The purpose of this paper is to present and discuss empirical information on the educational opportunities and outcomes of indigenous speaking children as compared to their Spanish-speaking counterparts in Peru. This paper is organized as follows: after a brief introduction it presents several social and economic indicators for indigenous and Spanish-speakers in Peru. The third section presents descriptive information on diverse educational outcomes for these groups and a multivariate analysis of the determinants of achievement, decomposing the factors that predict the gap between indigenous and Spanish-speakers. The fourth section describes intercultural bilingual policies and its implementation. The final section presents some preliminary conclusions and suggestions for further research and policies.
Background paper prepared for the Education for All Global Monitoring Report 2010, Reaching the marginalized, 2010/ED/EFA/MRT/PI/11, 31 pp.
Explaining and overcoming marginalization in education: a focus on ethnic/language minorities in Peru