IN-PERSON: Learning. Life. Work

Abstract

The landscape of higher education in Peru is undergoing a transformative shift, particularly in response to the increasing demand for flexible learning options amidst socio-economic challenges and technological advancements, and political interest of power groups. Blended and distance learning programs emerged as crucial avenues for widening access to education. In that sense, the Peruvian National Superintendence of Higher Education (in charge of quality regulations for private and public universities) regulated and fixed minimum standard for these programs. Nevertheless, the later capture of this institution by power groups related to universities did an extensive deregulation process with implications of basic quality conditions. Drawing upon a comprehensive analysis of existing regulations, educational policies, and international best practices, this study sheds light on the limitations of both opposites a deregulated and strongly regulated framework. By exploring the experiences of other countries that have embraced deregulation in higher education, such as the United States and certain European nations, valuable insights are gleaned regarding the potential benefits and challenges associated with such a transition. Furthermore, this paper delves into the unique socio-economic context of Peru and identifies key factors driving the urgency for deregulation, including the need to accommodate diverse student demographics, foster innovation in pedagogical approaches, and enhance institutional competitiveness on a global scale. Through interviews with stakeholders from academia, government, professional (bar) association and industry, nuanced perspectives are synthesized to inform policy recommendations aimed at striking a balance between ensuring quality assurance and fostering educational innovation.