📋 Tender Overview
The National Education Council (CNE) successfully concluded the 26 national dialogues made between June and August in different regions of the country, a participatory and decentralized process that collected the contributions of educational experts for the elaboration of the document elements for a Peruvian education development plan 2026-2031. This will be presented in November to the Minister of Education, political parties and various actors in the sector.
The dialogues were carried out in regions such as La Libertad, Ayacucho, Huanuco, Cajamarca, Lambayeque, Junin, Tacna, Callao, Arequipa, San Martin, Cusco, Apurimac, Tumbes and Lima Provinces, in addition to twelve days in Metropolitan Lima. More than 500 participants - among teachers, managers, authorities, academics, students, families, unions, private sector and international cooperation - shared reflections and proposals for the future of education.
The president of the CNE, Luis Lescano, stressed that it is an unpublished effort: The contributions collected will be fundamental to build the first Peruvian education development plan, a historical document that we aspire to legitimize as much as the National Educational Project. The Minister Alfredo Leon and the Executive Secretary, Juana Sono, accompanied the day.
The last dialogue, made in Metropolitan Lima, was focused on the topic curriculum and learning. There, the need to guarantee fundamental learning for the integral development of students and on the urgency of having a flexible, relevant and equitable curriculum was discussed.
The balance evidenced persistent challenges: the country continues in the lower third in problem solving and critical thinking (Pisa 2022); The national curriculum maintains limitations for its implementation; and the teacher evaluation and hiring system presents weaknesses in the transparency of performance reports. These factors are expressed in a worrying learning poverty, deepened after the pandemic.
The contributions of participating teachers and actors were oriented to six priorities:
Review the theoretical support of the National Basic Education Curriculum (CNEB), in terms of competencies.
Strengthen teaching capacities for effective implementation of the CNEB contextualized in the classroom.
Improve the learning evaluation system with training approach.
Design and implement differentiated pedagogical strategies and relevant materials.
Create and implement a national leveling and acceleration program of learning, with special attention to rural, indigenous, disability and vulnerability students.
National dialogues are part of an itinerary that will have as its final milestone the National Education Meeting 2025, which will congregate more than 300 representatives from all over the country to validate and consolidate the contributions collected.
With this process, the CNE reaffirms its commitment to an education that listens, dialogues and transforms, in compliance with its mandate to contribute to the formulation, agreement and monitoring of long-term educational policies (D.S. No. 001-2015-MINEDU and R.M. No. 044-2016-MINEDU).
