About the University Reform in Peru, 2001-2023
Bibliographic Data
| ID | 12860930 |
|---|---|
| Authors | Ricardo Cuenca (0000-0002-9459-6559, National University of San Marcos, corresponding author) |
| Year | 2025 |
| Volume | 47 |
| Pages | 209-224 |
| Publication date | 2025-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revue d Histoire des Sciences Humaines (JOURNAL) |
| Journal identifiers | ISSN: 1622-468X • E-ISSN: 1963-1022 |
| Publisher | OpenEdition (PUBLISHER) |
| DOI | 10.4000/15pb4 |
| OpenAlex | W7129014133 |
| Language | EN |
| References cited | 3 |
Between 2001 and 2023, Peru underwent a transformative and contested process of university reform, revealing a complex interplay between state authority, market dynamics, and academic actors. This essay analyses how the reform disrupted a tacit “zero-sum” agreement that had stabilised the Peruvian university system, reallocating power among its primary stakeholders. Using Burton Clark’s coordination triangle as a theoretical lens, the essay examines the tensions and transitions that unfolded across three key phases: the pre-reform context (2001-2011), the implementation of the university reform (2011-2021), and the rise of a counter-reform movement (2021-2023). The 2014 University Law and the creation of SUNEDU marked a turning point, introducing state-led quality assurance mechanisms and redefining the role of universities. However, the reform faced sustained resistance, culminating in a counter-reform backed by new political actors and legal changes that eroded institutional autonomy and reversed core advancements. The analysis concludes that the fragility of the reform stems not only from political opposition but from structural limitations in the Peruvian state’s capacity to sustain educational transformations. The essay calls for a renewed vision of the “teaching state” and a stronger, more autonomous academic community capable of sustaining long-term systemic improvements
Autonomy · Context (archaeology · Opposition (politics · Politics · Power (physics · Transformative learning · Global Educational Policies and Reforms · Higher Education Governance and Development · Higher Education in Latin America
| Highly cited | No |
|---|