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Education and the State in Modern PeruSchooling Patterns

Education and the State in Modern Peru: Schooling Patterns [In this chapter I examine changes in schooling patterns within the departamento or region of Lima from the early postindependence years to 1920. Although the primary sources are sparse and sometimes vague, it is possible to establish trends in numbers of public and private schools, enrollment according to type of school, and enrollment in relationship to the school-age population. These variables express the impact of social demand for education and state intervention on schooling. These trends, in turn, were conditioned by population growth, national economic trends, local material circumstances, and patronage.1 According to some historians, the degree of “social demand” or active demand a society has for education is crucial in explaining changes in the number of schools and enrollment.2 This factor has been largely overlooked in the scholarly literature about education in Peru. Other educational historians have argued that social demand cannot be considered a sufficient cause of growing school enrollment. According to these scholars, institutional changes related to the construction of public school systems provided not only a larger educational supply, but also made schooling more accessible.3 In this chapter, I demonstrate that both demand for education and the construction of a public educational system contributed to changes in the numbers of schools and enrolled students, albeit in different moments and at distinctive paces.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Education and the State in Modern PeruSchooling Patterns

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Publisher
Palgrave Macmillan US
Copyright
© Palgrave Macmillan, a division of Nature America Inc. 2013
ISBN
978-1-349-46404-3
Pages
21 –44
DOI
10.1057/9781137333032_2
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter I examine changes in schooling patterns within the departamento or region of Lima from the early postindependence years to 1920. Although the primary sources are sparse and sometimes vague, it is possible to establish trends in numbers of public and private schools, enrollment according to type of school, and enrollment in relationship to the school-age population. These variables express the impact of social demand for education and state intervention on schooling. These trends, in turn, were conditioned by population growth, national economic trends, local material circumstances, and patronage.1 According to some historians, the degree of “social demand” or active demand a society has for education is crucial in explaining changes in the number of schools and enrollment.2 This factor has been largely overlooked in the scholarly literature about education in Peru. Other educational historians have argued that social demand cannot be considered a sufficient cause of growing school enrollment. According to these scholars, institutional changes related to the construction of public school systems provided not only a larger educational supply, but also made schooling more accessible.3 In this chapter, I demonstrate that both demand for education and the construction of a public educational system contributed to changes in the numbers of schools and enrolled students, albeit in different moments and at distinctive paces.]

Published: Nov 6, 2015

Keywords: National Government; Private School; School Enrollment; Lima Region; Social Demand

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