Peru
Explore the OECD's reports or draw from a wide variety of education indicators and data to construct your own, customised country reports, highlighting the facts, developments and outcomes of your choice.



Peru
Adult skills (Survey of Adult Skills, PIAAC, 2018)
  • Adults in Peru show extremely low levels of proficiency in literacy, numeracy and problem solving in technology-rich environments compared with adults in the other countries and economies participating in the survey. More than half of Peruvian adults opted out of the problem solving assessment or could not undertake it because they failed to meet the basic ICT requirements.
  • Compared with most other participating countries and economies, the low proficiency in information processing skills is associated with high variability in scores. This is reflected in very large and above average differences in proficiency by educational attainment and parental background. Youth, those with a tertiary degree or those with at least one tertiary-educated parent score significantly higher than their counterparts.
    • | Survey of Adult Skills (PIAAC) | Skills Matter: Additional Results from the Survey of Adult Skills (2019) | Country Note |

    Select first some countries to compare, choose the charts you wish to display and customise them.

    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    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 three years after 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 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 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 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 among OECD and partner countries with available data. (68 %, rank 39/43 , 2023) 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 most rewarding among OECD and partner countries with available data. (2.07 Ratio, rank 3/42 , 2023) 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 3/42 , 2023) 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


    The data table will display up to six selected countries.
    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.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
      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.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
      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.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            
                
    
            
    
        
    
        
    
            
        
    
        
    
            
        
    

        
        
		
        
		
    
			
    
				Key
            
    
            Diagram of funding flows - Peru
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
				Key
            
    
            Country Reviews for Peru
            
    
            
    
			
    
        
    
		
              
              
              
              
              
        
    
            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. 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.
			

    
	    *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 
		Annex 3 
		of EAG 2024 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.