Introduction
The problem of public education is currently among the country's top priorities, both on the part of the government and the general public.
52-educational-management-in-the-peruIt is recognized that although much progress has been made in recent years, particularly in terms of coverage, the increase in the levels of this indicator has not been accompanied by an improvement in quality.
On the other hand, in recent investigations of various aspects of the educational sector, it was found that there is a perception, both by public officials in the sector and by experts from civil society, that schools belonging to the Fe y Alegría program perform better than public schools that do not belong to the program. This would manifest itself in the higher participation of girls in schools, higher attendance rates, lower repetition rates and better student performance.
The best functioning of Fe y Alegría schools would take place in a context in which these schools, although they belong to an international educational organization, are limited by the sector's institutional framework; for example, its teachers receive the same salaries as those of the rest of the public education sector and are governed by the law on teachers.
This study compares the management and educational results of the schools included in the Fe y Alegría (FYA) program with that of the public educational centers, in order to identify the distinctive characteristics and key factors that contribute to the best results.
Thus, the study is expected to contribute to the design of educational sector reforms and policies, as well as to the debate on educational reforms, showing the efforts of the program and its specific achievements within the limitations imposed by the public educational institutional framework. In addition, it provides specific conclusions and recommendations, drawn from the lessons of the Fe y Alegría case analysis, on what aspects of educational management can be reproduced to improve the quality of the public education sector.
For this, a comparative analysis was performed between the results of the performance or achievement variables (score obtained in the performance tests), attendance rate with extra-age and the annual internal efficiency indicators of the students of the urban schools of Lima. and Callao belonging to the FYA program and a sample of urban public school students who do not belong to said program, also from Lima and Callao.
CRECER 986 performance tests were applied in the areas of Comprehensive Communication and Mathematical Logic, to students in the 4th and 6th grade of primary school of 23 FYA educational centers, located in the departments of Lima and Callao (out of a total of 24). The results of the performance tests of urban public and private schools, located in the departments of Lima and Callao, were provided by the Quality Measurement Unit (WBU) of the Ministry of Education (MED).
The districts where the FYA schools are located and the public and private schools included in the sample provided by the MED are not necessarily the same. Secondly, a quantitative and qualitative analysis of some of the most important characteristics of the management of FYA schools was carried out, in aspects such as teacher selection; evaluation, supervision and sanction of teachers; teacher incentives; role of the Director and parents, through surveys, focus groups and interviews with teachers, directors and program authorities.
Additionally, relevant information about the teacher and the student was incorporated into the analysis, in order to have more data on the components of the FYA program. In the case of information on teachers, a comparative analysis was carried out between those who work in a FYA school and those who work in a public school.
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