📋 Tender Overview
It will allow to validate in real contexts the quality models designed for self-assessment and continuous improvement in institutions of basic and technical-productive education.Strengthening a culture of continuous improvement in the educational institutions of the country is one of the objectives set by the Peruvian Institute for Evaluation, Accreditation and Certification of the Quality of Basic and Technical-Productive Education (IPEBA) at the beginning of the 2025 Pilot of Self-Assessment with quality models, aimed at regular basic education institutions (EBR) and technical-productive education centers (CETPRO).
This pilot that began in the first days of April, aims to validate the quality models developed by the IPEBA, in which self -assessment is promoted as a key tool to identify strengths, opportunities to improve and consolidate plans that positively impact the educational service.
The pilot, which will last eight months, will be applied in educational institutions of seven regions of the country, such as: Ancash, Arequipa, Ayacucho, Callao, Lima Metropolitana, San Martin and Tacna. Public and private institutions will participate that stand out for their good educational practices and that have conditions for quality -oriented management.
The models proposed by the IPEBA, Operating organ of the Sineace, include strategic dimensions such as: pedagogical management, coexistence and well -being, institutional results, employability in CETPRO, and the involvement of the educational community.
It also seeks to collect evidence of its applicability and relevance, and have valuable supplies for its implementation on a larger scale in the coming years. It is expected to consolidate institutions that not only guarantee significant learning, but also are cozy, democratic and articulated spaces with their community.
A three -phase -based methodological route is contemplated: diagnosis, participatory elaboration of the improvement plan, and its implementation and evaluation. The institutions will have training through virtual courses and workshops, as well as with continuous technical assistance by the IPEBA, in coordination with the Regional Directorates of Education (DRE) and UGEL corresponding.
In addition to strengthening institutional identity, this process involves the key actors of the education system, to develop self -regulation capabilities, promote an evaluation culture and establish the basis for a permanent cycle of educational improvement.
In this way, the Ipeba feels a fundamental precedent on the way to a more equitable, relevant education, oriented to the well -being and learning of all students.
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