📋 Tender Overview
The educational system faces profound changes at the global, Latin American and national levels. The increase in demand for teachers, the expansion of access to education, the uneven acceleration of digital transformation and the persistence of learning gaps configure a scenario that requires strategic decisions. From the National Center for Strategic Planning (Ceplan), the prospective analysis warns that Peru is making progress, but must still close key gaps to ensure equitable and quality education in the coming years.
According to the trends of the Ceplan National Foresight Observatory, worldwide, it is estimated that by 2030 around 44 million new teachers will be needed to guarantee universal basic education, not only due to the growth of the school population, but also due to the retirement and abandonment of teachers. In Latin America and the Caribbean, as well as in Peru, the trend is similar. In the period 2012-2024, at the national level, more than 116 thousand new teachers have joined regular basic education, with notable growth at the initial level. This advance reflects greater coverage of the system, but also poses the challenge of ensuring adequate working conditions, continuous training and permanence in the teaching career, key factors to sustain educational quality over time.
Likewise, a higher educational level achieved by the population is observed. Although no country would be able to universalize secondary education by 2030, Peru has shown gradual progress, with an increase in the population completing secondary education and an expansion of higher education. However, territorial and social gaps persist that limit access and educational continuity, especially in rural and low-income areas.
Additionally, permanence in school constitutes a determining indicator. According to the School Life Expectancy (EVE) indicator of the Ministry of Education (Minedu) in 2024, the school life expectancy of a girl or boy in Peru was 14.5 years, exceeding the levels prior to the COVID-19 pandemic. However, significant gaps persist between urban and rural areas, as well as between regions of the country, which shows that access to education is still not fully equitable.
This panorama highlights the importance of public investment in education as a necessary condition to improve learning. While higher spending does not automatically guarantee better results, international evidence shows that countries that invest less per student tend to record lower performance.
Along these lines, the Government of Peru has allocated a historic budget of 48,707 million soles to the Education sector for 2026, equivalent to 18.9% of the national budget and 296 million soles higher than that allocated in 2025, which positions the country above the average educational investment in Latin America and the Caribbean.
This amount consolidates sustained growth from 2023 and prioritizes remuneration improvements for teachers, as well as for educational infrastructure. In addition, 64% of the budget will be executed by regional and local governments, with the objective of strengthening educational management and closing gaps in access and quality of educational services at the national level.
Added to this is the challenge of digital transformation. Although access to the internet and technological devices has grown in the country, significant lags persist in digital literacy, that is, in the abilities to use technology in a critical, safe and productive way. This gap limits the use of innovation, reduces job opportunities and deepens educational inequalities.
This scenario becomes more complex with the stagnation of learning achievements. In Peru, the results of national evaluations show specific progress, but insufficient levels persist, especially in mathematics and reading compared to previous years, which reveals a gap between educational goals and real results.
From the prospective approach of Ceplan, these trends confirm the need for comprehensive and long-term policies that articulate a sustained investment in education, the improvement of teacher training and conditions, the strengthening of educational infrastructure, the use of technology with a pedagogical sense and accelerate the closing of digital gaps. Converting these challenges into opportunities will be decisive in building a more inclusive, relevant and prepared educational system for the countrys future.
