Public Financing with Equity in Higher Education: The Case of Indigenous Peoples in Peru

Serrano U.M.; Portocarrero A.O. · Foro de Educacion (2024) · DOI: 10.14201/fde.22212

Resumen

The objective of this article is to analyze the responses of the Peruvian government over the past two decades as relates to public financing on higher education, both university and non-university, for indigenous youth. This analysis is framed within the search for equity policies with the goal of achieving a fairer society. The hermeneutic method of reviewing national and international literature was used to identify trends in indigenous higher education in the country and Latin America. Furthermore, issues, government policies, challenges, and obstacles that arose in the education of these populations were examined. The results and conclusions reveal the following. Firstly, the massification of higher education, particularly through private education, has contributed to inequality within the system, as young people from the lowest socio-economic quintiles did not have the same access to opportunities. Second, the State intervened through social policies, especially with a scholarship system aimed at vulnerable populations, including indigenous peoples. Finally, it is noted that it is not enough to secure funding for access to higher education for indigenous youth; it is also essential to implement measures that promote retention and graduation. This requires a commitment from both the State and the educational institutions.

Instituciones: Universidad Antonio Ruiz de Montoya