Rims, Jr.r. The Andean Programme. Reprinted from the InternationalLabor Review, No: 0, December 1961. Geneve: The Organization, 1961. 41 p.

Revista de to Estruela Normal Superior. Nos. 1 -2. Limn :. Imprenta de InUniversidad Nacional de San Marmon, 1960. 114 p.

Rotnuovez MONTOYA, Mom:sro. "Peru." Rehm of Educational Research,32:3:255 -260. June 1962. (Educational research in countries other than Inthe United States.)

-oROGERS, FRANCIS M. The University of San Marcos in Lima, Peru. Limn :

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SANCHEZ, Luis ALHF.RTO. La Universidad de San Marcos. Memoria de aurector correspondiente al an() lectivo de 1961. Limn: University Mayor deSan Marcos, 1962. 95 p.

-- ---. La Universidad no ca una Isla . . . Un Estudio, Un Plan, TresDiscursos. Lima: Ediciones Perd, 1961. 237 p.

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56 EDUCATION IN mad

. Cuttent School Enrollment Statistics. September 1981. No.Parts: The Organization, 1062. 49 p.

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. World Surrey of Education-II: Primary Education. 1958. p.836-846.

943-941.. World Surrey of Education-III: Secondary Education. 1961. p

. International Bureau of Education. Educational Planning. XXVthInternational Conference on Public Education (Publication No. 242). Paris/Geneva: The Organization/the Bureau, 1962. p. 130-132.

Facilities for Education in Rural Arras.tional Conference on Public Education (Publication No. 192)The Organization/the Bureau, 1958. p. 170-172.

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. International Yearbook of Education: 1960 (PublicationNo. 224). Paris /Geneva : The Arganization/the Bureau.. p. 308-312.

. International Yearbook of Education: 1963 (PublicationNo. 250). p. 285-286.

XXIst Interns-. Paris/Geneva:

. XXVth Inter-. Paris/Geneva:

. The One-Teacher School. XXIII!) International Confer-ence on Public Education (Publication No. 228). Paris/Geneva : The Organi-zation /the Bureau. 1961. p. 185-186.

. The Organization of Educational and Vocational Guidance.XXVIII' International Conference on Public Education (Publication No. 254).Paris/Geneva : The Organization/the Bureau, 1963. p. 120-131.

. Organization of Pre-Primary Education. XXIVth Inter-national Conference on Public Education (Publication No. 230). Paris/Geneva :--

The Organization/the Bureau, 1961. p. 200 -218.

. rpanizotion of special Education for Mentally DeficientChildren. XXIII rd international Conference on Public Education ( PublicationNo. 214). Paris/Geneva : The Organization/the Bureau, 1060. p. 195 -107.

-. Preparation of Ueneral Secondary School Curricula (Pub-lication No. 216). 1960. p. 256 -258.


. Shortage of Primary Teachers. XXVth International Con-.rence on Public Education (Publication No. 213). Paris/Geneva : The Or-

-utization/the Bureau, 1963. p. 135 -136.

Universidad Nacional de Arequipa. Memoria, 1959. Arequipa : The Uni-.ersidad, 1959. 203 p.

Unlventidad Nacional de Ingenlerfa. Memories Anual del Rector. Lima :The Universidad, 1961. 57 p. Appendices: 53. 1962. 190 p.

lJnIversidad Nacional Mayor de San Marcos. &actin (Iniversitario. Nos. 9,10, 11 and 12. Lima : The Universidad, January-April 1962.

. Educacidn: Organo de in Facultad de Educacidn. No. 24. 1961.114 p.

22 p.

. Ostia de la Facultad de Cicncias Econdmicas y Comerciales. 1962,

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VEGA, AlUtiTIDES. "Problemas de In Educacien Nacional." F.l Comercio(Supplement' Lima : December 31, r19131. p. 6-7.

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7.11:13EDZO Gleam, J., and 131.4.z Morcrxrmoao, LEOPOLD. Nticleos Escolares:Informe sobre el Programa Lima : The Ministerlo deEducacldn Pdblica/Servicio Cooperativo Peruano-Norteamericano de Educa-cidn, 1949. 51 p.

APPENDIX TABLES

Table A.Selected data on the principal universities of Peru: 1960

University Location Hatefounded Control Enrollment I

Pontificia Unlversidad Cot Mica de Peril Lima 2 1917 Private__ 4,000(Pontifical Catholic Cols crsIty ofPetit,.

Universidad Agrarin 3 La Molina__ 1902 State 800(University of Agriculture).Universidall Nacional de Ingenlerfa 4.... 1.1111a------- 1866 ____do 4,000(National University of Engineering).Citiersidati Nacional de San Agustin

de Arequipa. Arequipa___ a 1825 _do 3,000(National University of San Agustinof Arequipa).

Universidnd Nacional de San Antonio Cuzco 6159S 3,0011Ahall del C1171'0.(National University of San Antonio

Abad of Cuzco).UnivetsIdad Nacional de San Chat ()halde Hunmanga,

Ayacucho__ 1677 State 400

University of San Cris16ba1of Huamangs).

l'niverskind Nacional de Trull llo Trujillo 1824 _do 6,000(National University of Trujillo).Universidad Nacional, Mayor de San Limn___.___ 1551 ----do 14,00CMa rcos.(National University of San Marcos).

1 Estimated.2 Acquired university status in 1919.3 Formerly Eseuela vie Agricuttura (School of Agriculture) ; acquired university statusIn Hifi°.4 Formerly Excuela de Ingcrarros (School of Engineers) ; acquired university Rintila in

1955.I Became a university in 1828.6 ornelnlly inaugurated In 1606.7 Also known as the Regional University of A.)aeticho ; functioned from 1704 -1806 .reopened in 1059.

58


Table B.Peruvian universities recently founded orin the process of organization: 1960-63

University

Universidad Agraria de In Selva(Agrarian University of La Se Iva).I ini versidnd, Comercial(Commercial University).Universidad de Lima(University of Lima).Universidad de Santa Maria - - - - - - - --

( S a i n t Mary's University ).Universidad del Pacifico(Pacific University).Universidad Femnenina "Sngrad.o ('ara7M"(Sacred Heart Women's University).Fniversidad Nacional de Lamhayeque(National University of Lambayeque).Universidad Nacional de Snn Carlos1San Carlos National University).UniversIdad Nacional de In Amazonia Peruana___(National University of the Peruvian Amazon).Universidad Nate del Centro del Peril'(National 17 .rsity of the Center of Peru).Universidnd Nacional San Luis Conzaga 2(St. Luis Conzagn National University).Universidad Particular de "San Martin de Porres".(Snn Martin de Porres Private University).rniversidad Pertain() de Clencins M6dicas y Bio-

logicas J.(Peruvian University of Medical and Biological

Sciences).Universidad Wenica ale CalnIllaren(Technical Vniversit of Cajamarca ).Universidad Ti.ctilen Ile Plum(Technical University of Plura).Univer sidad T(111(ii del Altiplano+ _ _

(Technical University of the Altiplano).

4

LocationYear

rounded

Tingo Maria__ __

Huanca yo

Lima

Arequipa

Lima

_do

Chiclayo

Iquitos

Huaneayo___

Ica

Lima

_do

Cajamarca

Plum

Puno

1963

1960

1962

1962

1962

1962

1962

1961

1961

1961

1961

1962

1961

1962

1961

1961

1 Formerly known as L.ntrershiad Comunal del Centro del Peru.2 Being organized as a 4 -year liberal arts college with studies lending to a bachelorof arts degree.

Formerly knowl nn Encticla tic Medicina dayetano Heredia (Clayetano lleredla Medi-cal School). For thetathetallwKee part III. page 47.s Known also as University of l'uno.

Tab

le C

.Deg

rees

or

tides

aw

arde

d by

the

univ

ersi

ties

and

num

ber

of y

ears

of

stud

y re

quir

ed f

or e

ach:

by u

nive

rsity

and

fac

ulty

( In

dica

tes

not g

iven

In

sour

ce]

Uni

vers

ityFa

culty

, sch

ool o

r in

stitu

teD

egre

e or

title

Num

ber

of y

ears

of s

tudy

Pont

ific

iaU

nive

rsid

adC

atfi

lica

del P

eril

(Pon

tific

ial C

atho

licU

nive

rsity

of

Peru

).D

o

Agr

onom

ia (

Agr

icul

ture

)

Cie

ncia

s co

n O

mit:

as y

Com

erci

ales

(Eco

notu

ic a

nd C

omm

erci

alSc

i-en

ces)

.

Inge

nier

o A

grO

nom

o (A

gric

ultu

ral E

ngin

eer)

-

Con

tado

r Pt

iblic

o (P

ublic

Acc

ount

ant )

Eco

nom

ista

(E

cono

mis

t)In

genl

ero

Com

erci

al (

Com

erci

al E

ngin

eer)

----

5 5 6 5

Do

Der

eclio

y C

ienc

ias

Po M

icas

(L

awA

boga

do (

Law

yeiz

)12

and

Polit

ical

Sci

ence

s).

Ilac

hille

r en

Der

echo

y C

ienc

ias

Polit

icas

5(B

ache

lor

of L

aw a

nd P

oliti

cal S

cien

ces)

.D

octo

r en

Der

echo

(D

octo

r of

Law

)11

Do

Edu

ctic

hin

(Edu

catio

n)D

octo

r en

Edu

catio

n (D

octo

r of

Edu

catio

n )_

__11

Prof

esso

r de

Seg

unda

Ens

efla

nza

(Sec

onda

ry25

Scho

ol T

each

er)

.3D

oIn

geni

eria

(E

ngin

eeri

ng)

Inge

nier

o C

ivil

(Civ

il E

ngin

eer)

5D

oL

etra

s (L

ette

rs)

4B

achi

ller

en L

etru

s (B

ache

lor

of L

ette

rs)

2D

octo

r en

Let

ras

5 (D

octo

r of

Let

ters

)5

Pstc

6log

o (P

sych

olog

ist)

6D

oT

eo lo

gf.t

(The

9log

y)B

achi

ller

en T

eolo

gfa

(Bac

helo

r of

The

olog

y )_

_2

Doc

tor

en T

eolo

gfa

(Doc

tor

of T

heol

ogy)

__

5L

icen

ciad

o en

Teo

logl

a (L

icen

tiate

, in

The

ol-

ogy)

.4

Do

Esc

ue la

(le

Art

es P

last

icas

(Sc

hool

of

Art

iste

Pla

stic

° (P

last

ic A

rts

Art

ist )

6Pl

astic

Art

s).

Prof

esor

tie

Bel

les

Art

es (

Tea

cher

of

Fine

6A

rts)

.D

oE

scue

la d

e Pe

dago

gia-

- pa

re ,V

aron

esPr

ofes

or d

e Pr

imer

a E

nsef

ianz

a (E

lem

enta

ry3

(Sch

ool o

f E

duca

tion

for-

Men

).Sc

hool

Tea

cher

).

),0

Do

Do

Do

Do_

Uni

vers

idad

Agr

arla

(U

nive

rsity

of A

gric

ultu

re).

Do

Do

Do

Do,

See

foot

note

s' a

t and

of

tabl

e.

Esc

uela

de

Peri

odis

mo

(Sch

ool o

fJo

urna

lism

).

Esc

uela

Nor

mal

Urb

anap

ara

da-

maa

(U

rban

Nor

mal

Sch

ool f

orW

omen

) .

Esc

uela

de

Serv

icio

Soc

ial (

Scho

ol o

fSo

cial

Wor

k).

0

Inst

itute

de

Est

udio

s So

cial

es (

Inst

i-tu

te o

f So

cial

Stu

dies

).

Inst

itute

Fem

enin

o de

Est

udio

s Su

pe-

rior

es (

Wom

en's

Ins

titut

e of

Hig

h-er

Stu

dies

).A

gron

omla

(A

gric

ultu

re)

Cie

ncia

s (S

cien

ces)

Eco

nom

ia y

Cle

m' I

na S

ocia

les

(Eco

-no

mic

s an

d So

cial

Sci

ence

s).

Inge

nler

ia A

gric

ola

Zoo

tkni

ca (

Zoo

tech

nics

)

Peri

odis

ta (

Jour

nalis

t)

Cer

tific

ado

de C

apac

itaci

on e

nR

elac

ione

aPu

blic

an (

Cer

tific

ate

of C

ompe

tenc

e in

Pub

-lic

Rel

atio

ns).

\N

orm

alis

taU

rban

a(E

lem

enta

rySc

hool

Tea

cher

).

Asi

sten

te S

ocia

l (So

cial

Wor

ker)

Edu

cado

ra F

amili

ar (

Tea

cher

of

Fam

ily L

iv-

ing)

.D

octo

r en

Soc

lolo

gia

(Doc

tor

of S

ocio

logy

) __

__E

xper

to e

n So

ciol

ogia

6 (

Exp

ert i

n So

ciol

ogy)

.So

ciO

logo

(So

ciol

ogis

t)e

Dec

orad

ora

(Dec

orat

or)

Secr

etar

la(S

ecre

tary

)

Bac

hille

r en

Agr

onom

ia 7

8 (

Bac

helo

r of

Agr

i-cu

lture

).In

genl

ero

Agr

dnom

oi(A

gric

ultu

ral E

ngi-

neer

).C

ertif

icad

o de

Esp

ecia

lizac

ion

(Cer

tific

ate

ofSp

ecia

lizat

ion)

,B

achi

ller

(Bac

helo

r)10

Inge

nier

o (E

ngin

eer)

? to

Bac

hille

r (B

ache

lor)

7 9

Inge

nier

o A

grdn

omo7

LI

(Agr

icul

tura

l Eng

i-ne

er)

.B

achi

ller

en I

ngen

leri

a(B

ache

or o

f E

ngi-

neer

ing)

?In

geni

ero

Agr

icol

a 7

18(A

gric

ultu

ral

Eng

i-ne

er).

Bac

hille

r (B

ache

lor)

7In

genl

ero

Agr

enom

o Z

oote

cnis

ta (

Agr

icul

tura

lZ

oote

chni

calEngineer)'

3 2 8 4 4 5 5 5 3 3 5 5 5 5 5 5 5 5 5

.T

able

CD

egre

es o

r tit

les

awar

ded

by th

e un

iver

sitie

san

d nu

mbe

r of

yea

rs o

f st

udy

requ

ired

for

eac

h:by

uni

vers

ity a

nd f

acul

tyC

ontin

ued

( in

dica

te. n

Ot g

iven

In

sour

ce]

ot) to

Uni

vers

ityFa

culty

, sch

ool o

r In

stitu

teD

egre

e or

title

Num

ber

of y

ears

of s

tudy

ri p.

Unl

vers

idad

Nac

iona

l de

Inge

-ni

eria

(N

atio

nal U

nive

rsity

of

Eng

inee

ring

).D

o

I)o

Arq

uite

ctur

a (A

rchi

tect

ure)

Cie

ncia

sFi

sica

sy

Mat

emat

icas

(Phy

sica

l and

Mat

hem

atic

al S

CI-

Pfl,,

SIn

geni

eria

Civ

il (C

ivil

Eng

inee

ring

).

Arq

uite

cto

(Arc

hite

ct)

Bac

hille

r (B

ache

lor)

14

Bac

hille

r (B

ache

lor)

14In

geni

ero

(Eng

inee

r)"

Bac

hille

r (B

actie

lnri

l4

5 4 4 5 4In

geni

ero

Civ

il (C

ivil

Eng

inee

r)5

Do

Inge

nier

ia d

e M

inas

(M

inin

g E

ngi-

Bac

hille

r (B

ache

lor)

144

0

neer

ing)

.In

geni

ero

(Eng

inee

r)"

5X

Do

Inge

nier

ia d

e Pe

tro

leo

(Pet

role

umB

achi

ller

( B

ache

lor)

"4

Eng

inee

ring

).In

geni

ero

(Eng

inee

r )3

45

Do

Inge

nier

ia I

ndus

tria

l (In

dust

rial

En-

gine

erin

g).

Bac

hille

r (B

ache

lor)

14

Inge

nier

o (E

ngin

eer)

14

54

Do

Inge

nier

ia S

anita

ria

(San

itary

En-

Bec

ht H

er (

Bac

helo

r)14

4ci

gine

erin

g).

Inge

nler

o (E

ngin

eer)

14

5

Do

Mec

anic

a y

Ele

ctri

cida

d (M

echa

nics

Bac

hille

r (B

ache

lor

)14

4

and

Ele

ctri

city

).

Inge

nier

o (E

ngin

eer)

14

5

Do

Esc

uela

deE

cono

mia

Apl

icad

aB

achi

ller

(Bac

helo

r) 1

4(S

choo

l of

App

lied

Eco

nom

ics)

.D

octo

r (D

octo

r) 1

4In

geni

ero

(Eng

inee

r)"

Esc

uela

Tec

hnol

t546

a 11

( Sc

hool

of

Tec

ni(;

) (T

echn

icia

n) )

is4

TPC

ilnol

ogy

I.I)

0In

stitu

te d

e E

stru

ctur

as I

T(

inst

itute

of S

truc

ture

s).

.

Do

Inst

itute

de

Plan

eam

ient

o tie

T.1

1111

1

( L

ima

Plan

ning

Ins

titut

e. I

1""M

agis

ter"

de

Plan

eam

ient

o U

rban

e y

Re-

gion

al (

Mas

ter

in U

rban

and

Rur

al P

lan

ning

).

172

Do

Do

Inst

itute

del

Ille

rro

y A

earo

ie (

Ins

ti-tu

te o

f Ir

on a

nd L

ead)

.In

stitu

te T

eitil

12

(Ins

titut

e of

Tex

-til

e).

Unl

vers

idad

Nac

iona

lde

San

Cle

ncia

s (S

cien

ces)

"B

achi

ller

en C

ienc

as B

iolO

gica

s (B

ache

lor

ofsa

tA

gust

inde

Are

quip

a(N

a-B

iolo

gica

l Sci

ence

s).

tiona

l Uni

vers

ity o

f Sa

n A

gus-

tin d

e A

requ

ipa.

Bac

hille

r en

Cle

ncla

s G

eolo

6gic

as (

Bac

helo

rof

Geo

logi

cal S

cien

ces)

.4

Bie

logo

(B

iolo

gist

)"4

Doc

tor

en C

ienc

ins

Illo

logi

cas

(Doc

tor

of B

io-

logi

cal S

cien

ces)

."4

Doc

tor

of C

lenc

ias

Geo

logi

cas

(Doc

tor

of G

eo-

logi

cal S

cien

ces)

."6

Inge

nier

o G

e6lo

go 2

2 (G

eolo

gica

l Eng

inee

r)6

Qui

rnic

o In

dust

rial

(In

dust

rial

Che

mis

t)5

Do

Cie

ncla

s E

conO

mic

as y

Com

erci

ales

Bac

hille

r (B

ache

lor)

214

(Eco

nom

ican

dC

omer

cial

Sci-

ence

s).

Con

tado

r Pu

blic

o (P

ublic

Acc

ount

ant)

Doc

tor

(Doc

tor)

'5

231

Eco

nom

ista

(E

cono

mis

t)5

Do

I)er

echo

(L

aw)

Abo

gado

(L

awye

r)"

7

Bac

hl ll

er(

Bac

helo

r )

21 2

27

Doc

tor

(Doc

tor)

""1

Do

..,E

duca

cion

('E

duca

tion

Bac

hille

r(

Bac

helo

r ):

'"5

Doc

tor

en C

ienc

ias

de la

Edu

caci

on (

Doc

tor

of"1

Edu

catio

nal S

cien

ces)

.M

aest

rol'r

imar

io(E

lem

enta

rySc

hool

8T

each

er).

Prof

esor

de

Segu

nda

Ens

efia

nza

(Sec

onda

ry5

Scho

ol T

each

er).

" 23

Do

I,et

ras

(I,e

tters

)34

Bac

hille

r(

Bac

helo

r )2

1 22

5B

achi

ller

en H

isto

rias

y A

rque

olog

ia (

Bac

he-

lor

of H

isto

ry a

nd A

rcha

eolo

gy).

4

Doc

tor

(Doc

tor)

" 26

5D

octo

r en

His

tori

as y

Arq

ueol

ogia

(D

octo

r of

5H

isto

ry a

nd A

rcha

eolo

gy )

Geo

graf

o (G

eogr

aphe

r)"

5Pr

ofes

orde

Arq

ueol

ogia

"(P

rofe

ssor

of5

Arc

haeo

logy

).So

ciel

ogo

(Soc

iolo

gist

)"5

Bee

foo

tnot

es a

t end

of

tabl

e.

Tab

leC

fDeg

rees

or ti

des

awar

ded

by th

e un

iver

sitie

s an

d nu

mbe

r of

yea

rs o

f st

udy

requ

ired

for

eac

hby

uni

vers

ity a

nd f

acul

tyC

ontin

ued

[ in

dica

tes

not g

iven

in s

ourc

e]

Uni

vers

ityFa

culty

, sch

ool o

r in

stitu

teD

egre

e or

title

Num

ber

of y

ears

of s

tudy

Do

Uni

vers

idad

Nac

iona

l de

San

An-

toni

o A

bad

del

Cuz

co(N

a-tio

nal U

nive

rsity

of

San

Aba

dde

l Cuz

co).

Med

icin

a (M

edic

ine)

21C

ienc

ias

(Sci

ence

s)M

edic

o C

iruJ

itno

(Phy

sici

an S

urge

on)

Bac

hille

r en

Agr

onom

la (

Bac

helle

r-ve

-nro

n-or

ny).

Bac

hille

r en

Cie

ncia

s B

iolo

gica

s (B

ache

lor

ofB

iolo

gica

l Sci

ence

s).

Bac

hille

r en

Ing

enie

ria

Civ

il(B

ache

lor

ofC

ivil

Eng

inee

ring

).

8 0

el

BiO

logo

(B

iolo

gist

) 28

4D

octo

r en

Cie

ncia

s B

iolO

gica

s (D

octo

r of

Bio

-lo

gica

l Sci

ence

s).1

84

0In

geni

ero

Agr

onom

o (A

gric

ultu

ral E

ngin

eer)

5In

geni

ero

Civ

il (C

ivil

Eng

inee

r)4

Peri

to A

grim

enso

r (E

xper

t Sur

veyo

r)4

Peri

to E

lect

rici

sta

(Exp

ert E

lect

rici

an)

Do

Cie

ncia

s E

cond

mic

as y

Com

erci

ales

(Eco

nom

ic a

nd C

omm

erci

al S

ci-

ence

s).

Bac

hille

r en

Cie

ncia

s C

omer

clal

es (

Bac

helo

rof

Com

mer

cial

Sci

ence

s).

Bac

hille

r en

Cie

ncia

s E

cond

mic

as (

Bac

helo

rof

Eco

nom

ic S

cien

ces)

.C

ontn

dor

Publ

ic (

Publ

ic A

ccou

ntan

t)4

Doc

tor

en C

ienc

ias

Eco

netn

icas

(D

octo

r of

Eco

nom

ic S

cien

ces)

.E

cono

mis

ta4

Eco

nom

ist )

5D

oC

ienc

ias

Quf

mic

as(C

hem

ical

Sci-

ence

s).

Bac

hille

r en

Ing

enle

ria

Qui

mic

a (B

ache

lor

ofC

hem

ical

Eug

inee

ling)

.B

achi

ller

en Q

uim

ica

Indu

stri

al (

Bac

helo

r of

Indu

stri

al C

hem

istr

y).

Inge

nier

o In

dust

rial

Qui

mic

o (C

hem

ical

In-

dust

rial

Eng

inee

r).

5

Peri

to Q

ufm

leo

(Exp

ert C

hern

i.t)

5

Do

Do

Der

echo

( L

a w

).

Edu

caci

On

(Edu

catio

n)

Abo

gado

( L

awye

r )v

'B

achi

ller

en D

erec

ho 2

8 (B

ache

lor

of L

aw)

Doc

tor

en D

eree

ho (

Doc

tor

of L

aw)

Prof

esor

de

Ens

efla

nza

Com

erci

al (

Tea

cher

of

Com

erci

al E

duca

tion)

.Pr

ofes

or d

e E

nsef

ianz

a Pr

imar

ia (

Ele

men

tary

Sch

ool T

each

er).

17of

esor

de

Ens

eOan

za S

ecun

dari

a (S

econ

d-ar

y Sc

hool

Tea

cher

).30

2

m4

295

Doc

tor

en C

lenc

ias

de la

Edu

caci

en (

Doc

tor

of"1

- A

r'E

duca

tiona

l Sci

ence

s).

Do

Let

ras

(Let

ters

)B

achi

ller

(Bac

helo

r)"

2D

octo

r (D

octo

r)"

212

Uni

vers

idad

Nac

iona

l de

San

Cri

s-D

epar

tam

ento

de

Cle

ncla

s(D

epar

t-A

uxili

ar(A

ssis

tant

)353

48

toba

l de

Ilua

mat

ign

(Nat

iona

lm

ent o

f Sc

ienc

es).

Bac

hille

r (B

ache

lor)

35

383

t4U

nive

rsity

of

San

Cri

stob

al o

fB

idlo

go (

Bio

logi

st)

5H

uam

anga

) M

.C

ertif

icad

o de

Esp

ecia

lizac

ion

(Cer

tific

ate

inml

Spec

ializ

atio

n ).

ND

octo

r en

Cle

ncla

s B

lolti

glca

s (D

octo

r of

Bio

-lo

gica

l Sci

ence

s).3

8

331

Doc

tor

en E

nfer

mer

ia y

Ohs

tetr

icia

(D

octo

rof

Nur

sing

and

Obs

tetr

ics)

.E

nfer

mer

o-O

bste

triz

(N

urse

-Obs

tetr

icia

n)5

ro

Inge

n le

ro (

Eng

inee

r 1"

5g

Do

Dep

arta

men

to d

e L

etra

s(D

epar

t-A

uxili

ar (

Ass

ista

nt)3

526

3m

ent o

f L

ette

rs).

Asi

sten

te S

ocia

l88

(Soc

ial W

orke

r)4

Bac

hille

r (B

ache

lor)

"36

3B

achi

ller

en C

ienc

ias

Ant

ropo

lOgi

cas

(Bac

he-

lor

of A

nthr

opol

ogic

al S

cien

ces)

.4

Bac

hille

r en

Ser

vici

o So

cial

(B

ache

lor

of S

o-ci

al W

ork)

.".

4

Doc

tor

en C

lenc

las

Ant

ropo

ldgi

cas

(Doc

tor

of31

1A

nthr

opol

ogic

al S

cien

ces)

."D

octo

r en

Cle

ncla

s de

In

Edu

caci

on (

Doc

tor

of81

1E

duca

tiona

l Sci

ence

s).

Mas

ter°

de

Edu

caci

dn P

rim

aria

(E

lem

enta

ry3

Scho

ol T

each

er).

Mae

stro

de

Edu

caci

on S

ecun

dari

a (S

econ

d-ar

y Sc

hool

Tea

cher

).5

CD

ALD

Bee

foot

note

s at

end

of t

able

.

itTab

le C

.--D

egre

es o

r tit

les

awar

ded

by th

e un

iver

sitie

s an

d nu

mbe

r of

yea

rs o

f st

udy

requ

ired

for

eac

h:by

uni

vers

ity a

nd f

acul

tyC

ontin

ued

[ in

dica

tes

not g

iven

in s

ourc

e]

Uni

vers

ityFa

culty

, sch

ool o

r in

stitu

teD

egre

e or

title

Num

ber

of y

ears

of s

tudy

Uni

vers

idad

Nac

iona

l de

Tru

jillo

Cle

ncia

s (S

cien

ces)

41

Bac

hille

r (B

ache

lor)

434

(Nat

iona

l Uni

vers

ity o

f T

ru-

jillo

).D

oC

ienc

las

F:co

ndrn

icus

y C

omer

ciai

esB

ach

iller

(Bac

helo

r)"

465

(Eco

nom

ic a

nd C

omm

erci

alSc

i-C

onta

dor

Publ

ic°

46 (

Publ

ic A

ccou

ntan

t)5

ence

s).

Doc

tor

(Doc

tor)

4447

1d

(ter

mite

de

Neg

oelo

s (B

usin

ess

Man

ager

) __

_D

o___

I te

rech

o(

NV

)A

t)og

ado

( L

awye

r )4

67

Bac

hille

r en

Der

echo

46

( B

ache

lor

of L

aw)

_7

0D

octo

r en

Der

echo

(D

octo

r of

Law

)47

1D

oFa

rmac

ia y

Bio

quim

ica

(Pha

rmac

yB

achi

ller

(Ila

chel

or)"

"5

and

Bio

chem

istr

y).

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mic

orm

acut

ico

( Ph

arm

aceu

tical

5C

hem

ist I

.D

oIn

geni

erfa

Qui

mic

a (C

hem

ical

Eng

i-ne

erin

g).

Inge

nier

o Q

uIt»

ico

(Che

mic

al E

ngin

eer)

5

Do

lAra

s y

Edu

catio

n 42

( L

ette

rs a

ndE

duca

tion)

.B

achi

ller

en E

duc-

ticio

n 46

(B

ache

lor

of E

dit-

ell t

UM

.5

Bac

hille

r en

Ilu

man

idad

es (

Bac

helo

r in

Hu-

man

ities

'.41

2

Doc

tor

en E

duca

ciO

n (D

octo

r of

Edu

catio

n)._

47 1

Nor

mal

ista

Urb

an()

( U

rban

Nor

mal

Sch

ool

3'F

each

er )

.Pr

ofes

or d

e E

duca

ciO

n Se

cunt

hiri

a (S

econ

d-ar

y Sc

hool

Tea

cher

)46

475

Do

Med

icin

a (M

edic

ine)

Bac

hille

r en

Med

icin

a 44

(B

ache

lor

in M

edi-

cine

).47

8

Doc

tor

en M

edic

ina

(Doc

tor

of M

edic

ine)

Esp

ecia

lista

(Sp

ecia

list)

ciri

ljam

.." (

pi .,

SI.

ian

rui

u1

_

Uni

vers

idad

Nac

iona

l May

or d

eei

enci

as (

Scie

nces

)B

achi

ller

(Bac

helo

rSa

n M

arco

s 49

(Nat

iona

l Uni

-13

16 lo

go (

Bio

logi

st)"

5ve

rsity

of

San

Mar

cos)

.D

octo

r (D

octo

r 1"

51

5In

geni

ero

Ged

logo

51

(Geo

logi

cal E

ngin

eer)

5D

oC

ienc

ias

Eco

nOm

icas

y C

omer

cial

esB

achi

ller

(Bac

helo

r)"

525

(Eco

nom

ic a

nd C

omm

erci

al S

ci-

Con

tado

r Pt

iblic

o 51

( P

ublic

Acc

ount

ant)

5en

ces)

.D

octo

r (D

octo

r) )

53 1

Eco

nom

ista

(E

cono

mis

t)51

5E

spec

ialis

ta 5

4(

Spec

ialis

t)53

3D

o__.

Der

echo

(L

aw)

Abo

gado

(L

awye

r)"

7B

achi

ller

en D

erec

ho y

Cie

ncia

s Po

litic

as7

(Bac

helo

r of

Law

and

Pol

itica

l Sci

ence

s.)"

Doc

tor

en D

erec

ho y

Cie

ncia

s Po

litic

as (

Doc

-to

r of

Law

and

Pol

itica

l Sci

ence

s)."

531

Do_

Edu

caci

on (

Edu

catio

n)D

octo

r(

Doc

tor')

52

Prof

esor

de

Edu

catio

n Se

cund

aria

(Se

cond

-ar

y Sc

hool

Tea

cher

)e4

53 1

a5

Do

Farm

acia

y B

ioqu

fmic

a (P

harm

acy

and

Bio

chem

istr

y).

Bac

hille

r (B

ache

lor)

" 54

Doc

torb

(D

octo

r) )

53

60

ss 2

Qui

mic

o -

Farm

aceu

tico

51(P

harm

aceu

tical

6C

hem

ist)

.D

o__

Let

ra...

s (L

ette

rs)

Bac

hille

r (B

ache

lor

)57

Doc

tor

( D

octo

r ),

4 58

4ro

51 1

Do

Med

icin

a (M

edic

ine)

Peri

odis

ta (

Jour

nalis

t)B

achl

ller

en N

Iedi

cina

51 (

Bac

helo

r of

Med

i-ci

ne).

4 9d

en M

edic

ina

(Doc

tor

of M

edic

ine)

55 I

.

Med

ico

Cir

ujan

o 51

(Ph

ysic

ian-

Surg

eon)

9M

edic

ina

Vet

erin

aria

(Vet

erin

ary

Bac

hille

r (B

ache

lor)

51

525

Med

icin

e).

Med

ico

Vet

erin

ario

51

(Vet

erin

aria

n)5

Do

Odo

ntol

ogia

(D

entis

try)

Bac

hille

r (B

ache

lor)

" 52

5C

iruj

ano

Den

tista

(Sur

geon

- D

entis

t)5

Do

Quf

mic

a (C

hem

istr

y)B

achi

ller

(Bac

helo

r )5

1 52

Inge

nier

o Q

uim

ico

(Che

mic

al E

ngin

eer)

553

Qui

mic

o 61

(C

hem

ist)

5

Bee

foo

tnot

es o

n p.

68.

CO

4

1 Po

stgr

adua

te s

tidy

:fo

r ab

ogad

o th

e ba

chtll

er is

req

uire

d ;

for

doct

or th

e ab

ogad

o.2

Incl

udin

g 1-

year

pre

para

tory

cou

rse.

3 In

acc

ount

ing.

com

mer

ce, h

isto

ry a

nd g

eogr

aphy

, lite

ratu

re a

ndSp

anis

h,m

athe

mat

ics,

philo

soph

y an

d ch

emis

try,

psy-

cho-

peda

gogy

relig

ion.

4 O

ffer

s 2-

year

pre

para

tory

cou

rse

prer

equi

site

for

adm

issi

on to

the

Facu

lty o

f L

aw a

nd P

oliti

cal S

cien

ces.

3 In

eth

nolo

gy. h

isto

ry. l

itera

ture

, phi

loso

phy.

psy

chol

ogy.

For

the

title

s of

exp

ert o

r so

ciol

ogis

t, th

esis

and

spe

cial

pro

ject

are

requ

ired

.7

The

bac

helo

r's d

egre

e Is

aw

arde

d up

on c

ompl

etio

n of

the

prog

ram

,an

d th

e tit

le o

f en

gine

erin

g is

gra

nted

upo

n th

e ap

prov

al o

f th

e th

esis

.In

far

min

g .

ento

mol

ogy

;ph

ytop

atho

logy

;pb

ytot

echn

ics

;fo

rest

ryan

d pa

stur

es :

hort

icul

ture

and

fru

ilicu

lture

;so

il.9

in th

e ge

ld.

10 I

n bo

tany

or

zool

ogy

: phy

sics

, mat

hem

atic

s an

d st

atis

tics

:m

eteo

r-ol

ogy;

ehe

tnis

trya

gric

ultu

re o

r br

omot

olog

y.11

In

rura

l adm

inis

trat

ion

agri

cultu

ral o

r so

cial

eco

nom

ies

agrl

:cu

ltura

l edu

catio

n :

rura

l soc

iolo

gy.

12 I

n so

il co

nser

vatio

n :

agri

cultu

ral m

echa

nics

, pla

nnin

g an

d ru

ral

publ

ic w

orks

irri

gatio

n an

d dr

aina

ge ;

agri

cultu

ral t

echn

olog

y.13

In

anim

al p

rodu

ctio

n or

:litt

le te

chno

logy

.14

In

the

fiel

d.15

In

proc

ess

of r

eorg

aniz

atio

nta

In

cons

truc

tion

;en

gine

erin

g --

min

ing,

elec

tric

al, o

r in

dust

rial

met

allu

rgy.

17 P

ostg

radu

ate

stud

y.Is

For

det

ails

see

par

tIII,

Edu

catio

nal C

ente

rs a

nd S

ervi

ces,

p. 4

9.19

Off

ers

spec

ializ

ed c

ours

es f

or s

tude

nts

in th

eFa

culti

es o

f In

dus

tria

l and

of

Mee

han

lent

and

Ele

ctri

cal E

ngin

eeri

ng, b

ut d

oes

not g

rant

degr

ees.

10 2

-yea

r pr

epar

ator

y pr

ogra

m a

lso

prer

equi

site

for

adm

issi

on to

the

Facu

lty o

f M

edic

ine.

21 I

n th

e fi

eld.

22 D

egre

es g

rant

ed s

imul

tane

ousl

y In

the

resp

ectiv

e fi

eld

In th

e Fa

c-ul

ty c

once

rned

.

13 P

ostg

radu

ate

stud

y.m

Off

ers

2-ye

ar p

repa

rato

ry c

ours

e ca

lled

Stad

ium

Gen

erat

e(G

ener

alSt

udie

s), a

lso

prer

equi

site

for

law

and

edu

catio

n.32

In

Span

ish,

lite

ratu

re a

nd p

hilo

soph

y ; s

cien

ces

bioc

hem

ical

, phy

si-

cal m

athe

mat

ical

; hi

stor

y, g

eogr

aphy

and

soc

ial s

cien

ces.

29 I

n so

cial

sci

ence

; ge

ogra

phy

;ph

iloso

phy

;lit

erat

ure.

The

2 y

ear

prem

edic

al c

ours

e is

take

n in

the

Facu

lty o

f Sc

ienc

es.

ms

Deg

rees

gra

nted

sim

ulta

neou

sly

in th

e re

spec

tive

fiel

d in

the

Fac-

ulty

con

cern

ed.

29 I

nclu

des

1-ye

ar p

repa

rato

ry c

ours

e.30

WIt

h sp

ecia

lizat

ion

inhi

stor

y an

d ge

ogra

phy

:ph

iloso

phy

and

soci

al s

cien

ces

:sc

ienc

esbi

olog

ical

. phy

sica

l-ch

emic

al. m

athe

mat

ical

:Sp

anis

h lit

erat

ure.

ti Po

stgr

adua

te s

tudy

.32

In

the

fiel

d.33

With

spe

cial

izat

ion

in p

hilo

soph

y ; S

pani

sh a

nd li

tera

ture

.34

In

addi

tion

to th

e se

cond

ary

scho

ol c

ertif

icat

e, 1

-yea

rpr

epar

ator

yco

urse

giv

en a

t the

uni

vers

ity is

req

uire

d.32

In

anth

ropo

logi

cal o

r bi

olog

ical

sci

ence

s :

chem

ical

sci

ence

s an

dm

etal

lurg

y: e

duca

tiona

l sei

r.m

...s:

Ind

ustr

ial c

hem

istr

y an

d m

etal

lurg

y;m

inin

g an

d ge

olog

y :

rura

l nur

sing

and

obs

tetr

ics;

sci

entif

ic f

arm

ing

;so

cial

wor

k,:0

Deg

rees

gra

nted

sim

ulta

neou

sly

In th

e sa

me

fiel

d In

the

resp

ectiv

efa

culty

.r

In f

arm

ing,

met

hods

of

farm

ing.

tech

nolo

gica

l far

min

g an

dap

-pl

ied

mec

hani

cs: g

eolo

gy a

nd m

inin

g ex

ploi

tatio

n. g

eoph

ysic

s, p

etro

-le

um a

nd g

eolo

gy a

pplie

d to

pub

lic w

orks

and

met

allu

rgy

;in

dust

rial

chem

istr

y, s

peci

al c

hem

ical

ana

lysi

s, a

nd s

peci

al m

etal

lurg

y.as

With

spe

cial

izat

ion

In b

acte

riol

ogy

bota

nycl

inic

al la

bora

tory

:ec

olog

y :

ento

mol

ogy

:ep

idem

olog

y ;

hydr

obio

logy

;ge

netic

s :

Pars

:Rol

-og

y : p

hyto

path

olog

y ; z

oolo

gy.

:10

In c

hem

istr

y. g

eolo

gy, m

etal

lurg

y, m

inin

g, r

ural

zoo

tech

nics

.40

In

arch

aeol

ogy

:et

hnoh

lsto

ry ;

folk

lore

; lin

guis

tics;

phy

sica

l an-

thro

polo

gy ;

soci

al a

nthr

opol

ogy

;so

ciol

ogy.

and

soc

ial p

sych

olog

y.41

The

Fac

ulty

of

Scie

nces

off

ers

2-ye

ar p

rem

edic

al a

nd 1

-yea

r co

urse

s

00 rn

In p

reph

arm

acy,

pre

dent

istr

y an

d pr

ey e

teri

oar3

, pre

requ

isite

s fo

r pe

rtin

ent p

rogr

ams.

'C T

he F

acul

ty o

f L

ette

rs a

nd E

duca

tion

offe

rsth

e B

achi

ller

enH

ussa

nida

des

for

adm

issi

on to

law

, edu

catio

n of

lette

rs.

43In

sci

ence

sbio

logi

cal ;

phys

ical

-mat

hem

atic

al ;

phys

ical

-che

mic

al.

44In

the

fiel

d.46

With

spe

cial

izat

ion

in b

usin

ess

adm

inis

trat

ion

;ac

coun

ting;

and

econ

omic

s.48

Deg

rees

gra

nted

sim

ulta

neou

sly

in th

e re

spec

tive

fiel

d in

the

Facu

ltyco

ncer

ned.

47Po

stgr

adua

te s

tudy

.48

With

spe

cial

izat

ion

in S

pani

sh a

nd li

tera

ture

; sc

ienc

esbi

olog

ical

,ph

ysic

al-c

hem

ical

, mat

hem

atic

al ;

philo

soph

y an

d so

cial

sci

ence

s ;

his-

tory

and

geo

grap

hy.

40 U

nive

rsity

pre

para

tory

cou

rses

for

cer

tain

pro

gram

s of

fere

din

:Fa

culty

of

Scie

nces

-2-y

ear

prog

ram

s in

pre

educ

atio

n fo

r sc

ienc

es, a

ndpr

emed

ical

; 1-y

ear

In p

reph

arm

acy,

pre

vete

rina

ry m

edic

ine,

pre

chem

is-

try,

or

pred

entis

try.

Facu

lty o

f L

ette

rs-1

yea

r in

pre

educ

atio

n fo

rhu

man

ities

, and

2-3

ea

r pr

elaw

.

In th

e se

itlic

vsI,

-a

l, p

-'m

atte

s.51

Deg

rees

gra

nted

sim

ulta

neou

sly

in th

e re

spec

tive

fiel

d in

the

Fac-

ulty

con

cern

ed.

82 I

n th

e fi

eld.

53 P

ostg

radu

ate

stud

y.54

In

indu

stri

al e

ngin

eeri

ng a

nd m

anag

emen

t ;pe

rson

nel a

nd la

bor

rela

tions

;pu

blic

rel

atio

ns a

nd c

omm

unic

atio

ns.

s5 W

ith s

peci

aliz

atio

n in

pen

al s

cien

ces

;po

litic

al s

cien

ces:

pri

vate

law

.58

In S

pani

sh a

nd li

tera

ture

;sc

ienc

esbi

olog

ical

, phy

sica

l-ch

emic

al,

or m

athe

mat

ical

;ph

iloso

phy

and

soci

al s

cien

ces

;hi

stor

y an

d ge

og-

raph

y ; E

nglis

h.57

In

art ;

ethn

olog

y an

d ar

cheo

logy

;ph

ilolo

gy a

nd li

ngui

stic

s; p

hi-

loso

phy

; geo

grap

hy ;

hist

ory

; lite

ratu

re :

psyc

holo

gy.

58 D

octo

r of

psy

chol

ogy,

2 a

dditi

onal

yea

rs.

Sour

ce o

f da

ta :

Tra

nsla

ted

and

adap

ted

from

Pan

Am

eric

an U

nion

,C

arre

ras

Uni

vers

ilari

as, v

olum

e II

I, 1

962.

P. 4

4-56

.

*u.s

.P

RIN

TIN

G O

PP

ICI,

1944

736-

682