Peru
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Peru
Adult skills (Survey of Adult Skills, PIAAC, 2018)
| Survey of Adult Skills (PIAAC) | Skills Matter: Additional Results from the Survey of Adult Skills (2019) | Country Note |
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The following list displays indicators for which your selected country shows the highest and lowest values among countries.
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Completion rates
Female completion rates to bachelor's programmes, measured three years beyond the theoretical duration, were among the lowest across countries with available data. (43.5 %, rank 31/31 , 2023) Download Indicator
Male completion rates to bachelor's programmes, measured three years beyond the theoretical duration, placed Peru among the lowest values internationally. (35.9 %, rank 31/31 , 2023) Download Indicator
The completion rate of all new entrants to bachelor's programmes, measured three years beyond the theoretical end of the programme, ranked Peru among the lowest across countries. (39.9 %, rank 31/31 , 2023) Download Indicator
In Peru, the completion rate of female new entrants to bachelor's programmes in education, measured three years after the theoretical end of the programme, was among the lowest internationally. (41.4 %, rank 29/29 , 2023) Download Indicator
Dropout rates
The drop out rate of female new entrants to bachelor's programmes by the end of the theoretical duration was among the highest across countries with available data. (33.7 %, rank 3/30 , 2020) Download Indicator
The overall drop out rate of new entrants to bachelor's programmes by the end of the theoretical duration ranked Peru among the highest internationally. (34.9 %, rank 4/30 , 2020) Download Indicator
Female drop out rates to bachelor's programmes by the end of the theoretical duration plus one year were among the highest across participating countries. (40.5 %, rank 2/30 , 2021) Download Indicator
Drop out rates of all new entrants to bachelor's programmes one year beyond the theoretical duration ranked Peru among the highest across countries with available data. (41.2 %, rank 2/30 , 2021) Download Indicator
Female drop out rates to bachelor's programmes by the end of the theoretical duration plus three years placed Peru among the highest across countries. (45.4 %, rank 1/30 , 2023) Download Indicator
Male drop out rates to bachelor's programmes, measured three years beyond the theoretical duration, were among the highest internationally. (47.4 %, rank 3/30 , 2023) Download Indicator
The overall drop out rate of new entrants to bachelor's programmes by the end of the theoretical duration plus three years was among the highest across countries with available data. (46.3 %, rank 1/30 , 2023) Download Indicator
Problem solving in technology-rich environments
The percentage of adults who failed the ICT core is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (9 %, rank 3/36 , 2018) Download Indicator
The percentage of adults who had no computer experience is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (34.6 %, rank 2/36 , 2018) Download Indicator
The percentage of adults scoring below Level 1 in problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (23.6 %, rank 4/33 , 2018) Download Indicator
The percentage of adults scoring at Level 1 in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (14.2 %, rank 32/33 , 2018) Download Indicator
The percentage of adults scoring at Level 2 in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (5.4 %, rank 32/33 , 2018) Download Indicator
The percentage of adults scoring at Level 3 in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (1.2 %, rank 30/33 , 2018) Download Indicator
Skills differences between age groups
The percentage of young adults (25-34 year-olds) scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (8.9 %, rank 32/33 , 2018) Download Indicator
The percentage of older adults (55-65 year-olds) scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (1.1 %, rank 32/32 , 2018) Download Indicator
Skills differences by gender
The percentage of men scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (7 %, rank 32/33 , 2018) Download Indicator
The percentage of women scoring at Level 2 or 3 in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (6.3 %, rank 31/33 , 2018) Download Indicator
Skills differences by level of education
The percentage of adults with an upper secondary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (4.3 %, rank 32/33 , 2018) Download Indicator
The percentage of adults with tertiary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (13.7 %, rank 32/33 , 2018) Download Indicator
Skills by parents' educational attainment
The percentage of adults whose parents had not attained upper secondary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (1.6 %, rank 33/33 , 2018) Download Indicator
The percentage of adults with at least one parent with upper secondary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (9.8 %, rank 32/33 , 2018) Download Indicator
The percentage of adults with at least one parent with tertiary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (20.8 %, rank 32/33 , 2018) Download Indicator
Who the teachers are
The share of women among teaching staff in primary education is one of the smallest across OECD and partner countries with available data. (71.3 %, rank 39/43 , 2024) Download Indicator
The share of women among teaching staff in lower secondary education is one of the smallest across OECD and partner countries with available data. (46.7 %, rank 39/40 , 2024) Download Indicator
The share of women among teaching staff in upper secondary education is one of the smallest across OECD and partner countries with available data. (46.5 %, rank 41/42 , 2024) Download Indicator
The share of women among teaching staff in tertiary education is one of the smallest among OECD and partner countries with available data. (36.8 %, rank 40/41 , 2024) Download Indicator
The share of women among teaching staff is one of the smallest among OECD and partner countries with available data. (60.7 %, rank 35/39 , 2024) Download Indicator
The percentage of female teachers under 30 in lower secondary education is especially low in Peru. (42.6 %, rank 39/39 , 2024) Download Indicator
In Peru, the share of female teachers younger than 30 in tertiary education is relatively small . (44.1 %, rank 37/38 , 2024) Download Indicator
The percentage of female teachers aged 50 or more in lower secondary education is especially low in Peru. (49.7 %, rank 37/39 , 2024) Download Indicator
The percentage of female teachers aged 50 or more in tertiary education is especially low in Peru. (32.7 %, rank 35/38 , 2024) Download Indicator
In Peru, the share of short-cycle tertiary teachers aged between 30 and 49 is relatively high, compared to other countries with data available. (66.9 %, rank 2/25 , 2024) Download Indicator
In Peru, the share of short-cycle tertiary teachers older than 50 is relatively low, compared to other countries with data available. (26.1 %, rank 22/25 , 2024) Download Indicator
Teachers' salaries
In Peru, average actual salaries for pre-primary teachers aged 25-64 rank among the lowest across OECD and partner countries with available data. (29007 USD Equivalent, rank 30/30 , 2025) Download Indicator
In Peru, average actual salaries for primary teachers aged 25-64 rank among the lowest across OECD and partner countries with available data. (28767 USD Equivalent, rank 34/34 , 2025) Download Indicator
In Peru, average actual salaries for lower secondary teachers aged 25-64 rank among the lowest across OECD and partner countries with available data. (27830 USD Equivalent, rank 34/34 , 2025) Download Indicator
In Peru, average actual salaries for upper secondary teachers aged 25-64 rank among the lowest across OECD and partner countries with available data. (27830 USD Equivalent, rank 34/34 , 2025) Download Indicator
Teachers' salaries progression
The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the largest across OECD and partner countries with available data. (2.07 Ratio, rank 4/43 , 2025) Download Indicator
Starting salaries for lower secondary teachers with minimum qualifications are especially low. (22065 USD Equivalent, rank 45/47 , 2025) Download Indicator
In lower secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively high. (2.07 Ratio, rank 4/44 , 2025) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in tertiary institutions is one of the highest among OECD and partner countries with available data. (28 Ratio, rank 3/36 , 2024) Download Indicator
The number of students per teacher in primary schools is one of the highest among OECD countries and partner countries with available data. (22.2 Ratio, rank 2/43 , 2024) Download Indicator
The ratio of students to teaching staff at the lower secondary level is especially high. (20 Ratio, rank 5/39 , 2024) Download Indicator
The ratio of students to teaching staff at the upper secondary level is especially high. (20.3 Ratio, rank 5/42 , 2024) Download Indicator
In Peru, the ratio of children to contact staff in pre-primary education is one of the highest compared to other OECD and partner countries with available data. (15.5 Ratio, rank 4/26 , 2024) Download Indicator
In Peru, the number of students per teacher in general upper secondary education is one of the highest among OECD and partner countries with available data. (20.3 Ratio, rank 5/37 , 2024) Download Indicator
In Peru, the number of students per teacher in public lower secondary education is one of the largest among OECD and partner countries with available data. (20.7 Ratio, rank 5/40 , 2024) Download Indicator
The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in Peru. (18.6 Ratio, rank 4/39 , 2024) Download Indicator
In Peru, the number of students per teacher in private upper secondary education is one of the largest among OECD and partner countries with available data. (19.1 Ratio, rank 5/41 , 2024) Download Indicator
The ratio of students to teaching staff at the upper secondary level in independent private institutions is especially high in Peru. (18.4 Ratio, rank 4/28 , 2024) Download Indicator
In Peru, the number of students per teacher in all public secondary education is one of the largest among OECD and partner countries with available data. (20.8 Ratio, rank 5/41 , 2024) Download Indicator
In Peru, the number of students per teacher in private institutions at the tertiary level is one of the highest among countries with available data. (34.4 Ratio, rank 4/33 , 2024) Download Indicator
In Peru, the student-teacher ratio for bachelor's, master's, doctoral or equivalent programmes in private institutions is among the highest across participating countries. (34.4 Ratio, rank 4/29 , 2024) Download Indicator
In Peru, the ratio of children to teaching staff in early childhood educational development is one of the highest compared to other OECD and partner countries with available data. (47.4 Ratio, rank 1/23 , 2024) Download Indicator
In Peru the ratio of children to contact staff in early childhood educational development is one of the highest compared to the other OECD and partner countries with available data. (29.6 Ratio, rank 1/17 , 2024) Download Indicator
Organisation of the education system
The total compulsory instruction time for lower secondary students in Peru is one of the longest among OECD and partner countries with available data. (4856 Hours, rank 2/42 , 2024) Download Indicator
In Peru, total intended instruction time for lower secondary students is among the longest compared to other countries with available data. (4856 Hours, rank 2/34 , 2024) Download Indicator
The total compulsory instruction time for primary and lower secondary student in Peru is among the longest among OECD and partner countries with available data. (9851 Hours, rank 4/42 , 2024) Download Indicator
In Peru, total intended instruction time for primary and lower secondary students (in hours per year) is among the longest among OECD and partner countries with available data. (9851 Hours, rank 3/34 , 2024) Download Indicator
Classes are particularly small in primary schools. (14 Students, rank 38/38 , 2024) Download Indicator
Classes in public primary institutions are comparatively small in Peru. (13 Students, rank 40/40 , 2024) Download Indicator
In independent private institutions at lower secondary level, the average class size is relatively large in Peru among OECD and partner countries with available data. (23 Students, rank 4/22 , 2024) Download Indicator
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General findings
- In the 2023 Survey of Adult Skills, literacy is defined as "accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society" (Rouet et al., 2021). Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.
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- In the 2023 Survey of Adult Skills, numeracy encompasses "accessing, using, and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life" (Tout et al., 2021). The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, and at times questioned and doubted, and analysed for their relevance to the responses needed.
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- The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This involves "the capacity to achieve one’s goals in a dynamic situation in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts" (Greiff et al., 2021).
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
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Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities,
such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
for each publication.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026 in the Northern Hemisphere.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Sources Methodologies and Technical Notes of EAG 2025 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026 in the Northern Hemisphere.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Sources Methodologies and Technical Notes of EAG 2025 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.