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thus, academic education in Virgen del Carmen and the overall character growth of the students will surely

benefit from any sort of behavior structure, for they lack that as of right now. In terms of us in the context of

the education field, implementing a system like this, although it’s still not completely complete, has greatly

refined our abilities to plan and continuously adjust in a radically different cultural context than we are used

to. This has improved our professionalism, confidence, ability to self-advocate, realistic goal-setting, behavior

management competence, Spanish language use, and so much more. Even outside of the education field, these

are skills that would allow anyone to be more capable in their professional futures.

LITERATURE REVIEW

EDUCATION IN PERU

In the introduction, we mentioned some of the historical obstacles, such as terrorism, that have slowed the

development of Peru’s education system; even so, Peru has made major progress in education. According to

Peruvian law, every child is guaranteed a quality and equitable education (Cueto, Dammert, & Miranda,

2017). The main laws relating to education and ensuring education for all Peruvian children are the

Constitution of 1993 and the General Law of Education, approved in 2003. The main governmental body

enforcing and regulating education and educational resources is the Ministry of Education. Also, The

government, through el Sistema Nacional de Calidad, Evaluación, y Certificación (SINEACE), aims to

promote quality education and has established accrediting organizations to do so (“Ley: Proyecto de Ley

De…” 2018).

Peru is doing well in terms of “educational coverage,” and access to education—this means that the quantity

of students in schools has improved (Crouch, 2007; Cueto, Dammert, & Miranda, 2017). Compared to other

countries with similar per-person incomes in Latin America, Peru has higher enrollment ratios at school in

both primary and secondary schools (Crouch, 2007). Peru has also been able to show some academic progress.

One example of this is in the National Census Evaluation which has shown the percentage of second grade

students achieving at satisfactory levels in reading jump from around 16% to almost 50% from 2007 to 2015

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