Abstract

South Korea’s quality education system rests on four pillars: (1) putting edu-cation at the center of a long-term development strategy, (2) getting the right people tobecome teachers, (3) developing these people into effective instructors, and (4) prioritizinginformation and communications technology in education. In contrast, education policiesin Peru change from government to government, official evaluations of teacher educationinstitutes do not exist, teachers do not receive regular training, and the use of technology ineducation is limited. Taking into account South Korea’s successful experience, Peru couldseek to improve its education system with initiatives to support a long-term educationpolicy, which has to include a clear plan to improve the accreditation process of teachereducation institutes, the current salaries of teachers, the training of teachers, and the use oftechnology in schools.

Keywords

South Korea’s education system, Peru’s education system, Information and communications technology in education, Program for International Student Assessment (PISA)40483_2014_19_OnlinePDF