The reality of the Peruvian teachers

The contribution of teachers in the educational training of young values ​​in Peru is crucial and is considered an essential and invaluable factor for the comprehensive development of citizens. Currently, there are several initiatives and actions aimed at revaluing the pedagogical career that seeks to ensure the professional development of teachers. But, the real situation of many Peruvian teachers who belong to the national educational system seems to be more than remote from said government proposals for improvement.

Source: PQS

The contribution of teachers during school life helps the strategic development of the educational system in general. So, based on this context, Peruvians ask themselves day by day; how is it that this solemn profession as well as the educational establishments are scheduled for later mandate after the mandate.

On the other hand, the educational level in Peru is deplorable, the lack of tools and facilities rank the nation 64th out of 77 countries according to the 2018 PISA International Student Assessment. For the Peruvian Teachers College, the problem is very clear, the educational quality that countries such as Finland, Cuba, Korea, and others achieve is thanks to the deserved social and economic recognition that their teachers receive.

During his first speech as President of Peru in 2018, Martín Vizcarra offered preferential treatment to both educators and the educational system itself. However, a year later in 2019, the current president announced an increase of 100 soles (Peruvian coin) in teacher compensation for the month of March and 100 soles (Peruvian coin) more likely in November, this fact outraged more than one within the teaching staff and It was described as «ridiculous and shameful» since a minimum increase of 800 soles was expected.

                                          Source: Andina

The renowned Peruvian physicist, Modesto Montoya expressed in an article published in the newspaper El Comercio «(…) The educational problem will not be solved with buildings and computers, but with the evaluation of the teaching career, expressed in decent remuneration and respect by society ”. He explains that the speed, depth, and dimensions of learning are not the unilateral responsibility of the teacher, since a wide series of factors intervene, ranging from the genetic, the dispositions, the context, the family dynamics and even the customs and educational means of the society. The teacher is not, therefore, a kind of atlas confined to carrying only the education of his students. Montoya also emphasizes when he says that «(…) politicians do not respect or value Peruvian teachers.»

Peru was the first country in Latin America to decree the compulsory social isolation of its population due to the COVID-19 pandemic. This situation has had a drastic impact on the education of 9.9 million Peruvian students since the start of classes was delayed and face-to-face classes were suspended. In the framework of this global crisis, the problems in the educational system are even more noticeable, especially in the poorest and most remote sectors of the country, where technological tools do not arrive.