Systematic Educational and Child Labor Poor
The State is the highest authority in the country. Try to reform the organization and public management of the education system. The objective of these reforms has been to reorder the organization of the educational system in order to respond to the demands of an expansive educational policy that seeks to expand educational opportunities for the entire population. These reforms of public sector organization and management can be divided into two stages according to the degree of depth reaching the transfer of functions from the Ministry of Education (MED) to native regional entities. The first stage consists of an effort to disconnect the management of the sector. During this stage they are transferred to means dependent on the MED in the regions to the functions of staff management, budgetary and supervision management. In practice, a direct presence in the regions is maintained, since it exercises strong control from the central headquarters. The second period is characterized by decentralizing education towards independent regional authorities, by the gradual loss of control power by the MED. Unfortunately this decentralization process never completed.
In this sector there is an educational crisis that is manifested in the lack of a national education program and in the lack of investment in the sector. According to the World Bank, Peru invests in education 3.9% of its Gross Internal Product (GDP), the worst figure in South America. The number has been almost the same for more than two decades. Therefore, it affects the functioning of public devices responsible for educational management. Clear evidence of this deterioration are the lack of infrastructure of schools that also lack minimal facilities and basic educational materials that operate with inappropriate methods. Due to the predominance of highly inefficient administrative and financial management and a rigid bureaucracy that, drowned in countless norms and procedures, inhibits the taking of initiative by officials, which makes it extremely slow to respond to the problems of the problems of sector. This action generates that many minors abandon their studies, either due to economic problems or even child labor.
Within the context of Latin America, Peru has one of the most inefficient educational systems and with low access to education both at the pre-school level, and primary, secondary and university. The inefficiency in the educational system is due to the problem of teacher quality that can be attributed to the change in composition and low quality of training and professionalization programs. According to the Ministry of Education (Med, 2010), from 2000 – 2010, the proportion of teachers without a title increased faster than the total number of titled teachers and this is accompanied by a significant decrease in the real value of teachers’ salaries. Under access to education is due to lack of academic support from students to students. To this is added that the supervision system is poorly conceived since it pays more attention to administrative supervision than to pedagogical. The greatest deficiency and demand for pedagogical support and supervision is found in the poorest and rural areas, where the teacher faces some biggest challenges. For example, it is the case of minors who work and do not have time to study. The teacher in these cases cannot count on professional support. Because of this, the results of poor academic performance in recent years are very high, because in mathematics it was 52.44% and in communication was 47.56%.
In conclusion, education is highly profitable from a social point of view, which implies that it is economically appropriate for the State to invest more resources in improving quality and effectiveness in the educational system. Especially, the State must improve the professionalization of the teacher developing focused actions to improve the capacity of the teaching body in rural and urban-marginal areas. This training process would mean support to minors who work so that they do not abandon their studies. Therefore, children not frustrating their studies will have more job opportunities in the future in order to have a better quality of life.
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