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Every child and adolescent learns in Peru
UNICEF Country Office
- Available in:
- Español
- English
Our Vision
By 2026, UNICEF Peru has helped the education system recover from the impact of the COVID-19 pandemic and advance towards closing educational gaps and making education more equitable and inclusive.
What we expect to achieve
- Children and adolescents, especially those in vulnerable situations (indigenous, with disabilities, Venezuelan migrants) achieve learning, successfully advance in their educational trajectory and develop transferable skills that allow them to gain autonomy and comprehensive development.
- Educational policies are consistent and sustainable, receive funding and have a clear implementation path, are developed in consultation with the educational community, including adolescents, and include periodic accountability mechanisms. These policies are supported by management teams, both in Lima and in the regions, with a territorial governance approach.
- Schools are inclusive and safe, value diversity, address gender issues, have greater pedagogical autonomy, put students at the center, offer equitable services and socioemotional support and include differentiated reinforcement and connectivity solutions adapted to their environment to take advantage of learning opportunities.
- As part of their professional and personal development, school managers and teachers continuously develop skills, transform their management and pedagogical practices, and create learning communities to accompany students and their families in their comprehensive development.
- Adolescent participation is strengthened, adolescent organizations become empowered with strong leaders and mechanisms to express themselves freely and without discrimination and participate in decision-making on issues that interest them.
- Society’s perception of students, particularly adolescents, is transformed, including on key aspects such as their role in society, gender stereotypes and norms.
How we work
We use the following strategies to achieve our vision and objectives:
- Technical support and public advocacy with the Ministry of Education to improve and refine regulations and protocols to advance key policies. These include providing support to update the Intercultural Bilingual Education Policy (EIB); implementing support systems for students with disabilities; adjusting regulations for the inclusion of migrant children; implementing the comprehensive adolescent development framework; promoting adolescent participation guidelines; implementing Comprehensive Sex Education Guidelines.
- Developing innovative experiences in selected schools in UNICEF-prioritized territories to offer scalable intervention models. This is the case of Secondary Education as a Life Experience (SEV) to support adolescents’ educational trajectories; +Diversity, the Multi-year Educational Inclusion Program for migrant children with ECW support; or +Inclusion, a pilot program to improve the inclusion of children with disabilities.
- Generating evidence and publishing studies to strengthen informed decision-making and knowledge management on UNICEF-promoted issues, for example, studies on adolescence, and the systematization of good practices on the inclusion of migrant children and refugees with disabilities.
- Supporting social and community organizations, as well as organized groups of families of priority groups (indigenous people, people with disabilities, migrants and refugees, etc.) to improve social demand for inclusive and quality education that considers the needs of children and adolescents, and to strengthen these actors’ public advocacy capacities regarding public policies and service improvements.
- Implementing public campaigns to raise awareness on key issues such as educational inclusion, comprehensive adolescent development, learning recovery and closing educational gaps. This has been essential to accelerating school reopening after prolonged COVID closures.
Learn about our resources
On #WorldRefugeeDay, migrant children and adolescents tell us how it felt to arrive at a new school in Peru.