Bibliographic citations
Sillo, A., Rebatta, A., Quispe, H. (2017). Planeamiento estratégico del sector educación de la Región Puno (primaria, secundaria y universitaria) [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/8420
Sillo, A., Rebatta, A., Quispe, H. Planeamiento estratégico del sector educación de la Región Puno (primaria, secundaria y universitaria) []. PE: Pontificia Universidad Católica del Perú; 2017. http://hdl.handle.net/20.500.12404/8420
@mastersthesis{sunedu/2655244,
title = "Planeamiento estratégico del sector educación de la Región Puno (primaria, secundaria y universitaria)",
author = "Quispe Chaiña, Hilda Yoli",
publisher = "Pontificia Universidad Católica del Perú",
year = "2017"
}
This is a strategic planning for the education sector in the Puno region, for the years 2016 to 2026 has been developed with the aim that the region can gain an education of high quality, inclusive, bilingual, decentralized and innovative in its levels, promoting the integral development of people, with equity, generating opportunities for improvement in the living conditions of Puno. This vision will be achieved when long-term objectives are achieved in four areas: (a) access and coverage, (b) performance, (c) relevance, and (d) investment. Thus they have set four goals for primary education, four for secondary education and four for higher education, covering aspects such as net enrollment rate, the PISA test results or average spending per student. The way to achieve these goals is through the implementation of strategies that have been analyzed exhaustively: (a) Develop technical-productive education in tourism and agriculture, which are the main activities of the Puno region; (b) create sustainable cultures within institutions of basic education, for afianzas concepts of agriculture, nutrition and environmental sustainability; (c) penetrate rural areas, expanding the number of institutions and teachers; (d) developing distance learning university higher institutions of the main cities of the country, (e) penetrate urban areas with early childhood education, (f) forming computer labs in basic education institutions, providing additional education services; and (g) vertically integrate backwards to directly provide Internet access in all educational venues
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