PERU: Reflecting on the Student

“I love my mother and everything she taught me, but I must learn more now so that I can take care of her.

​Many of the students in Peru are facing multi-leveled adversity. If they are not poverty stricken, they may be living in remote areas of the Andes that require long treks just to attend class every day. If they are not struggling in their regular studies, they are crossing one if not two language barriers. Most of these challenges are not unfamiliar to the American student, but I noticed a clear difference in how the Peruvian scholars face these issues. The students I encountered see these problems as a source of motivation, not excuses. 

“Work Ethic”
The students at Colegio de Alto Rendimiento de Huancavelica (COAR Huancavelica) have been selected from public schools all over the country as the top performing students. They were tested academically, psychologically and socially then interviewed before being accepted into a COAR school. These schools are boarding schools that house 3rd-5th grade secondary students, which is equivalent to American 10th through 12th graders.  Many COAR schools offer the International Baccalaureate Diploma Programme for 4th and 5th grade students and are therefore using the IB curriculum and assessments that students learn through all over the world in addition to satisfying their nation’s educational requirements. More information about this public-school advanced learning initiative can be found HERE. The students of COAR Huancavelica take around 10 hours of English language learning per week and work between the hours of 7:30 am and 8:30 pm with breaks for meals and recreation. Although the students sleep in residence halls on campus, some are able to visit home on weekends or for the breaks, yet for many of them, a trip home is too expensive or unrealistic. One student would have to take a 6 hour car ride and then walk for 12 days to reach his home. He won’t be leaving until after he graduates. The students I interacted with admitted that this approach to learning was rigorous and at times intimidating. However, they were not only willing to face this challenge, they were grateful for it. By the end of their 5th grade (senior) year, they are fluent in English and equipped to compete academically at a global level.
“Attitude”
Don’t get me wrong, Peruvian students are not flawless machines. They, too, are human teenagers with social, recreational, and pop culture interests, mainly soccer and singers for the ones I talked with. Nevertheless, they surprised and impressed me in many ways:

1. Respect for ancient wisdom paired with a thirst for modern knowledge. It is rare to me that young people would hold the customs of old to such a high standard without allowing this to make them complacent. Many students spoke their native language, Quechua, to me and told me the legends of their mountains with pride. They honored their parents for upholding their customs while also studying tirelessly over articles about distant lands and learning new technologies. Many of their parents could not speak Spanish, let alone English but not one suggested that this was a disadvantage.
2. Respect for educators. They stood up when we entered the room and were patient and attentive as we instructed them. They were careful to seek permission for whatever they were doing. The most surprising part was the pride they took in pleasing us with their progress. I was treated like a celebrity daily! I think that being from the U.S. helped with that, but I did see honor being given to the teachers they see on a daily basis.
3. Blind faith in their futures. I asked students what kept them motivated to meet the school’s expectations, and their futures and well-being of their families served as the main sources of motivation. They saw learning through an advanced curriculum and becoming fluent in English as keys to career and traveling opportunities, yet most of them had no idea how they would attain these things. Some spoke about wanting to be able to solve Peru’s problems and contribute to their local communities, yet they could not identify anyone who was doing these things besides their teachers. Most students in the U.S. want to use education as a mean to a brighter future just like them, but Peruvian students are not being consistently presented with information about next step programs and scholarships. They have faith to work for things they can’t see clearly yet.

“Conclusion”
Peruvian students are either conditioned well to respect education or it is indeed a part of their common cultural identity. No matter which is more true, I was truly inspired by their determination. 

Ice Cream Party with English tutoring students.