Educational infrastructure plan
Introduction
The public, educational, emblematic and centenary institutions in Peru is a set of educational institutions that were part of an economic plan for the reconstruction of the educational infrastructure promoted during the second government of Alan García and that was formed on the basis of the Large School Units, a set of educational institutions created and built in Peru starting in the 1950s as a consequence of the approval of the National Education Plan of 1950 during the eight-year term of Manuel I would hate.
National education plan
In October 1948, after the seizure of power by Manuel Odria thanks to the coup d'état carried out by President José Luis Bustamante y Rivero, Colonel Juan Mendoza Rodríguez, who was appointed as Minister of Education, reestablished the National Council of Education that had been deactivated in previous governments. Mendoza is highlighted in Peruvian history as an efficient minister who, without being an intellectual, was a lover of reading and managed to ensure that the budget for education was one of the highest of the century, tripling between 1948 and 1955.[1] This reestablished National Council worked under his direction throughout 1949 in developing the general framework of an educational policy that would reach every corner of the country[2]. Thus, on June 13, 1950, the government approved the National Education Plan.[3] This plan defined objectives, proposed pedagogical methods and contemplated a new school organization as well as the training of teachers, new texts, income and school buildings.[4] In this way, through the clarification of doctrinal concepts, the identification of the background of the different educational problems, the proposed solutions and procedures, it established a path to follow to modernize education. Peruvian
One of the main educational problems faced by the National Education Plan referred to the educational infrastructure, which was not only tiny but was usually in poor condition. Mendoza stated that in 1950, 99 national schools were operating in the country, of which 24 had rented premises and all had poor infrastructure.[3] This problem was increased with the growth of free public education, which was consolidated during the first half of the century. In 1945, President José Luis Bustamante y Rivero had already established free secondary education for students who graduated from public schools. In this way, a great demand from the population for secondary studies was generated without the Peruvian state yet having the necessary infrastructure or teachers in sufficient numbers.[5] It is precisely in those years in which the great migration phenomenon from the countryside to the big cities began,[6] which aggravated the problem.