English in Peru May 2015

Education
Intelligence
English in Peru
An examination of policy, perceptions
and influencing factors
May 2015
English in Peru
Contents
INTRODUCTION 4
METHODOLOGY 5
KEY FINDINGS 8
EDUCATION MACRO ANALYSIS 9

Education law and governance 9
Higher education law and governance 10
Education structure 11
Multiculturalism in Peru 13
Decentralisation policies 13
Teacher training initiatives 15
Quality of education 16
Education indicators 17
GOVERNMENT POLICY FOR ENGLISH LANGUAGE LEARNING 23
ENGLISH LANGUAGE LEARNING ANALYSIS 26

Macro evaluation of English learners 26
International English language evaluation 30
ENGLISH LEARNING MOTIVATIONS 32

Survey respondents 32
Motivations for studying English 37
English proficiency 39
Barriers to studying English 44
EMPLOYER DEMAND FOR ENGLISH 48

Management profile 48
Employer analysis 49
Employers’ views 54
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English in Peru
FACTORS AFFECTING ENGLISH LANGUAGE LEARNING 57

Income inequality 57
Multicultural population 58
Geography 58
English reforms 59
Teacher training 59
Technology 60
Data collection 60
Economic development 61
Employability 62
International experience 62
OPPORTUNITIES 63
CONCLUSION 64
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English in Peru
Introduction
The third-largest country in South America, Peru is home to varied habitats that provide a wealth of biodiversity. The 19th
and early 20th centuries were characterised by immigration, and groups or Peruvians of with Chinese and Japanese descent
remain influential today. In the 1980s, the trend turned more towards emigration, reflecting the effects of an economic crisis
and political conflict between the state and guerrilla groups. Improved economic conditions have stemmed the outflow, but
while the poverty rate has dropped substantially over the last decade, over a quarter of the population remains economically
vulnerable. Foreign investors are showing increasing interest in Peru’s mineral wealth, and the country’s efforts to boost
English levels reflect its goal of expanding and internationalising the economy further.
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English in Peru
Methodology
Desk research and secondary data collection

Phase 1
In Phase 1 we worked with local language analysts to compile extensive
background information on the local education and policy environment. An
audit of secondary data sources framed the structure and design of primary
data collection in Phase 2.
Quantitative primary data collection

Phase 2
In Phase 2 we collected primary data through two main channels:
• an online survey of 1,002 people from the general population, most of

whom were aged 16-35
• an online survey of 137 Peruvian employers varying in size from 10 to over

1,000 employees, with the sample taken from managerial and executive staff
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English in Peru
Qualitative primary data collection, in-depth

Phase 3 stakeholder interviews
The final phase of our research and data collection involved a series of face-
to-face and telephone interviews carried out in Peru.
Interviews
Government
• British Ambassador to Peru
• English Specialist, Department of Secondary Education, Ministry of Education

(MINEDU), Lima
• Deputy Minister of Pedagogy, MINEDU, Lima
• Director of Basic Education, MINEDU, Lima
• Director of Secondary Education, MINEDU, Lima
• Cabinet Advisor, MINEDU, Lima
• Director of High-performance Schools, MINEDU, Lima
• Director of Higher Education Pedagogy, MINEDU, Lima
• Director of Higher, Technical and Professional Education, MINEDU, Lima
• Director of Intercultural, Rural and Bilingual Education, MINEDU, Lima
• Director, National Education Scholarship Programme (PRONABEC), Lima
• Director, Regional English Language Office (RELO), US Embassy, Lima
• Director, Regional English Language Office (RELO), Lima
Education institutions
• Academic Coordinator, Language Centre, Universidad del Pacifico, Lima
• Senior Teacher, English for Specific Purposes (ESP), Universidad del Pacifico, Lima
• Vice Executive Director, Idiomas Católica, Pontificia Universidad Católica del Perú
(PUCP), Lima
• Academic Coordinator, Idiomas Católica, PUCP, Lima
• International Vice Chancellor, Universidad San Ignacio de Loyola (USIL), Lima
• Director General, Department of Languages and Bilingual Training, USIL, Lima
• Director of Academic Quality, Teaching and Curriculum, USIL, Lima
• Vice Chancellor of Research, USIL, Lima
• Education Specialist, USIL, Lima
• Research Coordinator, USIL, Lima
• Director, Centre for Research, USIL, Lima
• Academic Coordinator/Supervisor, Language Centre, Universidad Ricardo Palma,

Lima
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English in Peru
Education professionals
• Marketing Manager, Instituto EIGER, Lima
• Academic Coordinator, Euroidiomas, Lima
• Deputy General Manager, Langrow, Lima
• Teacher Training Consultant, Camelot Language Centre, Lima
• Director, Colegio Peruano Británico, Lima
• Country Director, British Council Peru, Lima
Human resources and recruitment professionals

• General Manager, Laborum, Lima
Professional associations
• President, International Association of Teachers of English as a Foreign Language,
Lima
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English in Peru
Key findings
• While quality varies, Peru has achieved near-universal primary education and expanded secondary education
without increasing the education budget substantially; this has been achieved in part through the expanding
private education sector
• Social inclusion is a priority; multiethnic indigenous communities tend to have less access to schools and
teachers, resulting in educational and socio-economic inequality
• Improving access to and the quality of education is the main goal of the Ministry of Education (Ministerio de
Educación del Perú, MINEDU)
• Historically, incorporating indigenous languages has been prioritised over English language learning
• In 2014, President Ollanta Humala announced that bilingual education was a priority and set the goal of
achieving bilingualism, with English as the priority language, by 2021; funding has been allocated to meet this
goal
• Initial aims of English language reform include more resources, increasing English lesson time in public schools
and prioritising teacher training and professional development through online and face-to-face training in Peru
as well as in English-speaking countries
• MINEDU signed a memorandum of understanding (MoU) in late 2014 with the UK for technical assistance with
its English language programme
• Programa Nacional de Becas y Crédito Educativo (PRONABEC) - the continuing education and scholarship arm
of MINEDU - grants scholarships to qualifying students and teachers for overseas study
• Most Peruvian English learners studied English in secondary school (57%), while 46 per cent learned during
undergraduate study and 41 per cent attended private language schools; education is also a major motivating
factor for language learning: 44 per cent learned English because it was mandatory in secondary school and
40 per cent learned because they needed it for university
• The biggest barriers to English language learning are cost and time
• English learners and non-learners agree that English is a tool for improving employability, and 81 per cent of
non-learners could be motivated to learn the language if it increased their employment prospects; English
learners are also likely to value English as a tool for communication
• Fewer than one in five employers in our survey (17%) offered English language training and development
opportunities
• More than three quarters of surveyed employers (78%) believe that English is an essential skill for managerial
staff, while a similar share (77%) feel that English is essential for Peru’s growth and progress
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English in Peru
Education macro analysis
Peru has experienced periods of significant economic and political change since independence in 1821, and education
policy has evolved against a backdrop of political instability. After the military dictatorship ended in 1980, successive
democratically elected governments failed to pull the country out of economic turmoil, deepening social tensions, or address
the threat posed by the Shining Path guerrilla group. From 1990, Alberto Fujimori’s government adopted neoliberal economic
policies that led to growth; however, the country also moved away from democracy during this period, and democratic rule
was only restored with the election of Alejandro Toledo in 2001, following a period of transitional government. Alan Garcia
was president from 2006 to 2011. Toledo ran on a platform of social equality, and social inclusion is the main objective of the
current president, Ollanta Humala, who came into power in 2011.
Education law and governance

Free and universal primary and secondary education first became institutionalised in the mid-1850s, and the national
government took charge of education financing at the turn of the century. In 1941, a new law (Ley Orgánica de Educación)
guaranteed free and compulsory primary education and secondary school became more specialised. The law also stated that
Peruvians should learn in Spanish. Sentiment regarding the education of vulnerable or non-Spanish-speaking communities
changed in the 1960s, when a reform meant that any community with a school was entitled to a government teacher. In
1970, calls were made for the unification of bilingual (Spanish and indigenous languages) education throughout Peru; this was
in response to income inequality and social programmes. By 1972, the government was attempting to better align education
output with the needs of industry. This inclusive view continued in the 1980s under the Belaunde and Garcia administrations,
although political and economic stability became the main priorities at this time. Non-governmental organisations (NGOs),
among others, continued to run programmes for indigenous communities and the promotion of bilingual education. The idea
of intercultural rights in education was introduced at this time but was not made part of policy until the late 1990s. In 1995,
the Private School Law (Ley de los Centros Educativos Privados) was passed, which allowed the government to retain control
of private schools. In the same year, the government restated its goals of improving the quality and accessibility of education
and began to take a decentralised approach to education administration. In 1997, interculturalism became institutionalised
and a standard to be achieved for Peruvian education, and in 2000, the Regulations on Children and Adolescents (Código
de Niños y Adolescentes) were updated under Law 27337 to ensure children’s rights. In 2001, the transitional government
brought together 25 representatives from different sectors along with members of the education community to form a think
tank designed to influence and advise on policy. In 2002, policies were passed with ambitious goals to increase annual
education spending; however, while economic growth took place, restrictions on the education budget remained.
Over 2001-2004, the new government introduced a number of policies on decentralisation, which are discussed in later
chapters. The Constitutional Reform Act (Ley 27680), which established regional authorities, and the Law on the Bases of
Decentralisation (Ley 27783), which stated the right to education regardless of personal finances, were created in 2002,
when the National Decentralisation Council was also established. Other laws introduced at this time addressed the funding,
responsibilities, quality assurance and regulation of education.
When the first PISA results were published in 2003, Peru’s poor performance caused much concern and led some to call for
a state of emergency in education in Peru. At this time, the General Education Law (Ley General de Educación, 28044) was
passed, making pre-primary, primary and secondary school mandatory and ensuring government support for and control
over standards and common curriculums, which included civics and intercultural relations. This comprehensive policy
mirrored a Supreme Court ruling at the time that encouraged inclusive education and social systems. Also passed in 2003
was Law 28123, which mandated education and health support for children under the age of six, assuring that pre-school
learning was aligned with primary education.
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English in Peru
The 2004-2006 Social Pact of Reciprocal Commitments for Education was recommended by the advisory think tank and had
four main goals:
1. to ensure equal responsibility for education quality, particularly in mathematics, values, and language and
communication
2. to address teachers’ professional development through fair wages and training incentives
3. to increase education budgets to cover all needs, including teacher development
4. to promote ethical practices in public education
In 2006, Law 28740 mandated the creation of the National System for the Evaluation, Accreditation and Certification of
Education Quality (Sistema Nacional de Evaluación, Acreditación y Certificación de la Calidad Educativa, SINEACE). SINEACE
was responsible for the quality of public basic and tertiary education as well as teacher standards.
In response to the 2004-2006 Pact, the National Education Project to 2021 was created, addressing six objectives and
overall goals for education, including the provision and use of ICT in basic education.
The current Ministry of Education (Ministerio de Educación del Perú, MINEDU) focuses on four main areas:
1. Revaluation of the teaching career
2. Impact on student learning
3. Infrastructure and quality assurance
4. Manage all areas efficiently
Higher education law and governance

Higher education in Peru comprises both universities and non-university institutions (including teacher training colleges and
technical and vocational (TVET) colleges). Public and private universities are autonomous and are regulated under the 1982
General Education Law and the 1983 University Law (Ley Universitaria, 23733), which states that universities can establish
governance while being funded by the state. University governance is carried out by a university assembly, a university
council, a rector and a council as well as a dean of each faculty. In 1995, Law 26439 led to the creation of the National
Commission for the Authorisation of University Operations (Consejo Nacional para la Autorización de Universidades, CONAFU),
which approves and authorises universities. CONAFU operated alongside the National Assembly of Rectors (Asamblea
Nacional de Rectores, ANR), which managed regulatory issues. In 2014, a new university law was passed, creating the
National Superintendence of University Education (SUNEDU)1 to replace the ANR. SUNEDU will be able to exert authority over
universities’ licenses and funding as well as degree programmes. This has been met with resistance by students, universities
and related businesses as a challenge to university autonomy.2
In 1996, Law 882 on the Promotion of Investment in Education was passed, allowing external investment in education,
whether for-profit or non-profit. This law included tax breaks for for-profit providers and led to the proliferation of private
universities, where quality is largely felt to be lower. As such, between 1996 and 2010, and over 2005-2010 in particular, the
higher education sector saw rapid increases in student numbers and a changing balance of enrolments in public and private
institutions.
Quality assurance in higher education is the responsibility of both CONAFU, which authorises operations, and the Council for
the Assessment, Accreditation and Certification of University Higher Education Quality (CONEAU), which sanctions courses
and faculties, as well as individual institutions. This landscape has changed considerably in recent years and is expected to
continue to do so. In 2009, Law 29394 was passed to provide national legislation for TVET schools alongside universities and
teacher training institutes.
1
“Peru approves new university law.” Peru this week. 27 June, 2014. Retrieved at http://www.peruthisweek.com/news-peru-approves-new-university-law-103363.
2
“Peru positioning to be the next big player in Latin America.” ICEF Monitor. 26 June 2014.
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English in Peru
Education structure
The free and compulsory basic education system comprises pre-school (ages three to five), primary school (ages six to
11) and secondary school (ages 12-17). Lower-secondary students are taught a wide range of mandatory subjects, while
upper-secondary study, which is not compulsory, may follow arts, science or technical streams, depending on whether the
school is private or public. Peru has made great strides since 1970 in terms of access to education. Primary education is
now near universal, while the gross secondary enrolment ratio was 94 per cent in 2013, according to UNESCO, and the gross
tertiary enrolment ratio was 40 per cent in 2010. The Inter-American Development Bank reports that these relatively high
enrolment rates reflect public and private spending on education, albeit still low by international standards, as well as a focus
on enrolment numbers, sometimes at the expense of quality. As such, the public education system is characterised by high
coverage comparable to in developed countries but low expenditure per student.
The rapid expansion of private schools allowed the government to make progress towards its goals without raising public
spending on education as a percentage of GDP. As such, private schools represent an increasingly large share of the
education system. Demand for private schools has increased as a result of quality concerns in the public sector, including
frequent teacher strikes in the 1990s, and favourable government policies. Many private schools operate on a for-profit basis
and lack supervision or accountability, resulting in varying quality. Private schools have largely proliferated in urban areas,
while public schools are the main providers in rural areas. The national curriculum applies to both public and private schools,
but both are encouraged to diversify according to context and need.
Enrollment in all levels
Source: INEI and authors’ calculations.

Source: IADB
School-age population by education level

Pre-primary 1,748,584
Primary 3,492,867
Secondary 2,908,246
Tertiary (ISCED 5A only) 2,861,645
Compulsory education lasts 12 years from age 5 to age 16

Source: UNESCO
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English in Peru
‘Between 1990 and 1997, enrolment in private schools grew by 62 per cent in preschool, nine
per cent in primary education, 28 per cent in secondary education, and 37 per cent in tertiary
non-university education. Growth outpaced the rate of increase at these levels in the public
sector, which only rose by 34 per cent in preschool education, eight per cent in primary edu-
cation, ten per cent in secondary education, and 25 per cent in tertiary non-university educa-
tion.’3
Private secondary schools include:
• private, self-financed day schools, which constitute the majority of private schools and derive most of their
revenue from fees
• cooperatively managed private schools
• schools run by the Catholic Church
• schools run by other religious organisations
TVET schools often offer three-year post-secondary programmes and confer titles as opposed to degrees, while university
and teacher training programmes often last five years. Higher education is free in public institutions for students who are
unable to pay tuition fees and meet academic admission requirements.
Public universities receive financial support from the government, while private universities rely on sources such as corporate
donations and tuition fees for funding. Many universities charge per credit rather than per semester or year. Most of the
expansion of the higher education system in recent decades has been in the private sector, although the government has
also founded a number of new public universities in recent years.4 Undergraduate programmes usually comprise two years
of general study followed by three years of specialisation. Around 60 per cent of postgraduate courses are public and the
majority of these programmes confer master’s degrees, often in fields such as business and education. Of the one in four
universities that offer doctoral degrees, most are in located in the capital, Lima.
The proliferation of private universities has brought about a number of changes in the higher education system. Firstly, public
universities have developed income-generating activities, such as pre-university education, graduate education, language
institutes and consulting services, to allow them to finance university programmes. Secondly, poor standards and a lack of
quality provision have led some private universities to modify their focus: to remain competitive, institutions are emphasising
subjects that are more closely aligned to the workplace and courses that teach skills that relate directly to employability.
As such, there is now less focus on subjects related to innovation and creative thinking. Lastly, a system of universal
accreditation has been introduced to increase higher education quality.
The World Bank reports that Peru has one of the least affordable tertiary education systems in Latin America and compared
to developed countries.5 While this finding is based largely on responses from private universities, it still reflects the high cost
of tuition and living expenses and the lack of access to financial assistance. As such, both affordability and accessibility are
barriers to higher education in Peru. Conversely, there are no significant gender gaps in access to higher education.
3
Mesones, Jorge A., Jorge R. Peschiera Cassinelli, and Jorge F. Baca Campodónico. “The Impact of Public Expenditures in Education, Health, and Infrastructure on Economic Growth and
Income Distribution in Peru.” IDB Working Paper Series. Feb 2014.
4
De Wit, Hans, ed. “Higher education in Latin America: The international dimension.” World Bank Publications. 2005.
5
Murakami, Yuki, and Andreas Blom. “Accessibility and affordability of tertiary education in Brazil, Colombia, Mexico and Peru within a global context.” World Bank Policy Research Working
Paper Series. 2008.
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Multiculturalism in Peru
The Peruvian population is multi-ethnic and includes Amerindians, Europeans, Africans and Asians. These groups are spread
across diverse geographical regions and speak a wide range of languages and dialects. While some of these groups
use traditional indigenous languages, others have adopted Spanish completely. Under the 1993 Constitution, the official
languages of Peru are Spanish and Amerindian languages such as Quechua and Aymara in areas where they predominate.
Spanish is spoken by 84 per cent of the population, while 13 per cent speaks Quechua, which became an official language in
1975.
As in many countries, indigenous communities in Peru and those that communicate in non-official languages tend to have
comparatively low access to schools and teachers, resulting in educational inequalities. As a lack of access to education
from an early age is linked to gaps in achievement throughout academic and professional life, social inclusion for vulnerable
communities and language groups is a government priority. Intercultural communication and education have been central
to education reform since the 1980s. In 1997, interculturality was introduced as a basic principle of the education system,
with the intention to strengthen not only vulnerable groups but also the democratic state. Although progress has been made,
social inequalities and inclusion remain significant issues.
Decentralisation policies
While the prevailing belief is that the national government should be responsible for social inclusion and equality, Peru began
to move towards decentralisation in the 1990s. By decentralising the system, the government aimed to give parents more
power, ensure greater transparency and promote the participation of public and civil society in education. Peru launched a
major decentralisation programme in 2002, including enacting laws 27680 and 27783 (discussed above). Decentralisation
policy was organised around three levels of government: national, regional and local. As such, decentralisation is fairly
recent. The transfer of political, economic and administrative authority has been gradual and is managed by the National
Decentralisation Council.
Decentralisation has had varying success. NGOs have played an important role in the decentralisation process and still
influence local politics. However, in many ways the process has been fairly nominal; for example, in education, power was
already devolved from MINEDU to its regional and local education management units (LEMU). While some transfers to
regional governments took place, much continued as before.6 Decentralisation efforts were renewed in 2006 under the new
government’s planned ‘decentralisation shock’. In reality, the plan involved numerous pilot projects followed by slow roll-outs,
meaning that the impact was less dramatic than anticipated. Nevertheless, in education at least, governance policy remained
focused on local-level management, and MINEDU’s responsibilities were in strategy, evaluation and supervision. Due to a lack
of clarity, training and responsiveness, as well as transparency in some cases, local managers are not always best skilled or
placed to implement education policy and programmes. Funding is also an issue, as the decentralisation of power has not
gone hand in hand with the decentralisation of funding and resources.7
The following table illustrates the significant shifts in spending over 2004-2008, broken down by governance level.
6
Martinez-Vazquez , Jorge. “Fiscal Decentralization in Peru: A Perspective on Recent Developments and Future Challenges.” International Center for Public Policy. Nov 2013.
7
“Peru: The Decentralization Process and Its Links with Public Expenditure Efficiency.” World Bank. June 2010.
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Public spending by function and level of government, 2004 and 2008
Per cent of spending in a given function accounted for by different levels of government
2004 2008
Central Regional Local Central Regional Local
Administration and planning 81 2 17 73 4 23
Agriculture 63 30 7 36 35 29
Communications 99 1 – 99 1 –
Defense and national security 100 – – 99 1
Education and culture 41 55 4 37 53 11
Energy and mining 70 12 18 87 6 7
Fisheries 74 23 3 61 27 13
Foreign affairs 100 – – 100 – –
Health and sanitation 56 27 17 47 29 24
Industry, communications and
51 9 40 37 8 55
services
Justice 100 – – 100 – –
Labour 95 5 – 93 7 –
Legislative 100 – – 100 – –
Social protection 77 12 11 74 13 13
Transportation 54 13 32 39 15 46
Urban development and
31 6 63 47 3 50
housing
Total 72 16 12 64 18 18
Source: World Bank
Decentralisation became a major topic again in 2009, when responsibility for regional education and teacher salaries was
given to regional entities, often without the associated resources or capacity-building measures. In 2014, arrangements were
made to begin the transfer of education funds to the regional level and enhanced quality assurance mechanisms were put in
place, and many are optimistic about the current efforts.
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Teacher training initiatives

Trainee teachers largely attend pedagogical institutes, which offer five-year teacher training programmes. Universities
also train teachers and often contribute to school professional development programmes, such as summer courses and
workshops. The certification issued by teacher training colleges is the titulo professional, which is distinct from a university
degree and can be topped up to degree level. It is possible for professionals with degrees in areas other than education to
teach in areas related to their specialty; however, they will only be placed on teacher pay scales if they acquire a teaching
degree or postgraduate degree in education.
There are roughly 400,000 teachers in Peru. Today, the teaching profession is given little respect and is seen as being easy
to enter. However, this hasn’t always been the case, and teaching is slowly recovering its professional status. Laws passed
in 1984 and 1990 required teachers who are full public servants to hold a professional teaching degree, and the proportion
of unqualified teachers fell from a high of 49 per cent in 1988 to eight per cent in 2005. The 1990 Teachers’ Law (Ley del
Profesorado) also created a special category for teachers, meaning that tenured public school teachers have a secure job
and access to social benefits. This law was heavily promoted by the teachers’ union, Sindicato Unitario de Trabajadores en
la Educación del Perú (SUTEP). SUTEP has played an important role in the teacher training landscape and has shaped policy
and outcomes, particularly in the 1970s and 1980s, when the union was very active through strikes and the government
was equally active in its responses. The union has close links with politics and its ideology often attracts students. Each year,
SUTEP customarily provides the government with a list of its demands (Pliego de Reclamos) with regard to work conditions,
income, professional development and education policy.
In the early 1990s, a teacher shortage emerged, prompting a policy in 1993 that allowed temporary, non-tenured teachers
to teach in public schools. These teachers earned similar wages but did not enjoy the benefits of tenured teachers. Public
school teachers tend to receive lower wages than those in the private sector or at pedagogical institutes.
In 2000, the Mejoramiento de la Calidad de la Educación Peruana (MECEP), which aimed to improve education quality, began
to address teacher training, and in 2001, a new law on the public teaching career (Carrera Pública Magisterial Ley 29062)
was enacted, which aimed to make teacher training colleges more efficient and introduce continuous education. From
this time up to 2006, the approach to teacher development was divided between the promise of higher salaries and the
promotion of self-development, making teachers responsible for their continued education and making evaluation a condition
of employment. These ideas were outlined in the Social Pact of Reciprocal Commitments for Education (2004-2006). This
approach resulted in frequent strikes, and SUTEP demands and limited implementation meant that little changed in reality
over this period.
In 2007, the government introduced a law requiring teachers to sit competency tests; teachers who failed two tests in a row
were required to undergo training, and if they failed a third test, they would lose their jobs.8 This move resulted in a protracted
battle with SUTEP, which also demanded that the government increase education spending to six per cent of GDP and give
teachers access to in-service training. By 2012, education spending had risen nominally to 2.8 per cent of GDP, which is
lower than in any other upper-middle-income country in Latin America; however, in 2014, education spending reportedly
increased by a further 0.5 per cent of GDP.9 Peru also spends a much lower percentage of total education expenditure on
teacher salaries than similar countries in the region.10
Concerns have been raised about the quality of teacher training institutes in recent years, particularly as private higher
pedagogical institutes (ISPs) have proliferated. In-service teacher training is the responsibility of MINEDU, which coordinates
provision through third parties. The National In-Service Training Programme (PNFS) was created in 2002 to set minimum
requirements for providers, which include private and public ISPs and universities, NGOs, private basic education institutions
and preparatory academies. Critics of the scheme cite the for-profit nature of most of these institutions and the lack of a
regulatory body.11
8
“Teachers protest over the government’s new education law.” Peru Support Group. 31 July 2007. Retrieved from http://www.perusupportgroup.org.uk/article-150.html.
9
“Latin American Economic Outlook 2015: Education, Skills and Innovation for Development.” OECD, Development Bank of Latin America (CAF), United Nations Economic Commission for
Latin America and the Caribbean. 2014.
10
World Bank Education Indicators Database
11
“Teacher training in Latin America.” Education International. Retrieved at http://www.ei-ie-al.org/publicaciones/formacion-ing_web.pdf
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Teacher training institutions by type and ownership (1981 - 2008)

250
ISP public
200 ISP privates
Public universities
Institutions
150
Private universities
100
50
0
1981 1990 1995 2000 2005 2008
Years
Source: Education International
In 2009, the Law on Higher Education Institutes and Schools (Ley de Institutos y Escuelas de Educación Superior, 29394) was
enacted to regulate the creation and operation of higher education institutions, including ISPs. As such, MINEDU oversees
ISPs, including designing a national curriculum for these institutions. However, universities may also have education faculties
that are autonomous and can design their own curriculums. In 2012, the Ley de Reforma Magisterial (LRM) was enacted,
establishing a single regulatory framework to govern the teaching profession as a meritocratic system through open,
transparent evaluation processes.
Quality of education
Education quality is a concern in Peru, which ranked 136th out of 144 countries for primary education in the 2014 Global
Competitiveness Report and similarly poorly for mathematics and science education and higher education and training.
Peru also placed last out of 65 countries in the OECD’s 2012 PISA rankings, which compare the performance of secondary
students in mathematics, reading and science and in which Peruvian students from vulnerable backgrounds achieve the
lowest scores.
Addressing these issues is a priority for the government, and Peru is making progress towards accreditation and quality
assurance through the Quality Measurement Unit, which was founded in 1966 and is responsible for evaluating numeracy
and literacy skills and bolstering public opinion of education. SINEACE also works in a number of ways to accredit all levels of
education. The government has put in place a national assessment system from Grade 2, the results of which are shared with
parents and institutions. While the data is not yet compiled or used at the national level, it reportedly shows improvements in
learning outcomes in recent years.
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Education indicators
Population
In 2013, the population of Peru was estimated at 30.4 million and grew by 1.3 per cent on the previous year. In this year, 28.8
per cent of the population was aged 0-14, and the population is ageing steadily: those aged over 60 are soon expected to
outnumber those aged below 15.
Population pyramid, 2020

100+
95-99 Females
90-94
85-89
80-84 Males
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
1,500 1,200 900 600 300 0 300 600 900 1200 1500
Source: United Nations Population Division, 2014
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English in Peru
Population pyramid, 2050

100+
95-99 Females
90-94
85-89
80-84 Males
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
1,500 1,200 900 600 300 0 300 600 900 1200 1500
Source: United Nations Population Division, 2014
As the population is ageing, improving labour force productivity is a priority. The government aims to ensure that young
Peruvians have access to the high-quality education needed to help them succeed in the job market, which is becoming
increasingly competitive as skilled young Peruvians enter the market and older employees hold down formal, senior positions
for longer periods of time.
The proportion of the population living in urban areas rose from almost 69 per cent in 1990 to 78 per cent in 2012, and
urbanisation is increasing at a rate of around 1.5 per cent annually.
18
English in Peru
Urban population (% of total)

80%
79%
78%
77%
76%
75%
74%
73%
72%
71%
70%
2005 2006 2007 2008 2009 2010 2011 2012 2013
Source: World Bank
In 2010, nearly 43 per cent of the urban population lived in Lima, Peru’s capital and largest city. The wider Lima metropolitan
area was home to around 8.5 million people at the last census, in 2007, and this figure is believed to have reached around
ten million today, making Lima one of the largest cities in Latin America. No other Peruvian cities have populations exceeding
one million, although Arequipa in the south and Trujillo in the north had over 750,000 inhabitants at the last census.
Private schools have proliferated largely in urban areas, meaning that children in rural areas mostly attend public schools,
where quality varies and there may be a shortage of teachers, resulting in one teacher teaching several grades together.
However, public primary education is widely available and the majority of the population has completed this level. Secondary
enrolment is much lower in rural areas. The National Educational Project to reports that only 16 per cent of rural students
study beyond the age of 16 and 25 per cent of rural villages lack secondary school provision. Education coverage expanded
quickly in Peru, and as trained teachers are in short supply, quality remains low.
Public spending on education
In 2012, education spending rose slightly to 2.8 per cent of GDP; this proportion is the same as in 2003 and is lower than in
any other upper-middle-income country in Latin America. The government has pledged to increase spending by 0.5 per cent
of GDP annually to six per cent of GDP by 2021, and in 2015, the government almost doubled the education budget.
Education expenditures
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Government expenditure on education
% of GDP 2.8 2.8 2.7 2.5 2.5 2.7 2.9 2.7 2.5 2.8
% of total government
14.7 15.3 14.3 14 14.1 14.5 14.6 13.5 13.4 14.4
expenditure
Government expenditure per student (in PPP$)
Primary education 356.4 407.4 418 500.2 558.9 686.5 773.1 779.7 798.9 937.9
Secondary education 537.7 587.4 608.6 696.1 748.8 834.4 912.7 950 898.6 1087.6
Tertiary education 656.9 700.7 566.1 754.2 - - - 842.9 - -
Source: World Bank
19
English in Peru
School enrolment rates
Pre-primary enrolment
80%
70%
60%
50%
40%
30%
20%
10%
0%
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Gross enrolment ratio Net enrolment rate

Source: UNESCO
Primary enrolment
120%
100%
80%
60%
40%
20%
0%
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Source: UNESCO
Secondary enrolment
100%
80%
60%
40%
20%
0%
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Source: UNESCO
20
English in Peru
Access to primary education is near universal, with a net enrolment rate of 94-97 per cent; pre-school enrolment (ages three
to five) has tripled over the past five years to 74 per cent, and at almost 80 per cent, the secondary net enrolment rate is
above the regional average. Net enrolment has fallen slightly at the primary level but continues to rise at the pre-primary and
secondary levels.
Tertiary enrolment rates
Tertiary enrolment
50%
40%
30%
20%
10%
0%
2003 2004 2005 2006 2007 2008 2009 2010
Gross enrolment ratio

Source: UNESCO
Data missing from 2007-2009
Enrolment in tertiary education has risen significantly in recent years from around 35 per cent in 2006 to almost 43 per
cent in 2010. As Peru’s economic growth has slowed, public universities have experienced substantial cuts in public funding;
however, enrolment has continued to increase nonetheless.12 Entry to higher education is via the high school diploma as
well as entrance exams, if applicable. However, around half of the candidates for university admission exams each year fail,
reflecting the poor quality of secondary education and the difficulty of the exams. Acceptance rates to public universities
are much lower than for private institutions, although public universities are preferred because of the low fees and prestige
associated with the country’s oldest institutions.
12
Ortiz, Diego M. “Peruvian universities face huge budget cuts.” Peru this week. 16 July 2013.
21
English in Peru
Youth employment
Total unemployment rate and youth unemployment rate, 2008-2013

(% of economically active population, % of economically active population aged 15-24)
20%
15%
10%
5%
0%
2008 2009 2010 2011 2012 2013
Unemployment rate Youth unemployment rate
Source: Euromonitor International from International Labour Organisation (ILO)/national statistics
The ILO estimates that youth unemployment was 8.7 per cent for males and 9.1 per cent for females in 2013; these rates
are high compared to the total unemployment rate of 3.9 per cent. There are also considerable regional variations in total
unemployment, with rates around double the national average in some areas. Unemployment could be higher considering
that many young Peruvians, along with much of the total labour force, work in the informal sector, where job security and
benefits are lower. Youth unemployment fell from 2008 to 2013, suggesting that economic growth has enabled job creation
and that Peru does not have a surplus of graduates. While unemployment is falling overall, there is a shortage of skilled
workers: in 2013, 12.1 per cent of the population aged 15 or over had attained higher education; this is up from 11.4 per cent
in 2008 and is slightly below the Latin American average of 12.8 per cent.
In 2011, President Humala announced the Jóvenes a la Obra (Youth Get to Work) programme, which aims to encourage
entrepreneurship and connect young people with training and job opportunities. An earlier programme, ProJoven, provided
free vocational training for 40,000 low-income youth over ten years.13 More recently, the Youth Labour Law (Ley Pulpin,
30288) was enacted with the aim of lowering youth unemployment.
13
Karim, Sabrina. “Combating Youth Unemployment in Peru.” Americas Quarterly. 15 Sept 2011. Retrieved at http://www.americasquarterly.org/node/2882.
22
English in Peru
Government policy for English

language learning
The government has recently become much more engaged with teaching English in schools and has committed to improving
English teacher training and providing innovative teaching methods and materials in partnership with foreign governments,
universities and international organisations. Historically, language learning has been complex, reflecting the need to address
the language requirements of large minorities that speak indigenous languages. These groups have generally been given
lower status and have faced barriers to education due to the lack of education opportunities in the mother tongue. Anecdotal
evidence suggests that attitudes towards English among minority communities have been, and to some extent remain,
ambivalent.
English language policy
Peru’s linguistic history is complicated. In the first Peruvian constitution in 1823, Spanish was named as the official language
in spite of the fact that various indigenous languages were the main means of communication for most Peruvians. To address
this, the government has created various policies to protect these languages and preserve Peru’s history and culture and
has developed an inclusive mind-set. As such, English has largely been treated as any other academic subject. In the 1950s
and 1960s, English was taught in schools in coastal areas, but after the 1968 coup, English language teaching was actively
restricted by the government. In the 1990s, an agreement was signed with the British government to assist with general and
English language education. This partnership is being revived again today. As such, while Peru has put in place strategies and
isolated programmes to target English language learning, it has not followed a cohesive and sequential plan of action.
In July 2014, President Humala announced that bilingual education in Spanish and English was a priority and set the goal for
Peru to achieve bilingualism by 2021.14 This policy was already in place in the military and should now filter through to the
public school network. In 2015, the government almost doubled the education budget, and this is expected to affect English
language teaching across the country. While the National English Plan is still in development, some of its goals have been
announced. MINEDU has created a team to work on the plan, which already includes guidelines on how English should be
taught in secondary schools and may soon include the same for primary schools. MINEDU is updating its website with the
standards and details of other goals as they are defined. So far, the two main directions are increasing the numbers English
teaching hours and improving the skills of English teachers.15
The government is focusing on teaching and learning in public schools from pre-primary to secondary level and on the
practical use of English in business, commerce and tourism. The initial aim is to raise the total number of teaching hours to
45 per week for 350,000 pupils in 1,000 secondary schools, including raising English-language education from two hours
per week to five. MINEDU has realised that under the current system of two hours per week, considering large class sizes
and teachers who are often unprepared and overworked, students are not learning English or achieving set goals.16 The
government is also investing in the infrastructure of these schools, for example, by installing language labs. A plan to pilot
English language learning in primary schools is also being formed. By 2021, all of Peru’s 8,500 public secondary schools
should have a 45-hour teaching week, and schools outside of the 1,000 selected institutions will be able to access lesson
support, such as flashcards and syllabuses, as well as teacher training support in the meantime.
By increasing the number of overall and English language teaching hours, MINEDU anticipates a shortage of 2,300 English
teachers in 2015 and 2,000 annually in the coming years. Currently, 70 per cent of English lessons are taught by teachers
who are not qualified to teach English. Goals for teacher development include attracting more qualified candidates by
increasing salaries and offering incentives such as scholarships, camps and contests. Teachers have already been sent to the
US and the UK on scholarships to study English and teaching methodologies. While these opportunities are promoted on the
MINEDU website, a lack of accessibility and marketing means that not all teachers know that such opportunities exist.
14
Kerry, John. “Remarks With Peruvian President Ollanta Humala After Their Meeting.” U.S. Department of State. 11 Dec 2014. Retrieved at http://www.state.gov/secretary/
remarks/2014/12/234972.htm.
15
“Latin American Economic Outlook 2015: Education, Skills and Innovation for Development.” OECD, Development Bank of Latin America (CAF), United Nations Economic Commission for
Latin America and the Caribbean. 2014.
16
“Teacher training in Latin America.” Education International. Retrieved at http://www.ei-ie-al.org/publicaciones/formacion-ing_web.pdf
23
English in Peru
English has been recognised as an international language of business and a means of benefitting Peruvian businesses and
development. As such, MINEDU is working with other ministries, such as the Ministry of Commerce and Tourism, the Ministry
of Economy and the Ministry of Transport and Communications, to develop a national policy on English. This policy will focus
on the impact of English on commerce and tourism and will guide English teaching in basic public education.
MINEDU is also developing international partnerships in English language learning and is collaborating with the embassies of
Australia, Canada, the US and the UK, among others. MINEDU signed a memorandum of understanding (MoU) in late 2014 with
the UK. This MoU outlined technical assistance for Peru with its English language programme, including multiple sources of
assistance for both English language teaching and teacher training. The UK has also pledged to help reform Peruvian policies
and curriculums and has set significant targets for 2015, the first two of which have already been achieved:
• sending 150 Peruvian English teachers to the UK for professional development
• training 400 teachers in summer schools led by 20 teachers from the UK
• providing 200 British teachers to teach in Peru, with plans to increase this number to 1,000
• helping with curriculums and methods
• increasing student mobility between Peru and the UK, with the possible goal of doubling current mobility
figures
While the president has called for bilingualism with an emphasis on English, the language is not compulsory. Reflecting its
concern for the preservation and protection of indigenous populations and their languages, complementary programmes
exist and are being created to provide for communities that are already bilingual, speaking Spanish alongside their native
tongue. For example, the Amazon Plan, also known as the Jungle Plan, aims for teaching in the native tongue or Spanish as
well as the attainment of basic numeracy and literacy skills. English is mandatory in secondary school for the 15 per cent
of the population that lives in the Amazon, which covers almost 60 per cent of the country; however, education access and
quality concerns mean that acquiring basic skills is the priority for these students.
English teacher training
A British Council survey on the teaching of English in primary schools worldwide found that it was acceptable for English
teachers in Peru to have no formal teaching qualifications in the language and that knowing English was considered sufficient
to teach the language.17 Acceptable qualifications included being a native or similarly competent English speaker, being a
qualified primary school teacher who has taken a pre-service specialist course in teaching English and being a university
graduate in English language or literature with no formal teaching qualifications.
The English language teaching profession is not popular, and drop-out rates from five-year programmes at ISPs are high. It
is common for teachers to attend college in the morning and either work or study for another programme in the afternoon.
Successful qualifying teachers may still lack the required skills: a diagnostic test of English teachers revealed weaknesses
in both language and pedagogy. Teachers that are fully committed to the professional often choose to work in the private
sector, reflecting a lack of incentives in the public system.
Support for English teacher training is one of the main objectives of the current reforms. MINEDU aims to produce teachers
that are more rounded - in terms of not only pedagogies but also blended learning models and student support - by training
them in psychology and alternative teaching and learning methods. This includes training teachers to focus more on
speaking and listening alongside grammar. The reforms mean that English teachers will receive professional development
through online tutoring, summer schools and PRONABEC - the continuing education and scholarship arm of MINEDU - which
offers scholarships to study English and pedagogical methods for English language teaching in English-speaking countries.
Partnerships with universities in the UK and the US have already resulted in Peruvian teachers studying abroad.18,19 This
support is vital for English teachers, who have previously not had access to programmes through MINEDU or workshops
through teacher associations such as IATEFL and PERUTESOL.
17
Rixon, Shelagh. “British Council Survey of Policy and Practice in Primary English Language Teaching Worldwide.” British Council. 2013.
18
“British teachers to help improve English instruction in Peru.” Fox News Latino. 24 November 2014. Retrieved at http://latino.foxnews.com/latino/news/2014/11/24/british-teachers-
to-help-improve-english-instruction-in-peru/.
19
“ASU signs partnership to educate Peruvian teachers.” ASU News. 13 Feb 2015. Retrieved at https://asunews.asu.edu/20150213-asu-partnership-to-educate-peruvian-teachers.
24
English in Peru
Public sentiment
As in many countries in Latin America, the English language is seen as a skill for employability in a globalised world, an
indicator of education attainment and a sign of social status and prestige. However, it is also considered by some to be a
potential threat to the Peruvian culture and is a cause of resentment towards globalisation.20
Many Peruvians express a sense of disappointment with the government, which they feel could be doing more to promote
English language learning. This is part of a wider feeling that the government should be doing more to improve literacy and
numeracy and the quality of education in general.
20
Niño–Murcia, Mercedes. ““English is like the dollar”: hard currency ideology and the status of English in Peru.” World Englishes 22.2 (2003): 121-141.
25
English in Peru
English language learning analysis
Macro evaluation of English learners

English language learning opportunities exist in secondary schools, where the subject is compulsory, and some primary
schools as well as at higher education level. The quality of English language teaching and general education as well as
the small number of teaching hours means that it is difficult to master English without additional help, such as from private
institutes or self-access channels.
Public education
Number of pupils enrolled by level, 2013
Pre-primary, public institutions 1,041,815

Primary education, public institutions 2,618,910
Lower-secondary education, public institutions 1,274,558
Upper-secondary education, public institutions 637,304
Total secondary education, public institutions 1,911,862
Source: UNESCO Institute of Statistics
UNESCO reports that there are over one million students in public pre-primary schools, 2.6 million students in public primary
schools and almost two million students in public secondary schools. English lessons are compulsory in public secondary
schools but not in primary schools. In public schools in indigenous areas, students are expected to learn their local language
and then learn Spanish by the age of six. English also becomes mandatory for these students at secondary level. MINEDU
estimates that students that study the language for two hours per week for five years of secondary schools, i.e. for 360
hours, should reach A2. However, they acknowledge that this does not happen in reality and cite the lack of suitably trained
teachers, poor classroom management, weak pedagogical methods and large class sizes, which make it difficult to conduct
communicative and participatory lessons and mean that the focus is largely on reading comprehension and writing tasks.
Owing to the lack of teachers, public schools operate two shifts: an early shift from around 7 a.m. to 12 p.m. and a late shift
from 1 p.m. to 6 p.m. When the number of hours dedicated to English language learning increases from two to five, students
will stay in school for longer, presenting a challenge in terms of available teachers and classrooms. As such, the government
is looking to invest in infrastructure, facilities and curriculums in addition to teacher training.
The lack of skilled English teachers in the public sector is a persistent problem, and teachers of other subjects with some
English skills are often used in place of qualified English teachers. While teachers are required to obtain official language
certification from MINEDU, this is often not the case in reality. The minimum wage for teachers is S/.750, and an English
course at the ICPNA (Instituto Cultural Peruano Norteamericano) can cost around S/.400. As such, English language training is
costly for teachers and most teachers will only have basic English training, if any. To combat this, and as part of the reforms,
the government is looking to re-evaluate the profession to promote interest.
There are also programmes that include English language learning outside of mainstream public education. One initiative
includes scholarships for promising students from underprivileged backgrounds to study at 14 schools for gifted children that
offer more than ten hours of English classes a week as well as external workshops. In 2015, 1,600 new students will enter this
system, and 13 more schools are set to open next year.
26
English in Peru
Private education
It is generally accepted that the quality of education in private schools is higher than in public schools. Private school
students have better learning outcomes and receive better returns on education: a recent study found that ‘private-public
differences in returns are more pronounced at the secondary level than at any other educational level’.21 Private schools have
to follow certain MINEDU rules and national guidelines, including the teaching of certain subjects in Spanish.
Number of pupils enrolled by level, 2013
Pre-primary education, private institutions, both sexes 460,775

Primary education, private institutions, both sexes 926,193
Lower-secondary education, private institutions, both sexes 559,620
Upper-secondary education, private institutions, both sexes 260,280
Total secondary education, private institutions, both sexes 819,900
Source: UNESCO Institute of Statistics
UNESCO estimates that around 460,000 students are enrolled in private pre-primary schools, while 926,000 are enrolled in
private primary schools and 819,000 are enrolled in private secondary schools. The overwhelming majority of private school
students come from the richest 20 per cent of households in terms of consumption, while less than 1.5 per cent of students
from the poorest 20 per cent of households are enrolled in private schools.
Pre-primary enrolment
1,200,000
Enrolment in pre-primary,
private
1,000,000
Enrolment in pre-primary,
public
800,000
600,000
400,000
200,000
Source: World Bank
Basic education attainment - including access to quality English language classes - affects outcomes such as higher
education attainment, career possibilities and income distribution. As such, parents in Peru are willing to invest highly to
ensure that their children get the best education possible from an early age. Research shows that in the last decade, more
than one million students moved from the public system to the private system and that at around two per cent of GDP,
Peruvian household spending on education is higher than the OECD average of 1.3 per cent.22
Private schools are generally perceived to offer a better quality English language education by providing more opportunities
to learn and practise the language. English is taught in many private schools from pre-primary level, and private schools
21
Calónico, Sebastián, and Hugo Ñopo. “Returns to private education in Peru.” Inter-American Development Bank. 2007.
22
Mesones, Jorge A., Jorge R. Peschiera Cassinelli, and Jorge F. Baca Campodónico. “The Impact of Public Expenditures in Education, Health, and Infrastructure on Economic Growth and
Income Distribution in Peru.” IDB Working Paper Series. Feb 2014.
27
English in Peru
have incorporated more English teaching into their curriculums, offering around ten hours of English language learning per
week. Private schools are also able to attract the best teachers, who have local and sometimes international qualifications,
by offering significantly higher wages. They can also offer more resources, course materials and support to help teachers
deliver. Private schools often have different pay scales for teachers from abroad, those who are native speakers but were
hired in Peru, and local hires with English as a second or third language; this can cause internal tension. Rates of pay are also
determined by the grades taught. While private schools often have the funding, faculty and facilities to produce graduates
that are much more proficient in English than public school graduates, this is also a reflection in many cases of access to
complementary private English tuition.
English in higher education
Until very recently, there was little consensus on government policy for English language provision in higher education.
Teacher training colleges were forced to close English pedagogy programmes due to a lack of students, while universities
were not implementing standardised rules with regard entrants’ and graduates’ English language requirements: some higher
education institutions may have English questions as part of entrance exams or a requirement to ensure students can
understand English articles that are relevant to the course; some may offer English classes that are mandatory for graduation,
while others may set a level of spoken English required to matriculate. A few universities, as well as the military cadets, require
B2 English upon graduation, although this is not necessarily demonstrated by gaining international certification. The general
outcome of these mixed approaches is that, with a few notable exceptions, students graduate from Peruvian universities with
very basic English language skills.
This is beginning to change as a result of recent English language reforms. The new policies for teaching English in schools
are expected to work through to universities, and the need for more qualified English teachers should also affect enrolment
in teacher training at universities and ISPs. The importance of English at university level has been set down in law: Law 30220
states that knowledge of a foreign language, and preferably English, is necessary at undergraduate level, while Law 23733
states that one foreign language is needed for master’s degree programmes and two are required for doctoral degrees.
The internationalisation of higher education in Peru is increasing and universities are engaging in faculty and student
exchanges. The International College of Economics and Finance (ICEF) reports that 24,000 Peruvian students studied
overseas in 2011, and inbound mobility is also believed to be increasing, especially among students from the US.23 However,
despite these promising trends, the World Bank notes that while Peruvian universities seek to participate in international
activities, they are not striving to become inherently international.24 Peruvian professors tend not to publish in English: one
academic notes that this is partly because of difficulty writing in the concise, academic style seen in English journals.
The technical and vocational education (TVET) sector is not yet officially engaged with English language learning, although
this is a high-potential area for growth. While there are colleges that offer excellent job and language training, often
partnering with companies to provide English for Specific Purposes (ESP) courses, quality assurance mechanisms are not
strong.
Provision of private English language training
The most popular route for those who want to learn English to an advanced or fluent level is to attend a language institute.
There are a wide range of schools, catering to different demographics, careers and geographic areas, with varying levels of
quality. There are language centres in every province - even in poorest and most rural areas - meaning that those who are
able to invest the time and money can improve their language skills outside of work or school.
There are many private language providers, the largest and most established of which include the Asociación Cultural
Peruano Británica (Británico), which has around 50,000 students, and the ICPNA, which has locations across the country
and around 55,000 students. These institutes offer qualified teachers and good infrastructure, which are highly desirable.
Language centres at Pontificia Universidad Católica del Perú (PUCP) and Universidad del Pacífico also have a well-established
presence. There is also a raft of smaller companies, some of which operate for only a short time before closing down.
23
“Peru positioning to be the next big player in Latin America.” ICEF Monitor. 26 June 2014.
24
De Wit, Hans, ed. “Higher education in Latin America: The international dimension.” World Bank Publications. 2005.
28
English in Peru
Programmes vary according to individual learning objectives. Courses for students range from private tutorials to small
classes after school and at weekends, while courses for professionals are not uniform and have different aims: some are more
academic or involve ESP, while others focus on specific skills such as writing or speaking. Many institutes have agreements
with companies to train employees and help with skills such as presentations and writing emails. Companies such as
Business Links and Centro de Idiomas Camelot offer industry-related courses. Some institutes also have agreements with
state-run enterprises to train staff that need English skills, such as technicians at airports or in the import/export business.
Other companies, including Berlitz, work with organisations to evaluate candidates’ English levels. There is also a wide range
of courses aimed at all ages that prepare students for international exams, many of which are aligned with the Common
European Framework of Reference for Languages (CEFR).
The students attracted to private institutes vary significantly depending on the course. One administrator stated that:
‘The type of students we have are mainly people who felt that through formal education (primary and secondary school and
some even at a university level), they did not have enough tools to be able to learn the language properly. Most students who
attend classes here do it not because they really like the language but because it is a need for them; we have students who
work at the bank and other sectors where English, for them, is a necessity.’
Teachers often have other commitments and may teach English to earn extra money while they study or develop their
careers. Many teachers are invited to teach based on their native or near-native English language skills or their experiences
abroad. Candidates undergo internal English proficiency tests as well as interviews and training before being able to teach.
Parents’ willingness to spend on quality education extends to private English language learning. Private tutors may charge
anything from US$5-20 per hour, while English classes may cost US$15-30 per hour or around US$120 per week, depending
on the subject, frequency and level of English being taught.
Self-access English language learning
Self-access learning encompasses private channels such as blended and informal learning through radio, print and other
media. There would appear to be a large market for this type of learning in Peru, where Internet penetration is among
the highest in Latin America. High-income households often have access to the Internet via personal fixed and mobile
connections, while low-income families may still have access to cyber cafes or friends’ Internet connections to play games or
look up information online and download music and videos. Business owners in rural communities are often well connected,
as they need to have contact with urban centres. The mobile phone industry is also growing, with more than 20 million mobile
phone subscriptions in 2008. This medium is particularly popular in low-income communities. Mobile phone usage is believed
to be higher than subscription figures suggest as ‘many people use mobile phones borrowed from relatives or friends, or
rented on the streets’.
While the perceived trend in Latin America is moving towards increased interest in online language courses as younger
generations begin to learn the language, for now, Peruvians still prefer traditional ways of learning. One stakeholder estimated
that around five per cent of English language learners currently use self-access learning, but she could see this rising to 20
per cent in the next ten years. Others see online learning as a way to increase equality and inclusion in education. Open
English is the online course best known by Peruvians, reflecting the company’s widespread advertising, but many Peruvians
know that there are a variety of options available to them for free on the Internet. While technology is often seen as the future
of education and English in Peru and is an integral part of the current reforms, there remain concerns about the viability and
effectiveness of online programming.
29
English in Peru
The Networked Readiness Index 2014

120
100
Ranking out of 148 economies
80
60
40
20
0
Chile Puerto Colombia Peru Argentina Venezuela
Rico
Source: Euromonitor International from World Economic Forum
Some point to the fact that in terms of Internet penetration and networked readiness, Peru’s diverse geography can hinder
the progression of Internet connectivity.
International English language evaluation

TOEFL
The TOEFL is the measurement of English language levels most commonly accepted by universities around the world. It
comprises four sections - reading, listening, speaking and writing - each providing a score between 0 and 30 and giving a
total score of 0 to 120.
Listening Reading Writing Speaking Total

22 21 22 22 87
The average TOEFL score in Peru in 2013 was 87, meaning that Peruvians’ skills are classified as ‘high’ for listening,
‘intermediate’ for reading and ‘fair’ for speaking and writing (according to the Educational Testing Service).
IELTS
The International English Language Testing System (IELTS) exam is also widely accepted around the world for university
entrance and is TOEFL’s main competitor. The exam again comprises four sections - listening, reading, writing and speaking -
and students can sit ‘academic’ or ‘general training’ versions of the test.
ACADEMIC
Listening Reading Writing Speaking Overall
6.5 6.7 6.1 6.7 6.5
GENERAL TRAINING
Listening Reading Writing Speaking Overall
6.1 5.9 6.1 6.5 6.2
Peruvians who took the ‘academic’ IELTS in 2014 scored best in reading and speaking and worst in writing, while those who
took the ‘general training’ exam scored best in speaking and worst in reading. The average score for those who took the
‘general training’ exam was 6.2, which is indicative of ‘competent’ skills, based on IELTS definitions, while those who took the
‘academic’ test scored 6.5 on average, reflecting skills somewhere between ‘competent’ and ‘good’.
30
English in Peru
Comparative English language levels
The following table shows how these international standards relate to each other and to the CEFR.
COMPARATIVE ANALYSIS OF LANGUAGE TESTS

CEFR (Common
European Framework
TOEFL iBT IELTS Academic
of Reference for
Languages)
C2 120 9
C2 110 8
C2 105 7.5
C1 100 7
C1 90 6.5
B2 84 6
B2 80 6
B2 71 5.5
B1 61 5
B1 Between 4.5-5
A2 Less than 4
Peruvians’ IELTS and TOEFL scores reflect a low to medium level of English, equivalent to around B2/C1.
31
English in Peru
English learning motivations
The British Council surveyed 1,002 Peruvians to better understand attitudes towards English language learning. The survey
was conducted in Spanish. With this questionnaire we aimed to ascertain the occupations, income levels, interests and
viewpoints of English learners and non-learners. By contrasting the positive and negative responses, we hoped to gain insight
into the differences and similarities in opinions and the value placed on English language learning.
Survey respondents
Most of the respondents were between the ages of 16 and 34: around 40 per cent were aged16-24, while 50 per cent were
aged 25-34. Around 60 per cent of respondents were female, and 53 per cent of females reported that they had studied
English, compared to 45 per cent of male respondents.
500
Male
400 Female
300
200
100
0
Under 16 16-24 25-34 35-44 55-64 65+
Source: British Council, Education Intelligence, Latin America Databank 2015
800
English learners
700
Non-learners
600
500
400
300
200
100
0
Female Male
32
English in Peru
Proportion of English learners by province
This table shows the proportion of respondents in Phase 1 that had studied or were studying English, broken down by their
state of residence. In a number of states there were fewer than five respondents, meaning that figures for these areas are less
likely to be representative of the regional populations. These states were: Apurímac, Ayacucho, Amazonas, Pasco, Tumbes,
Huancavelica, Huánuco, Madre de Dios, Moquegua and Ucayali.
Province Per cent of respondents that have learned English

Amazonas 100%
Ancash 73%
Cajamarca 73%
Lambayeque 68%
San Martín 67%
Loreto 64%
Tacna 56%
Cusco 55%
La Libertad 52%
Arequipa 51%
Piura 51%
Lima 49%
Callao 46%
Junín 42%
Huánuco 33%
Madre de Dios 33%
Ica 29%
Moquegua 25%
Ucayali 25%
Puno 20%
Apurímac 0%
Ayacucho 0%
Huancavelica 0%
Pasco 0%
Tumbes 0%
33
English in Peru
Occupation and English leanguage learning
Respondents were asked to identify their occupation from a list of industries. This selection was then cross-referenced with
respondents’ experiences of English learning. In some occupations there were fewer than five respondents, meaning that
figures for these categories are less likely to be representative of the sector as a whole. These occupations were farming,
fishing, and forestry, community and social service, health-care support and military.
Farming, fishing, and forestry

Life, physical, and social science English learners
Management Non-learners
Personal care and service
Architecture and engineering
Education, training, and library
Legal
Community and social service
Business and financial operations
Arts, design, entertainment, sports, and media
Student
Health-care practitioners and technical
Computer and mathematical
Office and administrative support
Construction and extraction
Food preparation and serving
Health-care support
Sales and related
Transportation and material moving
Production
Installation, maintenance, and repair
Unemployed
Building and grounds cleaning and maintenance
Protective service
Military
0% 20% 40% 60% 80% 100%
The occupations that had the highest proportions of English language learners were farming, fishing and forestry (75%),
life, physical and social science (71%) and management (71%). Other occupations where the majority of respondents were
English learners were personal care and service (63%), architecture and engineering (63%), education, training and library
(62%), legal (61%), community and social service (60%) and business and financial operations (58%). In addition, just over
half of the students surveyed (53%) were English learners.
The industries that had the highest proportions of non-learners were the military (0% English learners), protective service
(11%) and building and grounds (17%) as well as installation, maintenance and repair (30%), production (37%) and
transportation and material moving (38%). Less than a quarter (23%) of the unemployed in our survey were English learners.
34
English in Peru
Education and English language learning

100%
English learners
80% Non-learners
60%
40%
20%
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For the most part, respondents that had not finished upper-secondary school had never studied English: just 25 per cent of
these respondents were English learners. As the level of education increased, the proportion of non-learners fell significantly:
around 60 per cent upper-secondary graduates were non-learners, compared to around 50 per cent of college graduates
and only 40 per cent of respondents with a professional degree. At the university level, the majority of respondents were
English learners: only 19 per cent of those with a four-year university degree and 12 per cent of those with a master’s degree
had not learned English.
35
English in Peru
Household income and English language learning

100%
English learners
80% Non-learners
60%
40%
20%
0%
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There is generally a direct correlation between higher incomes and English learning in Peru. In the lowest income band -
which includes around 50 per cent of respondents in our survey - 60 per cent of respondents were non-learners. Among
all other income bands, the majority of respondents were English learners, ranging from 53 per cent of respondents with
monthly income of S/.1,501-3,000 to 88 per cent of those with income of S/.4,001-6,000. In the three highest income bands,
71-75 per cent of respondents were English learners.
36
English in Peru
Motivations for studying English

Of the 1,002 respondents, 501 indicated they had learned or were learning English. In order to better understand their
experiences, we asked these respondents when and why they had learned the language. We then asked them to evaluate
their reading, writing and speaking skills.
When did you study English?
During secondary school
During undergraduate study
While attending a private English language school
During primary school
While studying English for my job
During postgraduate study
While travelling overseas
While participating in a government-funded programme
While studying/teaching overseas

0% 10% 20% 30% 40% 50% 60%
Respondents were asked when they had learned English. As many people use multiple pathways for language learning,
participants were allowed to choose more than one answer. We found that Peruvians were most likely to have studied English
at school: 57 per cent of English learners had studied the language at secondary school, while 46 per cent had studied it at
undergraduate level and 35 per cent had studied it at primary school. However, a large share of respondents had studied at
a private English school (41%). Very few had learned English for a job (3%) or as part of a government-funded programme
(0.4%).
37
English in Peru
Why did you study English?
It was mandatory during secondary school
I needed to acquire English skills for university
To improve my employment prospects
It was mandatory during primary school
To be able to access more sources of information
My parents and/or friends encouraged me to study English
It was necessary for my job
To travel
To create a wider personal and professional network
Other
To gain social standing
0% 10% 20% 30% 40% 50%

Most major motivations for learning English relate to education and employment, although motivations vary significantly.
The largest proportion of respondents (44%) had learned English because it was mandatory during secondary school,
while a quarter (25%) had learned because it was mandatory during primary school. A further large share (40%) had
learned because it was necessary for university. While more than one in three respondents learned English to improve their
employment prospects (39%), just nine per cent learned because it was necessary for their job, indicating that Peruvians may
take a proactive or pre-emptive approach to learning English for the job market. A further large share of respondents (23%)
learned English to access more sources of information. Other motivations reported less frequently included to travel (9%),
because parents and/or friends encouraged them (10%), to create wider personal and professional networks (8%) and to
gain social standing (3%).
38
English in Peru
English proficiency
We asked the 501 respondents who had studied English to assess their skills, choosing from Poor/basic, Intermediate,
Advanced and Fluent. The results were particularly interesting when cross-referenced with education levels: respondents with
less than an upper-secondary education were much more likely to assess their skills as poor/basic than those with a four-year
degree.
100%
Fluent
80% Advanced
Intermediate
60%
Poor/basic
40%
20%
0%
Reading Writing Speaking
While this evaluation was subjective, the majority of respondents did not consider any of their English skills to be advanced,
and only three to four per cent considered themselves fluent. Peruvian English learners were largely more confident in their
reading and writing skills than their speaking skills: more than half (53%) of respondents described their speaking skills as
Poor/basic. The share of advanced respondents was highest for reading skills (15%), and just 34 per cent of respondents
described their reading skills as Poor/basic.
39
English in Peru
English proficiency by occupation
Next, we considered self-reported skills broken down by industry. The scores in the table below represent the ratio of high-
proficiency learners (Fluent or Advanced) to low-proficiency learners (Intermediate or Poor/basic): the higher the score, the
higher the self-rated ability in that occupation. As there were fewer than five respondents in the farming, fishing, and forestry,
community and social service, health-care support and military sectors, figures for these categories are less likely to be
representative of the sector as a whole.
Ratio of high- to low-proficiency learners by industry
READING WRITING SPEAKING

Architecture and engineering 0.31 0.19 0.19
Arts, design, entertainment, sports and media 0.27 0.21 0.21
Building and grounds cleaning and maintenance 0.00 0.00 0.00
Business and financial operations 0.42 0.31 0.21
Community and social service 2.00 2.00 2.00
Computer and mathematical 0.28 0.05 0.05
Construction and extraction 0.00 0.00 0.00
Education, training and library 0.62 0.62 0.62
Farming, fishing and forestry 2.00 0.00 0.00
Food preparation and serving 0.00 0.00 0.00
Health-care practitioners and technical 0.21 0.21 0.31
Health-care support 0.00 0.00 0.00
Installation, maintenance and repair 0.60 0.60 0.00
Legal 0.33 0.14 0.33
Life, physical and social science 0.00 0.00 0.00
Management 0.19 0.17 0.17
Military 0.00 0.00 0.00
Office and administrative support 0.06 0.06 0.03
Personal care and service 0.00 0.25 0.00
Production 0.09 0.00 0.00
Protective service 0.00 0.00 0.00
Sales and related 0.14 0.06 0.10
Student 0.25 0.16 0.14
Transportation and material moving 0.00 0.00 0.00
Unemployed 0.31 0.13 0.13
The occupation that had consistently high levels of self-assessed English skills was education, training and library, while
business and financial operations had high levels of reading skills but lower levels of writing and speaking skills. This trend
for higher English reading proficiency was found in a number of other occupations, including architecture and engineering,
computer and mathematical and sales and related, and it was also evident among students and the unemployed. The
industries with the lowest levels of proficiency in all categories were management, office and administrative support and sales
and related.
40
English in Peru
Reading skills in English
We asked respondents who evaluated their reading skills as Poor/basic or Intermediate why they felt their skills were lacking.
I do not read English frequently enough

4%
4%
I have not been studying English very long
11%
The curriculum did not focus on this area
41%
Reading is harder than speaking and writing
My teacher was not good
40%
The largest share of respondents (41%) felt that the responsibility for their weak reading skills was their own, citing that they
did not read English frequently enough. A further 40 per cent attributed this to not having been studying English for very
long. Few respondents attributed their weak skills to the education system, including poor curriculum design (11%) and weak
teachers (4%). A small share of respondents (4%) felt that their skills were weak because reading was harder than speaking or
writing.
We then asked those with Advanced or Fluent reading skills why they felt their skills were so good.
I practice reading on my own

6%
7% I use the Internet/social media in English
10% The curriculum focused on this area

42%
I read English in my job
14%
My teacher was good
I study for my education in English

21%
Overall, respondents felt that their good reading skills were largely a product of their own efforts as opposed to the strengths
or weaknesses of their teachers or education. Significant shares attributed their skills to reading English on their own (41%)
and using the Internet and social media in English (21%). Other shares attributed their skills to their circumstances, including
having to reading in English as part of their job (10%) or their academic course (6%), or to factors such as the curriculum
(14%) or their teachers (7%).
41
English in Peru
Writing skills in English
We asked respondents who evaluated their writing skills as Poor/basic or Intermediate why they felt their skills were lacking.
2%
I don’t write in English frequently enough
6%
9%
47% Writing English is harder than speaking or reading

36%
As with weak reading skills, the largest share of respondents felt that this was attributable to a lack of practice: 47 per cent
said that they did not write English frequently enough. The other major reason was that they had not been studying English
long enough (36%). Smaller shares of respondents blamed their weak skills on the curriculum (9%) or their teachers (2%), and
a further six per cent felt that it was because writing English was harder than speaking or reading.
We then asked those with Advanced or Fluent writing skills why they felt their skills were so good.
I practice my writing on my own

12%
The curriculum focused on this area
13% My teacher was good

39%
I write English for my education
15% I send emails in English at work
21%
Again, those who were confident about their skills attributed this to their own efforts and practice in writing English (39%).
However, significant shares attributed this to a strong curriculum focus on writing skills (21%) or their teachers (15%). Writing
in English for an academic course (13%) or a job (12%) were less significant driving factors.
As such, self-initiated learning appears to plays an important role in developing writing skills for Peruvians. This may reflect
both deficiencies in the education system in terms of opportunities to practise writing skills as well as a preference for a
blend of teacher- and student-led writing tasks.
42
English in Peru
Speaking skills in English
We asked respondents who evaluated their speaking skills as Poor/basic or Intermediate why they felt their skills were lacking.
5%
I do not speak English frequently
10%
10%
None of my friends or family speak English
44%
12% Speaking English is harder than writing or reading

19%
Again, the largest shares of respondents attributed this to not using the skill frequently enough (44%) and not having been
studying English for very long (19%). A significant share attributed their weak speaking skills to their friends or family not
speaking English (10%), which further limits the ability to practise, and one in ten (10%) felt that it was because speaking was
harder than reading or writing. Other shares attributed their weak skills to the curriculum (12%) or their teachers (5%).
We then asked those with Advanced or Fluent speaking skills why they felt their skills were so good.
3%
I watch English films/television
12% I listen to English music
I speak English at work

38%
13%
I speak English with my friends
The curriculum focused on this area
17%
My teacher was good
17%
The largest shares of those that felt confident in their English speaking skills (Advanced and Fluent) said that it was due to
social and cultural factors such as watching English language films and television (38%), listening to music with English lyrics
(17%) and speaking English at work (17%) and with friends (13%). Only 3 per cent credited their teachers for their strong
English speaking skills, while 12 per cent attributed them to the curriculum. This highlights the importance for Peruvians of
engaging with the English language in various aspects of life outside of education.
Our findings suggest that English language learners may have a lack of opportunity to practise speaking English, but those
that are able to practise and expose themselves to English media are able to develop strong skills. This discrepancy may
also be related to learning styles and perceptions of the value of English, as access to English language media is increasing
overall. The current English learning environment is also more suited to those that learn from observation than those who
learn through practice.
43
English in Peru
Barriers to studying English

We asked the 501 respondents who had not learned English about their experiences with the language and what might
encourage them to learn the language in the future.
Why haven’t you learned English?
It is too expensive
I do not have the time
There was no access to government-funded programmes
I am not good at learning languages
It wasn’t taught during primary school
It wasn’t taught during secondary school
I do not travel to English-speaking countries
Nobody in my family speaks English
I do not need English for my job
I do not want to learn English
0% 10% 20% 30% 40% 50%

Survey respondents could choose multiple answers. The most significant reasons for not learning English were related
closely to cost and access: almost half of respondents (47%) reported that English language learning was too expensive,
while almost a third (32%) said that they had no time and more than a quarter (26%) cited the lack of access to government-
funded programmes. In addition, one in five respondents had not learned because they felt they were not good at learning
languages, while other shares attributed this to the lack of English teaching in primary (17%) or secondary (16%) school.
Small but significant shares had not learned because they did not want to (7%) or because English was not necessary for
employment (3%).
As such, the majority of non-learners would like to study English or feel that they need to study English for work but also feel
that they cannot do so as they lack the money, time or access to government-funded programmes.
44
English in Peru
What could motivate you to start learning English?
Non-learners were asked what could incentivise them to start learning English.
To improve my employment prospects
To travel abroad
To improve my quality of life
If I was offered free English classes
To improve my social status
To enjoy films, television programmes and music in English
To take an online qualification
To find more information online
To emigrate
To make more friends
To take part in a government programme
To engage in social media
If more of my family and friends studied English
Because of the 2016 Summer Olympic in Brazil
Because of the 2014 FIFA World Cup in Brazil
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Respondents indicated overwhelming that the strongest motivator to learn English would be to improve employment
prospects (81%). However, almost half of the respondents would study English if it enabled them to travel abroad (49%) and
other large shares would also be motivated by more personal factors such as improving quality of life (35%) or social status
(22%). Smaller motivating factors were to enjoy films, television programmes and music in English (15%), to take a course
online (15%) and to find more information online (15%), while factors such as major international events within the region
were given little importance. Interestingly, while 26 per cent of respondents attributed their non-learner status to a lack of
government-funded courses, a third (33%) would be motivated to study if such courses were available. This underlines the
finding that cost is a major barrier to access; however, the time element is also a factor not to be overlooked.
45
English in Peru
Views of learning English
Both English learners and non-learners were asked their views on learning English. Respondents could choose the one view
that they most identified with.
It is a skill I need for greater employability English learners
I want to learn American English Non-learners
It is a good skill to know for making friends and traveling
I could not afford to take courses to learn English properly
I want to learn British English
I was not given enough opportunity to learn it
I studied it because I had to at school
I have no desire to improve my English any further
0% 10% 20% 30% 40% 50% 60% 70%

The views of non-learners largely matched those of English learners: the largest share of each group felt that English was a
necessary skill for employability (61% and 49%, respectively). Both groups also felt a slight preference for learning American
English over British English, but English learners were much more likely to recognise the importance of English for travelling
and making friends (5% of non-leaners versus 12% of English learners). Very few English learners (1%) and non-learners (1%)
had no desire to improve their English, and similarly small shares (2% each) had only studied the language because they had
to in school. As expected, non-learners were more likely to feel that they were not given enough opportunity to learn English
(7%) than English learners (3%).
The results highlight the findings above that Peruvians believe that English is essentially a skill for enhancing employability,
and this belief is particularly strong among those that have not studied English, potentially reflecting the higher salaries often
earned by English learners, who also tend to have a higher level of education overall.
46
English in Peru
Value of learning English
All respondents were asked to reflect on the value they placed on learning English. Respondents could select the one view
they most identified with.
I can communicate with more people English learners
Non-learners
I can get a better job
I can access better education
I can access the Internet and global media
I can raise my social status
I can travel
English is not valuable to me
0% 10% 20% 30% 40% 50%

As with their views on English, both learners and non-learners placed the most value on English as a skill for enhanced
employability (46% and 31%, respectively). English learners were much more likely than non-learners to value English
as a communication tool (31% versus 19%); this may highlight the increased awareness of opportunities for intercultural
interaction that comes from having learned another language. Both groups held similar views on the value of English for
education (20% of learners and 19% of non-learners). Other values attributed to English were much less significant, and,
importantly, less than one per cent of English learners and two per cent of non-learners associated English primarily with
having no personal value.
The findings highlight that the desire to learn English is widespread and is closely linked with employability and other factors
associated with increased quality of life, such as education, travel and status.
47
English in Peru
Employer demand for English
We surveyed 137 employers from different industries to better understand the relationship between employers, employment
and English language acquisition.
Management profile
The individuals who participated in the survey were employed at the managerial or executive level, meaning that they had
attained high employment status that others often aspire to. Over 75 per cent of respondents worked in management, either
as managing directors or in general management or human resources.
Basic
14%
Proficient
Fluent
39%
47%
All respondents were fluent in Spanish, but the majority (82%) also had English language skills. Of the respondents who
reported having English skills, 14 per cent described them as fluent and 47 per cent, as proficient. Almost a third (31%)
described their English skills as basic, indicating that strong English language proficiency is not yet a requirement among
managerial staff.
48
English in Peru
Received lessons at school, college or university
Used face-to-face courses in a language school
Learned through a book, CD, or tape
Online training programme or e-learning course
Had home tutoring
Self-taught
Taught by parent(s)
Took a company-sponsored course
Other
0% 20% 40% 60% 80% 100%
The vast majority of the respondents who had learned English did so at school, college or university (86%). However, more
than a third (39%) had attended face-to-face lessons at a language school and more than one in ten had learned through a
book, CD or tape (12%). A further 8 per cent had used online training programmes or e-learning courses, while four per cent
had been tutored at home.
Employer analysis
Most of the companies represented in the survey were based in Lima (78%), but there was also representation from Arequipa
(8%), Cuzco (5%) and Huancayo (3%), while the remainder came from small towns in rural areas. The companies represented
a good range of sizes: 51 per cent employed fewer than 50 people, while 17 per cent had 50-100 employees, 18 per cent
had 100-249 employees and 14 per cent had more than 250 employees.
NUMBER OF
INDUSTRY
RESPONDENTS
Hospitality/entertainment/restaurants 41
Distribution/logistics/transport/wholesale 19
Professional services (e.g. law, accounting, architecture, recruitment etc.) 14
Utilities/energy 10
Agriculture/mining 9
Other 8
Non-food manufacturing/engineering/processing/packaging 6
Retail 6
Food manufacturing/processing/food services/catering 5
IT/software/telecommunications/electronics 5
Financial services/investment/real estate/insurance 4
Health-care/medical/pharmaceutical 4
Education/language training 3
Marketing/market research 2
Advertising / design / media 1
The companies represented a wide range of industries, allowing inter-industry comparisons. The most common industry was
hospitality, entertainment and restaurants, with 30 per cent of respondents. Also well represented were distribution, logistics,
transport and wholesale (14%) and professional services (10%).
49
English in Peru
Languages used internally
Health-care/medical/pharmaceutical
English
Education/language training
German
Professional services (e.g. law, accounting, architecture, recruitment etc.)
Portugese
IT /software/telecommunications/electronics
Russian
Distribution/logistics/transport/wholesale
Spanish
Hospitality/entertainment/restaurants
Non-food manufacturing/engineering/processing/packaging
Advertising/design/media
Agriculture/mining
Financial services/investment/real estate/insurance
Food manufacturing/processing/food services/catering
Marketing/market research
Other
Retail
Utilities/energy
0% 20% 40% 60% 80% 100%

To better understand the role of English in industry in Peru, we asked respondents what language was generally used
internally in their company. The most common language used internally was Spanish, but there were also some companies
that predominantly used English internally: industries where companies were more likely to speak English internally included
health-care, medical and pharmaceutical, professional services and education and language training.
50
English in Peru
Languages used externally

Other English
Utilities/energy
French
Retail
German
Agriculture/mining
Italian
Mandarin Chinese
Portugese
IT/software/telecommunications/electronics
Distribution/logistics/transport/wholesale Spanish
Healthcare/medical/pharmaceutical
0% 20% 40% 60% 80% 100%

Respondents also reported the languages used externally by their company. Companies were more likely to use
English as the main language externally (55%) than internally (12%). The industries that were most likely to use English
externally included utilities and energy, retail, non-food manufacturing, engineering, processing and packaging, hospitality,
entertainment and restaurants, and agriculture and mining.
We then asked respondents to assess the percentages of managerial and non-managerial staff in their organisations that
were proficient in English.
51
English in Peru
Percentage of employees proficient in English

80
Management/director/C-level
70
Below management/director/C-level
60
50
40
30
20
10
0
Less 5-10% 11-20% 21-30% 31-40% 41-50% 51-70% Above
than 5% 70%
The results indicated that English proficiency is low overall among employees in Peruvian companies. The largest share of
respondents (38%) reported that less than five per cent of non-managerial staff were proficient in English, while a further 15
per cent reported that just 5-10 per cent of non-managerial staff were proficient in English. Generally, employers reported
higher English proficiency among managerial staff: the largest share of respondents (22%) indicated that more than 70 per
cent of managerial staff were proficient in English.
52
English in Peru
Percentage of employees proficient in English by industry

Less than 30% of staff members are proficient
Agriculture/mining
More than 30% of staff members are proficient
Distribution/logistics/transport/wholesale
Healthcare/medical/pharmaceutical
IT/software/telecommunications/electronics
Other
Retail
Utilities/energy
0% 20% 40% 60% 80% 100%
The industries that employed a higher proportion of staff with good English proficiency included utilities and energy,
hospitality, entertainment and restaurants, education and language training, agriculture and mining, and health-care,
medical and pharmaceutical. In some of these industries, a higher level of English may be expected as the work involves
communicating with foreigners, including tourists, foreign investors and multinational companies. The results for utilities and
energy and agriculture and mining reflect the growing need for English in these sectors: these industries showed a high level
of English proficiency among employees as well as relatively high use of English for external purposes. While few managers
reported English proficiency among staff in the retail sector, this industry had a high proportion of respondents stating that
English was used externally. This may reflect the more frequent use of English externally among high-level and managerial
staff in this sector as well as a potential unmet demand for English skills among other employees.
Top industries that offer English training and development
Education/language training 67%

Financial services/investment/real estate/insurance 50%
Health-care/medical/pharmaceutical 50%
Distribution/logistics/transport/wholesale 26%
Food manufacturing/processing/food services/catering 25%
Hospitality/entertainment/restaurants 17%
Non-food manufacturing/engineering/processing/packaging 17%
Agriculture/mining 11%
We asked respondents whether their companies offered in-house professional English language training or development.
Only 17 per cent of respondents indicated that they offered English language training. The industries that were most likely
to offer English language training included education and language training (67% of respondents), financial services,
investment, real estate and insurance (50%) and health-care, medical and pharmaceutical (50%). Interestingly, just 17 per
cent of respondents in the hospitality, entertainment and restaurants sector offered English language training, while no
respondents in the utilities and energy sector did so. The most common methods of delivering English language training were
internal training, offering financial support for training, or partnerships with external English training companies.
53
English in Peru
Employers’ views
We asked respondents their personal views (as opposed to general company views) on the main reasons for Peruvians to
want to learn English. Respondents could choose up to three responses.
To improve employment prospects
Self-motivated
To travel
Requirement from employers
To increase opportunities to study overseas
To gain social standing
It was mandatory in school
Parental influence
Looking to continue with higher/further education locally
Government promotion of English programmes
The prevalence of e-learning options
Other
To participate in social media
To be able to access more material on the Internet
Low cost of learning English
Local media promotes English language learning
Government-funded programmes
0% 10% 20% 30% 40% 50% 60% 70%
The view reported the most often was that Peruvians learned English to improve their employment prospects (68%). This
mirrors the findings of our general population survey. A large share of employers (42%) believed that Peruvians learned
English for personal motivations, while further large shares reported that English language learning was motivated by the
opportunity to travel (37%) or by employer requirements (36%). These findings reiterate the importance of learning English
for personal reasons, such as travel and self-improvement, as well as for employment.
54
English in Peru
To further understand these relationships, respondents were presented with a series of statements on how essential English
is.
It is an essential skill for management/director C-level staff Strongly agree
Somewhat agree
It is essential for the growth and progress of my country Neither agree nor disagree
Somewhat disagree
It is essential for the growth and progress of my organisation
Strongly disagree
It is important to me in my job
It is important to me in my personal life
It is an essential skill for non-management/director C-level staff
0% 20% 40% 60% 80% 100%
These findings illustrate some key differences in the perceptions of English acquisition in Peru. The statement that
received the most support was that English is an essential skill for managerial staff (78% of respondents strongly agreed).
By comparison, just 38 per cent of respondents agreed strongly that English was essential for non-managerial staff. This
highlights that managers have very different expectations of their staff in terms of English skills; however, it also highlights the
importance of English as a gatekeeper for high-level employment, and that managers may be looking increasingly to improve
their English skills in the future (18% of management-level respondents had no English skills and 26% reported their skills
as ‘basic’). There was also a lot of agreement on the importance of English for national growth and progress: 77 per cent of
respondents strongly agreed with this statement, and no respondents strongly disagreed with it. Respondents also largely
agreed that English plays an important role in their jobs and personal lives as well as in company growth.
40
35
30
25
20
15
10
5
0
1 2 3 4 5 6 7 8 9 10
We asked employers to rate the importance of English knowledge on a scale from one (not important) to ten (essential).
The largest shares of respondents, by a long measure, rated English as ‘very important’ (8) or ‘essential’ (10), and very few
employers (4%) rated English as ‘not important’ (1).
55
English in Peru
To better understand why employers place value on the English language, we asked survey respondents to explain why
they thought English was or was not essential. The above word cloud is representative of the answers received: the size of
a word signifies how frequently respondents used it in their answers. The words that were most prominent, besides ‘English’,
were ‘important’, ‘company’, ‘language’, ‘better’, ‘customers’, ‘foreign’ and ‘business’. This supports our management-level
survey results and underlines the high level of importance given to English as a tool for developing and maintaining business
relationships and attracting investment from foreign companies.
56
English in Peru
Factors affecting English language

learning
There is high demand for English language learning in Peru, and people are aware of the benefits of learning the language.
Demand is driven by a number of factors, including enhanced employment prospects, the ability to communicate with more
people, access to a wider range of information sources and the opportunity to pursue a better education.
To make English accessible in Peru, the government needs to support the creation of high-quality, low-cost provision, which
it aims to do through the development of the public education system. The biggest barriers to learning English include
geographical location, poverty, parental education level and gender. Most importantly, however, it is where these inequalities
intersect that children become most disadvantaged in terms of school access, progression and outcomes.
Income inequality
Our survey results indicate that there is a significant correlation between income and English language learning, and that
cost, together with a lack of time and access to government-funded programmes, is the biggest reason for not having
learned English.
Rising disposable income and increased government spending on social programmes have meant that Peru’s middle class
is expanding, growing by 16.7 per cent between 2008 and 2013 to 1.9 million households. However, the majority of the
population still belongs to the lowest socio-economic groups: groups E and D represented 45.3 per cent and 26.3 per cent of
the population aged over 15, respectively, in 2013. As such, income inequality is high, and there are stark contrasts between
the spending patterns of rich and poor households: in 2013, the richest ten per cent of households accounted for 50 per
cent of all spending on education.25
Having disposable income increases the ability to afford highly desirable English language classes as well as private
education, where teaching quality, resources, facilities and learning outcomes are better. As such, low-income households
largely rely on the public education system, which lacks the funding for adequate infrastructure and resources, including
qualified teachers. Teachers often cannot afford to obtain mandatory English language qualifications owing to the high cost.
To address this access gap, current government policy is focussing on English language learning in public schools.
English is becoming increasingly necessary in Peru, and parents encourage their children to learn a foreign language, English
in particular, in order for them to increase their education and employment prospects. Perceptions of enhanced employability,
including access to management-level positions, drive the upper and middle socio-economic groups to learn English, but
there is also a link with cultural appreciation, including films, music and online media. People who lack pathways to quality
education are less likely to see English as a vital tool for communication, and their education and employment aspirations, in
terms of gaining managerial roles or university places where English is required, may be lower. Low-income groups are more
likely to prioritise spending on food, transportation and other necessities over learning English.
The significance of socio-economics is reflected in Peru’s poor PISA results, which were reinforced by the country’s own
national assessment of reading and mathematics skills. These assessments highlighted general inadequacies in reading and
mathematics proficiency; however, outcomes were by far the lowest for children from rural, indigenous communities, and the
PISA results show that students’ socio-economic characteristics have a much greater effect on learning gaps in Peru than in
other countries, even when low-income students attend the same schools as their richer counterparts.26
Consumer spending accounts for 32 per cent of total expenditure on primary education and 33 per cent of secondary
spending. Household expenditure varies significantly with poverty incidence, geographical location and economic status.
Parents are also more likely to spend on education in parts of the country where public expenditure is also high, and public
expenditure is lower in areas where poverty rates are high. This highlights the deep-rooted inequalities in the education
system.
25
Euromonitor
26
“Project Appraisal Document On A Proposed Loan In The Amount Of US$25 Million To The Republic Of Peru For A Basic Education Project.” World Bank. 14 Dec 2014. Retrieved at
http://documents.worldbank.org/curated/en/2012/12/17124697/peru-basic-education-project.
57
English in Peru
The World Bank identifies Peru as having one of the least affordable tertiary education systems in Latin America compared
with high-income countries, and while this finding is based largely on responses from private universities, high tuition fees
and living costs and a lack financial assistance are significant barriers to higher education for many.27 While accessibility is
not necessarily correlated with affordability, accessibility is also reported to be low in Peru. As English language learning
opportunities may increase during or in preparation for higher education, barriers to tertiary study for lower-income groups
may be a further determinant of English language learning.
Multicultural population
Peru’s multiethnic, multilingual population has been a key influencing factor in the drive for inclusive education. While
commitment to intercultural education is high and progress has been made, it is not yet a reality. While recognising and
catering for linguistic diversity is important, there are sizeable achievement gaps between the Spanish-speaking majority and
groups that speak minority languages. Socio-economic inequalities are related to ethnicity as well as to geographical location,
meaning that these factors also influence access to language learning.
Many indigenous groups want the same opportunities and access but at the same time want to preserve their own culture. To
improve communication and learning, it is advantageous for teachers to originate from the local community; however, these
teachers are in short supply. As a result, minority groups often don’t have the same level of access to language learning and
other educational opportunities. Critics of inclusive programmes for indigenous communities report that these programmes
are not methodical enough and push children to run before they can walk: it is necessary to address basic problems and
provide a solid knowledge foundation before promoting ‘non-essentials’ such as English language learning and study abroad,
which may be alien for children who in some cases do not even speak Spanish.
Geography
Peru has a diverse landscape that is typically broken down into three regions: the costa (coast) to the west, which is a narrow
plain, largely arid except for valleys created by seasonal rivers; the sierra (highlands), which is the Andean region and includes
the Altiplano plateau as well as the country’s highest peak, Huascarán, at 6,768m; and the selva (jungle), which is a wide
expanse of flat terrain covered by the Amazon rainforest, which covers almost 60 per cent of the country. These regions are
home to diverse ethnic groups, many of which speak various languages and dialects. The Amerindians that live in the Andean
highlands speak languages such as Quechua and Aymara and are ethnically distinct from the various indigenous groups that
live on the eastern side of the Andes and in the tropical lowlands adjacent to the Amazon basin. Peru’s distinct geographical
regions reflect a language divide, with Spanish predominating in the coastal region and more diverse, traditional languages
prevailing in the mountains and highlands. East of the Andes, some indigenous groups retain their traditional languages while
others have almost completely adopted Spanish. There has been an increasing and organised effort to teach Quechua in
public schools in areas where Quechua is spoken.
There are further divides between urban, rural, remote-urban and remote-rural regions, many of which have seen long
periods of neglect in terms of public attention and funding. Private schools tend to be clustered in urban areas, and non-
local teachers may not be well received in some parts of the country. Peru’s geographical extremes mean that some parts of
the country are remote and largely inaccessible. Students may choose to live in towns and cities close to the jungle or the
mountains or move to coastal cities to gain better access to urban amenities. The remoteness of many areas and isolation of
some communities means that it is difficult for non-urban students to practise English within or outside the home, presenting
further obstacles to language learning and acquisition.
Various NGOs are active in different parts of the country, including Enseña Peru, which is part of the Teach For All network
and recently launched a programme that brings together young graduates with good English skills and international
certification to teach in underprivileged areas of the country. These graduates are salaried and work for up to two years.
27
Murakami, Yuki, and Andreas Blom. “Accessibility and affordability of tertiary education in Brazil, Colombia, Mexico and Peru within a global context.” World Bank Policy Research Working
Paper Series. 2008.
58
English in Peru
English reforms
Historical reforms and laws have had limited effect in Peru, owing to poor implementation or funding and frequent changes in
leadership. The current government has made and continues to make significant investments in public education to enhance
access to English language learning and aims to create an English/Spanish bilingual state by 2021.
The government is developing grants and scholarships to send teachers abroad in order to improve English language skills,
including fluency and vocabulary. It has also signed agreements with the British government and US institutions to send
public English teachers abroad for three weeks of English language and methodology training. Foreign English teachers
are also being invited to teach and train in Peru. In another development, a partnership with the Euroidiomas Institute has
resulted in 4,000 teachers being trained nationwide, including via an online training platform.
In 2015, MINEDU promised to increase the number of hours dedicated to English language learning from two to five per
week in the public sector, with the aim of providing more time for practising, role playing and speaking. This change will
initially be implemented in 1,000 schools but should expand over time to cover all schools. Another initiative should see the
development of scholarships for children from disadvantaged backgrounds to attend high-performance schools, where at
least ten hours of English tuition will be provided each week. The government is also working to make more online learning
opportunities available for those in rural areas or who have less time for language learning.
Initial plans to introduce English in primary schools have been met with concern by proponents of inclusive education, who
fear that this will overburden schools in indigenous communities. Similarly, others fear that the reforms are generally too
short-sighted and divert the focus from the vital task of ensuring quality education and raising numeracy and literacy overall.
Other challenges for the new reforms include bureaucracy, corruption, nepotism and a lack of supervision.
Teacher training
MINEDU’s greatest challenge is training English teachers. The government has prioritised this area and is addressing it in part
through partnerships with UK and US universities. There is a shortage of English teachers, and this shortage can be expected
to increase if English is made mandatory from primary level. Teachers need to be trained not only in new tuition methods but
also in how to incorporate them successfully into the reform initiatives. Currently, many teachers work as English language
educators without having the appropriate qualifications. Teacher training can also be improved by enhancing university-level
curriculums.
Teacher salaries are low and are often a driver of strikes. Low pay requires teachers to supplement their income with
other teaching and non-teaching jobs, meaning that they only fulfil the minimum requirements of their teaching roles. The
government has opposed salary increases owing to the significant impact that this would have on the education budget. Low
salaries have reduced the appeal of the teaching profession and teaching often attracts low-quality candidates, perpetuating
the cycle of inadequately trained teachers teaching future generations. Efforts are being made to break this cycle, and the
government is working to revive and transform the image of the teaching profession.
59
English in Peru
Technology
English language learning both enables and is facilitated by interaction with technology, and many acknowledge the link
between the two. Technology allows access to films, music, gaming and social media, which our survey results showed were
essential means of improving English language skills. Cities located close to the jungle and in the mountains are beginning to
connect globally through fibre-optic broadband, although issues such as electrical storms can cause problems with Internet
connectivity in these areas, particularly in winter.
Technology has only recently begun to play a bigger role in education in Peru. Since 1996, a number of small-scale
independent programmes, mainly targeting secondary schools, have been implemented. These programmes typically
involved funding for ICT equipment but required investment from participating schools, excluding those that lacked
resources. In 2001, a new ICT-related education programme, Huascaran, was implemented. This became one of the most
publicised initiatives of the newly elected government. It was devoted to learning ICT skills; however, increased ICT access did
not necessarily translate into greater use of ICTs in subjects such as maths and languages. Between March and June 2004,
350 secondary schools were selected to receive an ICT package that included electrical infrastructure, ten computers and
network installation; this scheme was funded by a loan from the Inter-American Development Bank (IDB). The One Laptop
Per Child (OLPC) programme has been rolled out almost completely in Peru. A test deployment in 2007 was followed by a
massive deployment of 800,000 devices in 2010, and today, more than one million OLPC computers have been distributed to
children in Peru. The impact of this project on education quality is under debate.
In its latest reform, MINEDU aims to introduce blended learning software in the first 1,000 secondary schools identified for
early implementation. There have been increased efforts to make more tuition available online, including providing English
courses online, in order to reach a wider audience. While many are used to traditional methods of language learning (just 8%
of the managers surveyed had used e-learning to study English), others find it difficult to come to classes, either because
of distance or a lack of time. Digital English language learning platforms enable students to register for and access different
courses and tutors online. Some private schools already offer in-house online training services for businesses that allow
employees to study English in the workplace, and people who work in remote areas in particular, such as in the mining sector,
are starting to see the value of e-learning. Another current project aims to provide Portuguese lessons online through a local
university, targeting 500 students initially and expanding to around 10,000 students in the future.
Data collection
Data collection has not been consistently prioritised in Peru, reflecting frequent changes in leadership and policy. National
statistics are often not available, making assessment and benchmarking a challenge. There are limited national education
statistics, and a school census contains incomplete and undeclared data and covers higher education but not university-level
education. Official data that has been computerised is difficult to collect in rural areas. MINEDU’s Quality Measurement Unit
has some of the best available data and conducts census evaluations of numeracy and literacy. Data collection and testing
have been further inhibited by a MINEDU law enacted in 2014 that states that students cannot be evaluated for entrance
purposes.
60
English in Peru
Economic development
Peru’s abundant natural resources have fuelled a healthy mining sector that has attracted foreign investment, and Peru’s
appeal is increased further by its low wages compared to regional neighbours. In 2013, foreign direct investment (FDI)
amounted to five per cent of GDP, slightly higher than the Latin American average of 4.8 per cent. Supported by buoyant
investment, the economy is expected to grow by 5-5.5 per cent annually over the coming years. Productivity is low,
stemming from the existence of highly labour-intensive manufacturing industries. The energy, mining, oil and retail sectors are
major industries with links to English-speaking partners and providers, including the US, South Africa, Australia and Canada,
and Peruvians with good English skills are in high demand in these areas.
However, skilled labour is in short supply and limitations in educational attainment could hinder economic progress in the
long run, as could a lack of innovation capacity and the presence of a large informal sector. While international companies
tend to have the means and motivation to provide English training for employees, local businesses continue to struggle
to accept the need for English and are resistant to the idea of English training as they see it as an expense instead of an
investment. Despite significant progress in key areas, Peru’s small English-speaking workforce limits its ability to tap into
lucrative global markets.
MINEDU is receiving input from different government sectors as it formulates its latest education reforms, including the
Ministry of Commerce and Tourism, which aims to develop language skills that will help promote the growth of tourism. The
number of travellers to Peru has increased from one million to three million tourists per year, meaning that there is more
exposure to the English language than ever before, and it is becoming more advantageous for locals to speak English in
the popular cities of Arequipa, Cuzco and Lima. As Lima evolves as a regional and international centre, its business services
sector is expanding rapidly. Between 2007 and 2012, employment in this sector grew by 14 per cent; IT-related and business
process outsourcing services have been among the biggest growers, albeit from a low base. Some of the major call centres in
Lima include Atento, Fortel, Aegis and Transcom. This sector benefits from Peru’s robust technology infrastructure and native
Spanish speakers, although it is also prevented from moving into new markets by a lack of English speakers.
Employment by industry: 2013
0.9%
Wholesale and retail trade; repair of motor vehicles, motorcycles, personal and household goods; hotels and restaurants
Transport, storage and communications

22.7%
29.3%
Mining and quarrying
Manufacturing
6.2%
0.2% Financial intermediation; real estate, renting and business activities
12.5% 9.2%
Electricity, gas and water supply
18.3%
0.7% Construction
Public administration and defence; education; health; community, social and personal service activities; other activities
Agriculture, hunting, forestry and fishing
Source: Euromonitor
61
English in Peru
Employability
The results of our general and employer surveys show that English proficiency is widely seen as a means of enhancing
employment prospects. Securing a better job was third main reason why English learners had learned English, and getting
a better job was the top motivator for non-learners to learn English. These views were seconded by employers, who agreed
strongly that English was necessary for managerial jobs and national growth as well as in their personal lives. As such, English
can be seen as a gatekeeper for high-level employment and an increasingly important skill when going for a job. We also
found that while 39 per cent of Peruvians learned English to improve their employability, just nine per cent learned it because
it was necessary for their job. From this we can infer that Peruvians take a proactive or pre-emptive approach to English as a
job-related skill.
While in-house training exists, just 17 per cent of the companies we surveyed offered English language training. In the past,
businesses required certification as proof of English proficiency. Today, however, prospective employees are more likely to
be required to demonstrate their skills, sometimes to the point of conducting interviews in English. Job sites and newspapers
frequently advertise positions at multinational companies where English skills are required, publicising the demand, whether
real or imagined, for English language skills.
English language skills are increasingly important for the government as it looks to maximise labour market productivity as
the population ages. It is important to ensure that those entering a very competitive job market have access to high-quality
education that will equip them with the skills needed to succeed.
International experience
While a wide range of scholarships and opportunities for studying abroad is available to Peruvians, access to such
programmes increases with English language skills: prospective students that can fulfil international testing requirements and
competently complete international scholarship or college applications are more likely to be successful.
The number of students taking Cambridge exams through private providers has tripled in recent years, and student mobility
is growing, particularly at postgraduate level. There are many incentives associated with scholarships, and the benefits are
being promoted from an academic perspective through scholarships such as those offered by the Fulbright Commission.
Private educational institutes such as ICPNA also offer scholarships for their best students.
MINEDU offers scholarships, such as BECA18, which is awarded to low-income, high-achieving secondary students to pursue
undergraduate education. This programme has been awarded ISO 9001: 2008 certification by the International Organisation
for Standardisation, reflecting the high degree of transparency in its solicitation, selection and award procedures at the
national level. BECA18 students are bound to return home from three years upon completion of their studies.
Only 15 per cent of Peruvian students who study abroad study in countries where Spanish is not the medium of instruction.
As such, Peruvians with English skills have a greater opportunity to secure PRONABEC scholarships, which include access
to fully funded programmes at the world’s top 400 universities for high-achieving students. The President’s Scholarship
Programme currently provides support of up to US$40,000 for 1,004 high-achieving undergraduate and postgraduate
students, who are monitored to ensure standards are maintained. A new English language programme and scholarship fund
for non-English-speakers features an 18-month intensive English programme that aims to raise students’ skills to a level that
will enable them to complete international master’s degree programmes; 700 places are available for undergraduates that
have completed their studies, and there are quotas for different regions.
62
English in Peru
Opportunities
In recent years, Peru has seen rapid economic development, and the government is now channelling significant resources
into a new English language reform that aims to ensure universal access to English language learning. Barriers to uptake
currently include Peru’s unique multicultural and linguistic make-up as well as a historical lack of consistency in education
reforms, which has allowed education inequalities to persist. These issues are being addressed by the government. An
awareness of the issues, barriers, gaps and opportunities in this market may be advantageous for market observers, and we
summarise these points below:
• technology has been lauded as an integral part of English and general education reform, but issues remain
regarding the viability and effectiveness of online programming
• there is a shortage of English teachers, and those who are certified generally need further language and
methodology training to meet the aims of current reforms, including increasing English language teaching
hours in schools
• English is mandatory at secondary level even in areas where Spanish is not the first language, potentially
overburdening already vulnerable communities
• scholarships are widely available to Peruvian students, but many cannot take advantage of them as they lack
or fail to perform in international English qualifications; as such, demand for exam preparation is increasing
• certain industries, including ICT and tourism, are growing and are in need of English language speakers
63
English in Peru
Conclusion
English is widely accepted as a language of business in Peru, and the government aims to improve proficiency so that
domestic businesses can flourish and economic growth can continue. Improving the skills of the workforce is particularly
important as the population ages. Historically, the approach towards education and English language reform has been highly
fragmented, reflecting frequent and dramatic political changes. However, in recent years momentum has increased and Peru
has now set a goal of bilingualism in Spanish and English by 2021.
The current language reform aims to provide quality provision at low cost through the public education system. By forging
partnerships with foreign governments, universities and international organisations, Peru aims to boost English language
teacher training by introducing innovative teaching methods and materials. The government is also partnering with foreign
institutions to send Peruvian teachers overseas for training as well as to attract native English teachers to Peru. The country
has a shortage of English teachers, and this shortage will become more acute as the government looks to increase the
number of required English language instruction hours per week in secondary schools. The government is hoping to
incentivise potential new teachers and transform the image of the teaching profession, although issues such as large class
sizes, under-resourced schools and low salaries will need to be addressed. The government is also working with other
ministries to ensure that English language education meets the needs of high-demand industries such as business, commerce
and tourism.
The new policy of English language learning will run alongside programmes designed to preserve culture and language in
indigenous communities, which have often achieved or are working towards bilingualism in a mother tongue and Spanish.
There is a sizeable gap in education attainment between the large Spanish-speaking majority and minority linguistic and
ethnic groups, often with a geographical dimension. The issue of inclusive, intercultural education is prominent and means
that attitudes towards English vary.
Among the biggest barriers to English language learning is income inequality: cost is often cited as a major deterrent to
studying English, as is limited access to government-funded programmes. While the wealthy and the growing middle class
may be able to afford English language classes and private schools, where quality and outcomes are better, low-income
students are largely reliant on the public system, particularly in rural areas. Our survey results show that interest in English
among the general population and employers is high overall, and English is often associated with increased employability, as
well as improved quality of life and access to education opportunities. However, without a solid education foundation, low-
income population segments are less likely to see English as a valuable tool for communication, particularly as they often
have to prioritise necessities such as food and transport. Poor and highly unequal PISA results indicate that there is an urgent
need to address the education challenges faced by the country’s underprivileged students, particularly in rural, indigenous
communities.
English language learning is likely to continue to underscore Peru’s goal of improving its position in the global economy. The
country hopes to further exploit its abundant natural resources through its robust mining sector and comparatively cheap
labour, thus attracting considerable foreign investment. However, a lack of innovation capacity, a large, labour-intensive
manufacturing industry and the continued presence of a significant informal sector are contributing to low productivity. Areas
such as tourism and business services have been identified as high-potential growth sectors, but skilled labour, including
workers with strong English skills, is in short supply. It is hoped that English language levels will increase as reforms are
implemented and the trend for overseas study, particularly at postgraduate level, strengthens. Similarly, English language
learning through technology is seen as a potential means of reaching the communities most in need of socio-economic gains.
64

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Education

EDUCATION MACRO ANALYSIS 9

GOVERNMENT POLICY FOR ENGLISH LANGUAGE LEARNING 23

ENGLISH LANGUAGE LEARNING ANALYSIS 26

ENGLISH LEARNING MOTIVATIONS 32

EMPLOYER DEMAND FOR ENGLISH 48

FACTORS AFFECTING ENGLISH LANGUAGE LEARNING 57

Desk research and secondary data collection

Quantitative primary data collection

• an online survey of 1,002 people from the general population, most of

• an online survey of 137 Peruvian employers varying in size from 10 to over

Qualitative primary data collection, in-depth

• English Specialist, Department of Secondary Education, Ministry of Education

• Deputy Minister of Pedagogy, MINEDU, Lima

• Director of Basic Education, MINEDU, Lima

• Director of Secondary Education, MINEDU, Lima

• Cabinet Advisor, MINEDU, Lima

• Director of High-performance Schools, MINEDU, Lima

• Director of Higher Education Pedagogy, MINEDU, Lima

• Director of Higher, Technical and Professional Education, MINEDU, Lima

• Director of Intercultural, Rural and Bilingual Education, MINEDU, Lima

• Director, National Education Scholarship Programme (PRONABEC), Lima

• Director, Regional English Language Office (RELO), US Embassy, Lima

• Director, Regional English Language Office (RELO), Lima

• Academic Coordinator, Idiomas Católica, PUCP, Lima

• International Vice Chancellor, Universidad San Ignacio de Loyola (USIL), Lima

• Director General, Department of Languages and Bilingual Training, USIL, Lima

• Director of Academic Quality, Teaching and Curriculum, USIL, Lima

• Vice Chancellor of Research, USIL, Lima

• Education Specialist, USIL, Lima

• Research Coordinator, USIL, Lima

• Director, Centre for Research, USIL, Lima

• Academic Coordinator/Supervisor, Language Centre, Universidad Ricardo Palma,

• Academic Coordinator, Euroidiomas, Lima

• Deputy General Manager, Langrow, Lima

• Teacher Training Consultant, Camelot Language Centre, Lima

• Director, Colegio Peruano Británico, Lima

• Country Director, British Council Peru, Lima

Human resources and recruitment professionals

Education macro analysis

Education law and governance

3. to increase education budgets to cover all needs, including teacher development

4. to promote ethical practices in public education

1. Revaluation of the teaching career

2. Impact on student learning

3. Infrastructure and quality assurance

4. Manage all areas efficiently

Higher education law and governance

Enrollment in all levels

Source: INEI and authors’ calculations.

School-age population by education level

Compulsory education lasts 12 years from age 5 to age 16

Private secondary schools include:

• cooperatively managed private schools

• schools run by the Catholic Church

• schools run by other religious organisations

Public spending by function and level of government, 2004 and 2008

Source: World Bank

Teacher training initiatives