La educación superior en el Perú: situación actual y perspectivas
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2013
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Pontificia Universidad Católica del Perú. Departamento de Economía
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En relativamente poco tiempo la educación básica en el Perú ha conseguido cubrir, en términos de asistencia, a la mayor parte de la población en edad escolar. Más de 95 de cada 100 personas de las nuevas generaciones culmina la primaria y cerca de 85 de cada 100 culminan la secundaria. Esto último ha implicado una creciente presión sobre la educación pos-secundaria que se ha canalizado a través de la educación superior que tiene dos variantes: no-universitaria y universitaria. Según la información más reciente disponible para el conjunto de la educación superior, en el 2008 postularon a una vacante poco más de 600 mil personas y fueron admitidas poco más de la mitad. El número de postulantes de ese año excede largamente el número de egresados de 5° año de secundaria del año anterior. Esto indica que hay una demanda de educación superior no cubierta y que año tras año se ve incrementada pues el volumen de los admitidos es inferior al número de egresados de la secundaria.
Por el lado de la oferta, en el 2011 había más de un centenar de universidades en funcionamiento y algunas más en proceso de constitución. Un año antes, en el 2010, había alrededor de 1,100 instituciones de educación superior no universitaria. Si bien el número de instituciones de este tipo supera al de las universidades, en términos de matrícula, las universidades concentran la mayor de la misma. En las últimas 3 décadas, sino un poco más, el número de instituciones de educación superior ha crecido muy rápidamente pero más rápido ha crecido el sector no universitario.
Estas figuras podrían ser alentadoras pues así como la cobertura de la educación básica ha mostrado importantes logros, podríamos decir que la expansión de la cobertura en la educación superior es un resultado deseable. Sin embargo, la evidencia de algunos estudios muestra que habría un importante subempleo por calificación particularmente presente entre las personas con educación superior (Herrera 2006). Por otro lado, otros trabajos han mostrado que los retornos económicos de invertir en educación superior no solamente son bajos sino que pueden ser hasta negativos (Yamada 2006). Todo esto configura una educación superior cuya calidad en conjunto puede estar siendo puesta en tela de juicio. Una rápida mirada del marco institucional sugiere una gran debilidad para la regulación de la oferta de este nivel educativo.
In a relatively short time, basic education in Peru has covered most of the school-age population. More than 95% of new generations culminate primary and about 85% finish secondary schools. The latter has involved increasing pressure on postsecondary education has been channeled through higher education which has two variants: non-university and university. According to the latest available information for the whole of higher education, more than a half of 600 thousand people were admitted. The number of applicants far exceeds the number of graduates from secondary school. This indicates that there is a demand for higher education not covered and that year after year is increased as the volume of those admitted is less than the number of high school graduates. On the supply side, in 2011 there were over one hundred universities in operation and some more in the process of incorporation. A year earlier, in 2010, there were about 1,100 institutions of non-university higher education. Although the number of institutions of this type exceeds that of the universities in terms of enrollment, universities account for most of it. In the last 3 decades the number of higher education institutions has grown rapidly but the fastest growing non-university sector. These figures may be encouraging because of the expansion of higher education coverage. However, empirical evidence from research has shown that a significant proportion among people with higher education should be underemployed because the mismatch of the level of education and the typical qualification observed in the particular occupation (Herrera 2006). On the other hand, there are evidences also that have shown that the economic returns of investing in higher education are not only low but can be even negative (Yamada 2006). All this creates a higher education whose quality as a whole may be being put into question. A quick glance of the institutional framework suggests a major weakness for the regulation of the supply.
In a relatively short time, basic education in Peru has covered most of the school-age population. More than 95% of new generations culminate primary and about 85% finish secondary schools. The latter has involved increasing pressure on postsecondary education has been channeled through higher education which has two variants: non-university and university. According to the latest available information for the whole of higher education, more than a half of 600 thousand people were admitted. The number of applicants far exceeds the number of graduates from secondary school. This indicates that there is a demand for higher education not covered and that year after year is increased as the volume of those admitted is less than the number of high school graduates. On the supply side, in 2011 there were over one hundred universities in operation and some more in the process of incorporation. A year earlier, in 2010, there were about 1,100 institutions of non-university higher education. Although the number of institutions of this type exceeds that of the universities in terms of enrollment, universities account for most of it. In the last 3 decades the number of higher education institutions has grown rapidly but the fastest growing non-university sector. These figures may be encouraging because of the expansion of higher education coverage. However, empirical evidence from research has shown that a significant proportion among people with higher education should be underemployed because the mismatch of the level of education and the typical qualification observed in the particular occupation (Herrera 2006). On the other hand, there are evidences also that have shown that the economic returns of investing in higher education are not only low but can be even negative (Yamada 2006). All this creates a higher education whose quality as a whole may be being put into question. A quick glance of the institutional framework suggests a major weakness for the regulation of the supply.
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Educación superior--Perú, Educación universitaria--Perú
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