Bringing Innovation to Education Policy in Peru

MineduLAB is an innovation lab for education policy housed within the government of Peru. The lab will pilot and evaluate the effectiveness of innovations with the ultimate goal of allowing the Ministry to use evidence to improve children’s learning throughout the country.

Critical to this success is the lab’s close ties with the academy. The collaborative MineduLAB process combines the researchers’ expertise with the political and operational experience of policymakers, ensuring that the innovations tested before scaling-up are informed by existing rigorous evidence and cutting-edge theories on education and behavioral economics.

The MineduLAB team of four monitoring and evaluation professionals is nested inside the Ministry of Education (Minedu) Secretariat of Strategic Planning (SPE). For each innovation the team follows the following policy cycle:

MineduLAB Policy Cycle

Minedulab policy cycle infographic

What Innovations are Being Tested?

1. Giving public school directors, teachers, and parents booklets with comparative information on results of similar schools in the national standardized test. Researchers: Francisco Gallego (Pontificia Universidad Catolica de Chile), Christopher Neilson (Princeton University).

Expected Impact:

Behavioral changes in school actors that translate to increased efforts to improve student learning.

2. Weekly delivery of an informative and motivational text message campaign aimed at public school teachers. Researchers: Renos Vakis (World Bank), Maria Gabriela Farfan (World Bank).

Expected Impact:

Increased motivation and satisfaction of teachers with their work and the education system and, as a consequence, improved learning achievements of students.

3. Text message alerts to personnel responsible for school facilities maintenance incorporating behavioral principles and testing various types of messages (alert and information, monitoring audit, social norm, publication of results). Researchers: Stanislao Maldonado (Universidad del Rosario), Andrew Dustan (Vanderbilt University), Juan Manual Hernandez-Agramonte (IPA).

Expected Impact:

A behavior change that increases the possibility that resources are appropriately used and that there is accountability for their use at the appropriate time.

4. Sharing with 1st and 2nd grade students how effort can develop intelligence and reinforcing this concept with exercises on a text discussed in class (“Growth Mindset”). Researchers: Renos Vakis (World Bank), Ingo Outes (University of Oxford), Alan Sanchez (GRADE).

Expected Impact:

Change the self-perception of students about their cognitive abilities and improve their learning achievements.

5. Videos for 5-11th grade students sharing the financial benefits of secondary and higher education in the job market, as well as educational options and ways to access higher education. Researchers: Christopher Neilson (Princeton University), Francisco Gallego (Pontificia Universidad Catolica de Chile), Oswaldo Molina (Universidad del Pacifico).

Expected Impact:

Reduction of drop-out rates in secondary school, improvements in student’s school  performance, and increased secondary school completion rate.

6. Increase the visibility of the frequency and costs of teacher’s absenteeism (in design). Researchers: Renos Vakis (World Bank), Simon Ruda (Behavioural Insights Team), Stewart Kettle (Behavioural Insights Team).

Expected Impact:

Reduce teacher’s absenteeism and improve student’s learning achievements.





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