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This paper delves into the complexities of assessing educational performance and efficiency in the context of education governance. We propose a novel perspective on how governing features of educational systems influence their efficiency, focusing on the key features of public bodies responsible for local education management in Peru, known as UGELs. We characterize the educational production function using three inputs: planning conditions, human resources, and accountability mechanisms; and two outputs: student achievement and educational progress. Our efficiency estimation utilizes Robust Free Disposal Hull, Robust Data Envelopment Analysis, and Stochastic Non-parametric Envelopment approaches, leveraging unique government data from 2014. Additionally, we explore potential factors like infrastructure and internet access that could improve UGELs' efficiency through conditional DEA analysis. Our findings highlight the need for nuanced methodologies in evaluating educational performance and reveal a significant gap in existing literature. This paper addresses this gap by offering a comprehensive evaluation framework, emphasizing the importance of thorough assessments for gauging educational institution efficiency. As policymakers increasingly rely on evidence-based decision-making, our research provides valuable insights that can inform and shape education policy decisions, making it a significant contribution to the field of education policy and governance. • Aim : Assessing educational performance and efficiency from governance perspective. • Focus : Local bodies (UGELs) in Peru. • Analysis : Inputs (planning, resources, accountability) & outputs (achievement, progress). • Advanced methods : FDH, DEA, StoNED & conditional DEA. • Impact : Comprehensive evaluation framework for educational governance assessment. [ABSTRACT FROM AUTHOR]

This paper is part of the international EduCovid19 project that seeks to describe teachers' perceptions of the impact of COVID-19 on their practices, as well as those of their students. In this context, this text focuses on making comparisons of teachers' perceptions on different variables and projecting their consequences on their teaching careers. A sample (N=541) of Chilean and Peruvian teachers of all educational levels participated in the study through a virtual structured questionnaire. The results show inequalities in the teaching practices of both countries based on significant differences linked to gender inequality, socioeconomic gaps, and the academic degree of the educators. [ABSTRACT FROM AUTHOR]

This is the background paper for the productivity extension of the World Bank's Long-Term Growth Model (LTGM). Based on an extensive literature review, the paper identifies the main determinants of economic productivity as innovation, education, market efficiency, infrastructure, and institutions. Based on underlying proxies, the paper constructs indexes representing each of the main categories of productivity determinants and, combining them through principal component analysis, obtains an overall determinant index. This is done for every year in the three decades spanning 1985-2015 and for more than 100 countries. In parallel, the paper presents a measure of total factor productivity (TFP), largely obtained from the Penn World Table, and assesses the pattern of productivity growth across regions and income groups over the same sample. The paper then examines the relationship between the measures of TFP and its determinants. The variance of productivity growth is decomposed into the share explained by each of its main determinants, and the relationship between productivity growth and the overall determinant index is identified. The variance decomposition results show that the highest contributor among the determinants to the variance in TFP growth is market efficiency for Organisation for Economic Co-operation and Development countries and education for developing countries in the most recent decade. The regression results indicate that, controlling for country- and time-specific effects, TFP growth has a positive and significant relationship with the proposed TFP determinant index and a negative relationship with initial TFP. This relationship is then used to provide a set of simulations on the potential path of TFP growth if certain improvements on TFP determinants are achieved. The paper presents and discusses some of these simulations for groups of countries by geographic region and income level. In addition, as a country-specific illustration, the paper presents simulations on the potential path of TFP growth for Peru under various scenarios. An accompanying Excelbased toolkit, linked to the LTGM, provides a larger set of simulations and scenario analysis at the country level for the next few decades. [ABSTRACT FROM AUTHOR]

Abstract Mercury use in artisanal and small-scale gold mining (ASGM) has captured global attention and concern for decades. Policy makers and development practitioners routinely promote awareness campaigns and technical assistance to address mercury use in ASGM; however, this focus obscures other barriers that stand in the way of addressing mercury emissions from the sector. Focused on the town of Relave, in the Ayacucho Region of Southwestern Peru, this paper examines the perspectives and practices of some of the community members who are involved with ASGM activities. It highlights their own views of the challenges related to ASGM and explores the ways in which they are addressing these challenges. Despite their efforts, this paper reveals that there are two key barriers to controlling mercury use in Relave, which lie outside of the communities' lack of awareness and technological capabilities. These include the deprioritization of mercury use and pollution among community members as compared to other community and public health concerns and inequities in the supply chain that position miners and mineral processors with little to no control over the distribution, use, and emissions of mercury. The implications of these findings for policy decisions, regulatory schemes, and development initiatives are not only relevant to Peru, but are also significant for other countries committed to addressing mercury emissions from ASGM. Highlights • Small-scale gold miners are not aware of the exact mechanisms of mercury exposure. • Small-scale gold miners have challenges and priorities outside of mercury emissions. • The supply chain poses barriers to addressing mercury use in small-scale mining. [ABSTRACT FROM AUTHOR]

The existing macro-historical scholarship tends to assert rather than demonstrate the wider impact of nationalism. Yet, state-sponsored national ideologies permeate the broader reaches of society to varying degrees. To investigate variations in the consolidation of official nationalism, this paper combines the content analysis of school textbooks as state-regulated and picture postcards as primarily market-driven sources. Building on this novel methodological approach, we find that textbooks published in mid-twentieth-century Argentina, Mexico, and Peru promoted a similar popular nationalism that portrayed the lower classes as "true" national subjects. However, picture postcards from the same period demonstrate that the consolidation of this official national ideology varied. In Mexico and Peru, the new state-sponsored conceptions of nationhood gained presence in public life, but they did not to take hold in Argentina. We conclude that studying the top-down nationalist messages promoted by states should not be equated with studying their ideological impact in public life. [ABSTRACT FROM AUTHOR]

This paper explores how one teacher working in an intercultural bilingual school in rural Peru implemented an ethic of care through three key actions: the incorporation of funds of knowledge, the focus on revitalising and repurposing Indigenous knowledge and local materials and the instruction and use of both Quechua and Spanish. The paper also examines how the focal teacher embodied an ethic of care as reflected in her relationships with students and their families. [ABSTRACT FROM PUBLISHER]

Policy initiatives that seek to account for ethno-cultural differences in education and schooling have become increasingly popular over the past few decades. These include affirmative action measures and bilingual education models. The rationale for the implementation of these policies focuses on their potential to rectify historical discrimination by both levelling horizontal inequalities and granting equal value to different cultures and languages in the schooling process. In this framework, however, ethnic communities are often treated as discrete and static social aggregates, and social heterogeneity and spillover effects between groups are disregarded. This paper draws on empirical case studies from Colombia and Peru to show how identity policies of education can increase inter-ethnic competition, leading to protracted social conflicts. These outcomes, beyond negatively impacting local communities, raise important dilemmas surrounding the theoretical and operational foundations of these popular policy measures. [ABSTRACT FROM AUTHOR]

This paper explores the changing governance of education in two distinct contexts: England and Peru. While there are major differences between these two cases, the paper argues that a common agenda can be identified where an increasing degree of organizational hybridity is patent—where the traditionally distinct goals and rationales of public and private sectors are being recombined. Although this agenda has been very differently enacted in the two contexts, it has generated similar outcomes, which include an increasing degree of fragmentation of educational services and a consequent depolitization of education. In this process, education has been transformed from a contested space of knowledge and identity formation to a commodity bought, sold, and administered through the rules of the market and has been recast as a private rather than public good. This, it is argued, is contributing to the emergence of more segregated education systems and to the rise of equally segregated societies. [ABSTRACT FROM PUBLISHER]

Using Young Lives longitudinal data from Peru, this paper explores the relationship between socioeconomic status (SES) measured at the age of one, opportunities to learn (OTL) and achievement in mathematics ten years later. Four variables of OTL were measured: hours of class per year, curriculum coverage, quality of teachers’ feedback, and level of cognitive demand. The last three were measured through an analysis of the exercises attempted by fourth grade students in their notebooks and workbooks. Multivariate analysis showed a robust association of one of the OTL variables (curriculum coverage, more specifically number of exercises attempted by students) with achievement in mathematics. Moreover SES at the age of one was significantly associated with this variable and with achievement by the time students were ten years old. Overall, the findings of the paper illustrate a highly unequal education system in which relatively poor children have fewer OTL in school. [ABSTRACT FROM PUBLISHER]

Increasing rates of school enrolment have changed childhoods in the global South, so that it is now the norm for children to attend at least some years of primary school. This paper explores the extent to which valuing of children as educational projects and outcomes may be displacing previous valuations of children as contributors to the domestic economy. The paper draws on qualitative interview data from Young Lives, a longitudinal study of children growing up in four developing countries, using a case study approach to explore the experiences of four children in rural Andhra Pradesh, India. The paper suggests that children are balancing expectations for the future with responsibilities to their families in the present, and concludes that the over-valuing of formal qualifications and the under-valuing of forms of work such as agriculture risk being internalised by children, leaving those who do not succeed feeling they are 'a waste'. [ABSTRACT FROM AUTHOR]

This paper focuses on rural and indigenous girls and their mothers in Peru, examining how they position schooling and education in their current life and future aspirations, in order to better understand girls' increasing participation in education. It is argued here that the high educational aspirations girls and their families have are not only related to the desire to overcome poverty and marginalisation but also to oppressive gender relations. The widening of female roles available to young rural women is impacting on their identities and life projects. The paper shows that these processes are not purely individual but intertwined with intergenerational agreements, family projects, and shared understandings of the changes needed to improve the life of young women, revealing important transformations in rural and indigenous families. The paper analyses qualitative data from boys and girls in three settings and focuses in more detail on three in-depth case studies. [ABSTRACT FROM PUBLISHER]

It is very likely that electronic means of data collection will become a standard for socio-economic surveys in the near future. As surveys move from paper form to personal digital assistants (PDAs) or tablets, there is a need to evaluate if such a shift will affect the quality of the data. To explore the potential biases that data collection through PDAs may generate, we use the third wave of Young Lives-Peru to randomly assign survey respondents between PDA-based questionnaires and paper-based questionnaires. The study shows that data collected through PDAs has a higher level of agreement when compared to paper-based responses. However, there are a number of situations where paper-based questionnaires do not easily translate to PDA-based questionnaires. In addition, the study highlights the need to improve training as different surveyor’s characteristics (age, gender, education, etc.) may also be correlated with some observed differences between PDA and paper-based questionnaires. [ABSTRACT FROM PUBLISHER]

Ethnographic ''New Literacy Studies'' question the idea that literacy as such has any uniform effects, arguing instead that effects of literacy inhere in the social practices that impart it. What change, then, does literacy produce where it arrived from two opposed sets of practices? In Quechua- and Aymara-speaking villages on the high plains of Lake Titicaca, universal public schooling is a relatively recent innovation. It overlays an unofficial literacy that racially and linguistically stigmatized peasants acquired up to a century ago as cultural contraband and as a tool of conflict. Field research in 2000-2002 in Azángaro province focuses on Quechua households' memories of acquiring literacy and their ways of reading, making, using, and curating the documents resulting from it. A team of locally rooted researchers interviewed rural herder-farmers about past and present literacy practices. The papers in their household archives, almost all in Spanish, stand poles apart from indigenous Quechua speech. Moreover, the Spanish household papers' use is diglossic as compared to rural Spanish. Yet despite this double dissociation from speech, writing has become deeply involved in traditional practices of social reciprocity, ritual, and song. Writing has somewhat the status of a "parallel language," useful precisely because of its separateness from the hazards of unequal bilingualism. Schools take little notice of these informal traditions. Attention to them might work in favor of improved classroom achievement. [ABSTRACT FROM AUTHOR]

This paper presents a descriptive study of two topics: 1) the correspondence between conceptions on co-teaching and the teaching practices of teachers at the School of Education in a private university in Lima; 2) the conditions that favor and restrict co-teaching, from the teachers' perspective. Through interviews and documentary analysis, the idea of co-teaching as "team teaching" was found to be dominant, even though in practice, autonomy was favored, and teachers are beginning to use a combination of the "station teaching" and "one teach, one drift" models. The courses praised most highly by students were one course developed as "team teaching" and two developed with different degrees of autonomy. The main facilitating factors were personal ones; the main restricting factors were students' ability and aspects relating to management. [ABSTRACT FROM AUTHOR]

This paper analyses the effects of the Peruvian 2005 Juntos Conditional Cash Transfer, program on higher education attainment and by gender. Based on the Young Lives Survey and using matching techniques, we find that Juntos has a positive effect on higher education attainment. Recipients are 8.5 percentage points more likely to attain technical studies, and this positive result remains regarding the matching technique used. Moreover, after controlling for community and cognitive test variables, recipients are 11.4 percentage points more likely to attain university studies. The positive effect of Juntos, however, is only for men and not for women revealing a gender gap in higher education attainment among Juntos recipients. • Juntos' recipients are more likely to attain technical studies. • Juntos benefits higher education attainment for men but not women. • There is a gender higher education attainment gap among Juntos recipients. • Juntos helps offset potential negative effects of having a less educated mother. • All household descriptive characteristics disadvantage Juntos women compared to men. [ABSTRACT FROM AUTHOR]

This paper goes further in the discussion on the determinants of school attainment in developing countries. To properly estimate the effects of school resources on academic achievement, we need to take into account the large geographical inequalities in the distribution of school resources and the supply constraints faced by students living in poor areas. We do so by implementing a two-step correction that accounts for the constraints in school choice. Our findings suggest that failing to account for these constraints leads to an underestimation of the effect of school resources on school achievement of about 100%. This underestimation is particularly important for girls and in Math. Additionally, the contribution of school resources in explaining the gap in test scores between rich and poor students is doubled once we account for the constrained choices. [ABSTRACT FROM AUTHOR]

The knowledge and expertise contribute to the development of society. Tourism provides new insights for the advancement of the world, but for the adequate development and achievement of this activity it is necessary an integral, holistic and systematic view. Therefore, it is necessary to have a qualified human capital especially in management. The aim of this paper is to determine the relationship between vocational training provided by universities of tourism in La Libertad Region and the training needs of the sector. The methods used are ethnographic and analytic-synthetic, using interviews and surveys at the responsible sector. The results demonstrate that the universities in the region are focused on technical training-operational and that the sector has a limited view of their real needs regarding the capabilities and skills with which workers must have. [ABSTRACT FROM AUTHOR]

The Dakar Conference Declaration in 2000 endorsed the aim of universal access to education. Following Dakar Declaration, the improvement of education and schooling was to be engineered and steered by a mix of governmental and non-governmental agencies. But this quasi-governmental rhetoric masks the possibility that schooling can be re-organised (re-formed) in such a way that public services are outsourced to private or global agencies which operate according to neo-liberal assumptions. At this point, we can assert that policy proposals in education and at the social, cultural, economic, political levels (especially in countries receiving international donor-aid) are no longer rooted in democratic decisions taken by national, regional or local communities. The influence of international and supranational organizations, such as the OECD and others (see Rizvi & Lingard, 2010), creates an emergent global educational policy arena but this creates another set of political problems. In this paper, this overall framework is analysed following the developments in education in the Great Peru in South America, or seen otherwise, in Peru, Chile and Argentina. [ABSTRACT FROM AUTHOR]

This paper relates perceptions and insights through which teachers build an image of what it means to be a teacher and why they chose to be a teacher. They did not think about becoming part ofthe teaching profession in advance driven by an inner force independent of the objective conditions of their existence, but the their like and motivation teaching is growing when they go to teacher training institutions and during the same school year. In other words, interest in the teaching profession is historical and built day by day. Once they are involved in their profession, they feel ready to, value it and build an idea of what it means to be a high school teacher. This articulates perceptions and insights that teachers built about their work in relation to students in the educational field and the valuation that others make about their performance. [ABSTRACT FROM AUTHOR]

In measuring human development, one of the main concerns relates to the inclusion of a measure that penalizes inequalities in the distribution of achievements across the population. Using indicators from nationally representative household surveys and census data, this paper proposes a straightforward methodology to estimate a household-based distribution-sensitive human development index aggregated through generalized means. The evidence shows that the losses in human development due to inequality reach up 22, 29 and 57% in Mexico, Peru and Nicaragua, respectively. Among dimensions, the loss in the income index reaches up 61% in Nicaragua, while the education index appears as the most sensitive in the case of Mexico and Peru, with a percentage of loss between 38 and 48%. The importance of household-level calculations is highlighted when we compare the indices computed from the entire distribution with those existing indices computed for quintiles of the distribution, which minimizes the losses due to inequality. Overall, the estimations evidence a higher sensitivity of the index to inequality, and therefore an important space for public action to reduce inequality that could involve positive development returns. [ABSTRACT FROM AUTHOR]

Abstract: This paper analyses a ‘critical moment’ in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children''s language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance. [Copyright &y& Elsevier]

This paper analyzes the material, discursive, and biophysical dimensions of fuelscapes, or energy landscapes. Ethnographic and ecological fieldwork was conducted in the Machu Picchu Historic Sanctuary, Peru. Andean land use studies have focused on agricultural patterns such as vertical production zones. Fuelscapes are an important, energy-based means of producing and representing landscape. They show how uncultivated lands fit into livelihood strategies and reflect historic sedimentation of landscape. Fuelscapes are shaped by ecological characteristics, historic settlement patterns and property rights, gendered and intergenerational divisions in household labor, and state conservation policies. Conservation policies delimit fuelscapes to privilege live trees, but the resultant denudation of dead wood may carry implications for ecosystem health. This study elucidates how official policies intersect with household and communal resource use strategies to produce Andean fuelscapes. It provides insight into how uncultivated ecosystems fit into land use politics, practices, and representation. [ABSTRACT FROM AUTHOR]

This paper analyzes the current relationship between Peruvian teenagers and television. The information accessed from various sources concluded that adolescents are consuming television extensively, especially the poorer within the country. Teens appreciate the cable television as a source of learning, and its variety and ability to relate it with the world. The interest in cartoons, movies and series -fiction genre in general- affirms the value of this media in society as well as the possibility to make them more familiar with their environment. Information about what happens beyond their localities is a source of reference in their perception of the country. Beyond the cultural conflict from which is generally assessed from the effects that television may have on the rural world, television has a positive sign for the visual deterritorialization, which dissolves the natural relationship between culture and territory. In rural areas, parents and teenagers evaluate television positively because it offers more than just the school itself. In the midst of academic and professional criticism on television, adolescents do not distinguish between traditional media and new media, they are all integrated into their daily lives. [ABSTRACT FROM AUTHOR]

Peru has experienced during the last decades a significant increase in educational coverage at all levels, including higher education. However, currently high unemployment and underemployment rates cast doubt about the profitability of investments in education that have been undertaken. This paper estimates the evolution of the returns to education in the last two decades in Peru and finds mixed evidence on the profitability of higher education in the Peruvian labor market. Due to the convexification of returns, university education shows average private and social rates of return estimated between 12% and 15%. On the contrary, non-university higher education shows on average rather low private and social rates of return, even close to zero. Therefore, a thorough evaluation of the effectiveness and relevance of that education level seems warranted. [ABSTRACT FROM AUTHOR]

The instrumental variables (IV) method has recently become widely popular in applied econometrics. However, recent work in the literature has shown that if instruments do not hold the relevance and exogeneity conditions at least in a «strong» way, the estimation results could be quite different from the population parameters, and an interpretation of the results would be meaningless. This paper presents this problem and shows some recent tests to verify the validity of the instruments employed. Additionally, I apply those tests to the estimation of the effects of child labor and household work on school attainment, by using a sample of 913 children from the Peruvian Living Standard Measurement Survey (LSMS) of 1997 and 2000. In this estimation, the instruments selected passed all the tests of exogeneity and relevance, so we can trust the consistency of these results. They show that household work performed by children has a positive impact on the children's observed educational performance three years later. In addition, the impact of child labor is negative, but it is not significantly different from zero. [ABSTRACT FROM AUTHOR]

The volume of human and economic as well as material resources put into action by the mining industry in rural spaces has given this industry the most powerful force to the diffusion of the industrial society in the traditional rural societies. The mobilized human resources include all levels, from high qualified executives to unqualified labor with low schooling level. The economic resources are of different types and are reflected in the circulation of goods, salaries, the changes in consumption patterns, and incomes received by the local governments. The direct/ indirect mobility of the material resources leads to the building of service's infrastructure, the appearance of new urban centers and industrial plants at the most backward places of Peru, where poverty and State absence are dominant characteristics. Taking into account the cultural realms of the rural societies in the high mountains of Peru, where most of the mining operations are located, and given the variety of resources mobilized by the mining operations, we may identify interacting cultural, economic, social and environmental spaces that define a complex relationship between man and his geographical settings. This paper offers a geographical approach, both from physical and cultural points of view, through descriptive models. The objective is to recognize some underlying dynamic components attached to each space directed to the management of the local and industrial development. This study is based on a research carried out during 2005 in a medium size mine in the Central Andes of Peru, above 4.200 meters of altitude, in the Huancavelica region. The social realm is made of traditional peasant communities, Quechua speakers who live in extreme socio-economic conditions. [ABSTRACT FROM AUTHOR]

Primary enrolment rates are very high in Peru, but so are the failure and drop-out rates. Thus an understanding of the nature of child schooling should consider school progression from primary to secondary and higher levels, taking account of the conditional sequence with the previous level and self-selection into the next higher level of schooling. Using a unique correlated sequential probit model with unobserved heterogeneity the present paper does so and obtains richer results, argued to be better than the standard static estimates. It is shown that the same set of individual/parental/household characteristics may affect different levels of schooling differently. [ABSTRACT FROM AUTHOR]

In the past decades two International Summits, namely the Education for All Conference in Jomtien, Thailand (1990) and the Framework for Action in Dakar, Senegal (2000), have assessed and summarised the status and goals of primary and secondary education and drawn comparisons on prospects and problems between developed and developing countries. The Framework for Action, as its title suggests, sought to put in place a framework for goal realisation in education planning and practice primarily, but not exclusively, in developing countries. This paper assesses the extent to which global goals and summaries of progress mask the difficulties faced in local education delivery, focusing on access to and use of spatial data in the education planning process. Attention is focused on the situation in Peru in general and in the District of Independencia in the Cono Norte of Lima in particular. The quality of spatial and other data resources and the technical difficulties in assembling these into a form that can support local decision making in education planning and governance suggests that there remain significant obstacles in achieving a quality education for all, especially in developing countries. [Copyright &y& Elsevier]

Both public and private resources contribute to the nutritional status of children. In addition, the investments made by one household may contribute to the health of other households in the neighborhood through improvements in the sanitation environment and through increases in shared knowledge.This paper measures the externalities of investments in nutrition by indicating the impact of the education of women in Peruvian neighborhoods on the nutrition of children in other households, after controlling for the education and income of those households. We find that in rural areas this shared knowledge has a significant impact on nutrition, with the coefficient of an increase in the average education of women in the neighborhood being appreciable larger than the coefficient of education in isolation.In addition, we indicate the impact of the water and sanitation environment in the neighborhood, again controlling for the household''s own access to sanitation and water. In both urban and rural areas, we observe externalities from investments in such household level infrastructure with the evidence particularly strong for sanitation made by neighboring households. [Copyright &y& Elsevier]

This paper refers to the relationship between child work and education in Brazil, Colombia, Ecuador, Guatemala, and Peru. These countries aspire balanced, equitable, and sustainable development, with benefits that should be widely shared. Unfortunately, economic growth in the region has resulted too often in maldistribution of means and fruits of development between and among classes, cities and countrysides, and the indispensable natural resource base has been damaged or pilfered. Only too late is it recognized that the stability arising from a more balanced and equitable development is important for general social progress. Lack of attention to education by most Latin American governments has limited capacity to compete in the international markets, where the comparative advantages are increasingly defined by a productivity based on scientific and technological advances. As is known, the high concentration of income in this region of the world is a result of combining traditional discriminatory patterns of property with the decline of the labor market and levels of remuneration, the regressive nature of the tax structure, and the rapid impairment and elimination of social services. Social polarization has increased with the middle classes suffering heavy losses.

In this paper, historical reference is made about legal provisions for recognition of the training and certification of medical specialists in Peru through university programs provided since 1928 and culminating in 1973 with the legal authorization by the relevant state authority to implement the Second Specialization Program in Human Medicine and to grant the Certification of Specialist in the Name of the Nation upon completion of a university residency program and specialized training by the "regular modality", and the recognition by the university with the "non-regular modality". In Peru it has been established to the present that the Professional Certifications of Specialists in Human Medicine "in the Name of the Nation", both in "regular modality" as well as in "non-regular modality", can only be granted by public or private universities authorized for this mission and, besides, no other public or private institution can claim this role that corresponds exclusively for the Peruvian University. [ABSTRACT FROM AUTHOR]

The 1:1 initiatives have enabled nearly one million laptops have been distributed to children throughout Peru for educational purposes. However, despite the significance of investment, more than 900,000 personal computers that distributed the government from 2007 among primary school children, so far have not improved the quality of Peruvian education-- Main aim of the implementation of the program--. In this paper we provide evidence to an approach to the everyday educational activities in the field--With regard to the reasons why teachers do not use the Laptops--, well as a better understanding of what is happening in the classroom. The investigation begins by presenting a conceptual framework based on the review of theoretical work, along with a review of some international experiences including a description of the "one laptop per child". The data analysis included the categorization of the information collected through the "content analysis". The study concludes with a discussion of a number of elements that prevent teachers use laptops. [ABSTRACT FROM AUTHOR]