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In the Peruvian educational system, according to the National EIB Plan (RM-629-2016-MINEDU), there is an approximate deficit of 17,000 new teachers to cover the demand of the population that requires Intercultural Bilingual Education (EIB) (MINEDU, 2016 ). This situation expressly demands that the State attend to the rights of these populations to receive education in their language and culture as established by the General Education Law and the ILO Convention No. 169 signed by our country and which has constitutional status.
One of the fundamental problems of the quality of attention in the EIB is the serious difficulty of teachers so that their daily performance has the characteristics of an intercultural pedagogical praxis. The Ombudsman's Office has identified "that many teachers who work in EIB schools do not know the culture or language of their students, they lack methodological tools for teaching in the original language and Spanish as a second language, they have not been trained in the use and management of the educational materials produced for the EIB and have not been prepared to work in multigrade classrooms and develop a pedagogical practice that makes visible and celebrates differences, diversity. It is worrying that only 43% of EIB teachers read and write fluently in their native language and that 15% cannot speak fluently in Spanish”. (Ombudsman Report No. 174, 2016).
On the other hand, in order to accompany the teachers who are already working and develop their skills so that they can implement an intercultural pedagogical praxis, nearly 2,000 intercultural pedagogical assistants were trained and sent to the most remote communities who, although they have been trained in the basics of the EIB in terms of management and teacher training, require deepening and developing innovative proposals within the framework of the implementation of the EIB policy.
Likewise, in 32 Higher Pedagogical Institutes and 9 Universities in the country they are implementing Teacher Training programs in EIB in charge of teacher trainers trained for this purpose, but very few of them are specialized to be able to generate training proposals according to the demands of the intercultural context., with didactic capacities to implement the dialogue of knowledge and management as well as to articulate EIB proposals with other actors of local development. It is this broad context of implementation of the EIB policy that demands specialized capacities in the development of innovative proposals, intercultural management and research on didactics in the EIB.
The Faculty of Education (FAEDU) of the Universidad Peruana Cayetano Heredia (UPCH), always open to understanding the problems and needs of the educational reality, characterized by its deep diversity, considers that with the experience gained in the undergraduate EIB implemented for 4 years, has the necessary expertise to contribute to the formation of specialized capacities in the matter with the perspective of contributing to the implementation of the policy at the national and regional levels.
This master's proposal is characterized by having a progressive certification that includes diplomas in intercultural pedagogy, intercultural management and innovations in EIB.
Program overview
Main Subject
Education and Training
Degree
MEd
Study Level
Masters
Study Mode
On Campus
In the Peruvian educational system, according to the National EIB Plan (RM-629-2016-MINEDU), there is an approximate deficit of 17,000 new teachers to cover the demand of the population that requires Intercultural Bilingual Education (EIB) (MINEDU, 2016 ). This situation expressly demands that the State attend to the rights of these populations to receive education in their language and culture as established by the General Education Law and the ILO Convention No. 169 signed by our country and which has constitutional status.
One of the fundamental problems of the quality of attention in the EIB is the serious difficulty of teachers so that their daily performance has the characteristics of an intercultural pedagogical praxis. The Ombudsman's Office has identified "that many teachers who work in EIB schools do not know the culture or language of their students, they lack methodological tools for teaching in the original language and Spanish as a second language, they have not been trained in the use and management of the educational materials produced for the EIB and have not been prepared to work in multigrade classrooms and develop a pedagogical practice that makes visible and celebrates differences, diversity. It is worrying that only 43% of EIB teachers read and write fluently in their native language and that 15% cannot speak fluently in Spanish”. (Ombudsman Report No. 174, 2016).
On the other hand, in order to accompany the teachers who are already working and develop their skills so that they can implement an intercultural pedagogical praxis, nearly 2,000 intercultural pedagogical assistants were trained and sent to the most remote communities who, although they have been trained in the basics of the EIB in terms of management and teacher training, require deepening and developing innovative proposals within the framework of the implementation of the EIB policy.
Likewise, in 32 Higher Pedagogical Institutes and 9 Universities in the country they are implementing Teacher Training programs in EIB in charge of teacher trainers trained for this purpose, but very few of them are specialized to be able to generate training proposals according to the demands of the intercultural context., with didactic capacities to implement the dialogue of knowledge and management as well as to articulate EIB proposals with other actors of local development. It is this broad context of implementation of the EIB policy that demands specialized capacities in the development of innovative proposals, intercultural management and research on didactics in the EIB.
The Faculty of Education (FAEDU) of the Universidad Peruana Cayetano Heredia (UPCH), always open to understanding the problems and needs of the educational reality, characterized by its deep diversity, considers that with the experience gained in the undergraduate EIB implemented for 4 years, has the necessary expertise to contribute to the formation of specialized capacities in the matter with the perspective of contributing to the implementation of the policy at the national and regional levels.
This master's proposal is characterized by having a progressive certification that includes diplomas in intercultural pedagogy, intercultural management and innovations in EIB.
One of the important factors when considering a master's degree is the cost of study. Luckily, there are many options available to help students fund their master's programme. Download your copy of the Scholarship Guide to find out which scholarships from around the world could be available to you, and how to apply for them.
“Víctor Alzamora Castro” Graduate School of the Peruvian Cayetano Heredia University is the place where university teachers come to meet top-level academic and scientific research. The Graduate School offers academic and professional training in Master’s and PhD programs in various fields of education and the health, life and environmental sciences. There, teaching knowledge is imparted in interdisciplinary advanced specialization studies, as well as scientific research. The purpose of this training is to provide graduates with the skills required to excel in the performance of their work.
Postgraduate Studies at the Universidad Peruana Cayetano Heredia is the meeting place of the university teaching with academic and scientific research at the highest level. The Graduate School offers an academic and professional training in Master's and Doctoral programs of the different faculties that develop, jointly, the teaching of advanced studies, generally of an interdisciplinary nature, and scientific research. This training aims to provide the graduate a high performance capability in the exercise professional specialized in the research and teaching.
Our institution, recognized for excellence in academic research and innovation, with international accreditation to the academic quality and with state-of-the-art facilities for research in the different institutes, clinics, centers and departments, where a community of teachers and researchers of recognized academic, scientific research and clinics in active collaboration with researchers from prestigious foreign institutions. Our University contributes through the postgraduate research in human development, social, economic and technological development of our country. We invite you to be part of our University Community Herediana where you will find opportunities for personal and professional development in a vibrant atmosphere of creation humanistic, intellectual and scientific.
Master's Degree in Bilingual Intercultural Education with mention in Management and Innovation
Campus San Martin, San Martin, Peru
18 monthsProgram duration
YesScholarships
Education and TrainingMain Subject Area
Program overview
Main Subject
Education and Training
Degree
MEd
Study Level
Masters
Study Mode
On Campus
In the Peruvian educational system, according to the National EIB Plan (RM-629-2016-MINEDU), there is an approximate deficit of 17,000 new teachers to cover the demand of the population that requires Intercultural Bilingual Education (EIB) (MINEDU, 2016 ). This situation expressly demands that the State attend to the rights of these populations to receive education in their language and culture as established by the General Education Law and the ILO Convention No. 169 signed by our country and which has constitutional status.
One of the fundamental problems of the quality of attention in the EIB is the serious difficulty of teachers so that their daily performance has the characteristics of an intercultural pedagogical praxis. The Ombudsman's Office has identified "that many teachers who work in EIB schools do not know the culture or language of their students, they lack methodological tools for teaching in the original language and Spanish as a second language, they have not been trained in the use and management of the educational materials produced for the EIB and have not been prepared to work in multigrade classrooms and develop a pedagogical practice that makes visible and celebrates differences, diversity. It is worrying that only 43% of EIB teachers read and write fluently in their native language and that 15% cannot speak fluently in Spanish”. (Ombudsman Report No. 174, 2016).
On the other hand, in order to accompany the teachers who are already working and develop their skills so that they can implement an intercultural pedagogical praxis, nearly 2,000 intercultural pedagogical assistants were trained and sent to the most remote communities who, although they have been trained in the basics of the EIB in terms of management and teacher training, require deepening and developing innovative proposals within the framework of the implementation of the EIB policy.
Likewise, in 32 Higher Pedagogical Institutes and 9 Universities in the country they are implementing Teacher Training programs in EIB in charge of teacher trainers trained for this purpose, but very few of them are specialized to be able to generate training proposals according to the demands of the intercultural context., with didactic capacities to implement the dialogue of knowledge and management as well as to articulate EIB proposals with other actors of local development. It is this broad context of implementation of the EIB policy that demands specialized capacities in the development of innovative proposals, intercultural management and research on didactics in the EIB.
The Faculty of Education (FAEDU) of the Universidad Peruana Cayetano Heredia (UPCH), always open to understanding the problems and needs of the educational reality, characterized by its deep diversity, considers that with the experience gained in the undergraduate EIB implemented for 4 years, has the necessary expertise to contribute to the formation of specialized capacities in the matter with the perspective of contributing to the implementation of the policy at the national and regional levels.
This master's proposal is characterized by having a progressive certification that includes diplomas in intercultural pedagogy, intercultural management and innovations in EIB.
Program overview
Main Subject
Education and Training
Degree
MEd
Study Level
Masters
Study Mode
On Campus
In the Peruvian educational system, according to the National EIB Plan (RM-629-2016-MINEDU), there is an approximate deficit of 17,000 new teachers to cover the demand of the population that requires Intercultural Bilingual Education (EIB) (MINEDU, 2016 ). This situation expressly demands that the State attend to the rights of these populations to receive education in their language and culture as established by the General Education Law and the ILO Convention No. 169 signed by our country and which has constitutional status.
One of the fundamental problems of the quality of attention in the EIB is the serious difficulty of teachers so that their daily performance has the characteristics of an intercultural pedagogical praxis. The Ombudsman's Office has identified "that many teachers who work in EIB schools do not know the culture or language of their students, they lack methodological tools for teaching in the original language and Spanish as a second language, they have not been trained in the use and management of the educational materials produced for the EIB and have not been prepared to work in multigrade classrooms and develop a pedagogical practice that makes visible and celebrates differences, diversity. It is worrying that only 43% of EIB teachers read and write fluently in their native language and that 15% cannot speak fluently in Spanish”. (Ombudsman Report No. 174, 2016).
On the other hand, in order to accompany the teachers who are already working and develop their skills so that they can implement an intercultural pedagogical praxis, nearly 2,000 intercultural pedagogical assistants were trained and sent to the most remote communities who, although they have been trained in the basics of the EIB in terms of management and teacher training, require deepening and developing innovative proposals within the framework of the implementation of the EIB policy.
Likewise, in 32 Higher Pedagogical Institutes and 9 Universities in the country they are implementing Teacher Training programs in EIB in charge of teacher trainers trained for this purpose, but very few of them are specialized to be able to generate training proposals according to the demands of the intercultural context., with didactic capacities to implement the dialogue of knowledge and management as well as to articulate EIB proposals with other actors of local development. It is this broad context of implementation of the EIB policy that demands specialized capacities in the development of innovative proposals, intercultural management and research on didactics in the EIB.
The Faculty of Education (FAEDU) of the Universidad Peruana Cayetano Heredia (UPCH), always open to understanding the problems and needs of the educational reality, characterized by its deep diversity, considers that with the experience gained in the undergraduate EIB implemented for 4 years, has the necessary expertise to contribute to the formation of specialized capacities in the matter with the perspective of contributing to the implementation of the policy at the national and regional levels.
This master's proposal is characterized by having a progressive certification that includes diplomas in intercultural pedagogy, intercultural management and innovations in EIB.
Admission requirements
Important Dates
Tuition fee and scholarships
Scholarships
One of the important factors when considering a master's degree is the cost of study. Luckily, there are many options available to help students fund their master's programme. Download your copy of the Scholarship Guide to find out which scholarships from around the world could be available to you, and how to apply for them.
In this guide you will find:
Where to look for scholarship opportunities
How to apply to scholarships relevant to you
A list of available scholarships around the world
A scholarship application checklist
More programs from the university
Master PG
MBA
PHD
A GRADUATE SCHOOL WITH HIGH-LEVEL SPECIALIZATION
“Víctor Alzamora Castro” Graduate School of the Peruvian Cayetano Heredia University is the place where university teachers come to meet top-level academic and scientific research. The Graduate School offers academic and professional training in Master’s and PhD programs in various fields of education and the health, life and environmental sciences. There, teaching knowledge is imparted in interdisciplinary advanced specialization studies, as well as scientific research. The purpose of this training is to provide graduates with the skills required to excel in the performance of their work.
Postgraduate Studies at the Universidad Peruana Cayetano Heredia is the meeting place of the university teaching with academic and scientific research at the highest level. The Graduate School offers an academic and professional training in Master's and Doctoral programs of the different faculties that develop, jointly, the teaching of advanced studies, generally of an interdisciplinary nature, and scientific research. This training aims to provide the graduate a high performance capability in the exercise professional specialized in the research and teaching.
Our institution, recognized for excellence in academic research and innovation, with international accreditation to the academic quality and with state-of-the-art facilities for research in the different institutes, clinics, centers and departments, where a community of teachers and researchers of recognized academic, scientific research and clinics in active collaboration with researchers from prestigious foreign institutions. Our University contributes through the postgraduate research in human development, social, economic and technological development of our country. We invite you to be part of our University Community Herediana where you will find opportunities for personal and professional development in a vibrant atmosphere of creation humanistic, intellectual and scientific.
Business and Management (4)
Master of Project Management and Social Programs
Life Sciences and Medicine (4)
Integrated Postgraduate Studies Programs in Demography and Population
MSc in Biochemistry and Molecular Biology
MSc in Clinical Epidemiology
MSc in Human Genetics
MSc in Immunology
MSc in Microbiology
MSc in Neuroscience
MSc in Pharmaceutical Technology
Master in Aquaculture Health
Master in Comprehensive Oral Implantology
Master in Control of Infectious and Tropical Diseases
Master in Diabetes and Obesity with Mention in Nutritional Management
Master in Disaster Risk Management and Local Resilience
Master in Educational Psychology with Mention in School Psychology and Learning Problems, Cognitive Psychopedagogy and Psychological Development
Master in Epidemiology and Public Health in Veterinary Medicine
Master in Ergonomics and Psychosociology Applied to Work
Master in Geriatrics and Gerontology
Master in Health Management
Master in Intellectual Property with Mention in Pharmaceutical Law
Master in Mental Health of Children and Adolescents
Master in Oral Rehabilitation
Master in Oral and Maxillofacial Radiology
Master in Oral and Maxillofacial Surgery
Master in Pathology and Oral and Maxillofacial Medicine
Master in Primary Health Care
Master of Endodontics
Master of Medicine
Master of Medicine with Mention
Master of Mental Health
Master of Nursing Care Management
Master of Occupational and Environmental Medicine
Master of Orthodontics
Master of Pediatric Dentistry
Master of Periodontics
Master of Physiology
Master of Public Health and Global Health
Master of Research in Veterinary Sciences
Master of Restorative and Aesthetic Dentistry
Master of Science in Epidemiological Research
Master of Science with mention in Molecular Genetics
Master of Stomatology
Master of Teaching and Research in Medical Oncology
Master's Degree in Biomedical Informatics in Global Health with a mention in Health Informatics or with a mention in Bioinformatics
Master's Degree in Occupational Risk Prevention
Master's degree in Clinical Psychology with mention in Neuropsychology, Health Psychology and Child and Adolescent Therapy
Natural Sciences (4)
MSc in Marine Sciences
Master in Chemistry of Biodiversity
Master of Environmental Sciences
Social Sciences and Management (4)
Master in Policies and Management of Science, Technology and Innovation
Master of Education with Mention in Didactics of Reading and Writing
Master of Education with Mention in Teaching and Research in Higher Education
Master's Degree in Bilingual Intercultural Education with mention in Management and Innovation
Master's in Education with mention in Change Management in Educational Institutions
Master's in Education with mention in Didactics of Natural Sciences for Primary Education
Master's in Education with mention in Higher Technological Teaching
Full-Time MBA (1)
MBA Program in Integrated Water Management
Life Sciences and Medicine (2)
Doctor of Science in Epidemiological Research
Doctorate in Medicine
Doctorate in Sciences with Mention in Biochemistry and Molecular Biology
Doctorate in Sciences with Mention in Microbiology
Doctorate in Stomatology
PhD in Life Sciences
PhD in Psychology
PhD in Sciences with Mention in Physiology
Social Sciences and Management (2)
PhD in Education
PhD in Public Health