📋 Tender Overview
Proposes to modify the General Education Law to validate skills acquired at work or in non-formal training processesProposal seeks to promote educational continuity and improve job opportunities for thousands of students and workers
The Ministry of Education (Minedu) submitted to the Constitution and Regulation Commission of Congress a proposal to modify the General Education Law (Law No. 28044) in order to officially incorporate the Recognition of Prior Learning (RAP) in Technical-Productive Education and promote educational continuity.
In his presentation, the Minister of Education, Jorge Figueroa Guzman, explained that, currently, learning acquired at work, in the community or in non-formal training processes does not have official recognition within the technical-productive system, which limits educational continuity and restricts the opportunities of thousands of students and workers who seek to improve their job qualifications.
He pointed out that the Technical-Productive Education Centers (CETPRO) do not have an institutionalized RAP mechanism, which creates barriers to validating competencies acquired outside of formal spaces and prevents progress towards technical or specialized studies.
One of the modifications proposes to explicitly establish that the recognition of prior learning is an objective of Technical-Productive Education. Likewise, it proposes that all CETPRO implement this recognition of the learning and competencies demonstrated by students, in order to facilitate the continuity of studies and reduce time and costs for users.
Minister Figueroa also specified that the implementation of the RAP will not generate additional costs for the State, since it will be developed within the operational and budgetary framework of the CETPRO.
Likewise, he clarified that the absence of a clear framework for the RAP limits access to technical training and improved income, and especially affects those who have acquired their knowledge outside of formal institutions. He recalled that the RAP is recognized internationally, in Europe, the OECD and in countries in the region, such as Chile and Colombia, as a key mechanism to reduce poverty, improve employability, promote educational mobility and strengthen social inclusion.
In Peru, more than 16,000 people certified for their work performance require educational equivalencies, but without an official recognition mechanism their educational career remains incomplete. The implementation of the RAP will allow work experience to be better articulated with technical training, facilitate access to formal dependent or independent work and contribute to the strengthening of productive development and responsible economic growth.
With this proposal, Minedu reaffirms its commitment to a more inclusive, flexible and work-oriented education, which responds to the real needs of the population and the labor market.
