Public Educational Policies and Development of Human Capacities of High School Students in the Province of Tarma, Peru

Abstract

This study aims to analyze the reforms implemented in public education policies in the province of Tarma, specifically at the secondary level. The methodology used was qualitative, applied, descriptive-interpretative, and interview-guided. The population was 48 secondary educational institutions. The results emphasize the importance of aligning the curriculum with local needs, ensuring adequate allocation of resources, equipment, and ongoing teacher training. Furthermore, the study highlights community participation in the educational process, equity in performance assessment, equal access to education, and the implementation of support programs for students with specific needs. The study concludes by highlighting the real impact of these reforms on the comprehensive development of secondary school students' capabilities, providing a basis for the continuous improvement of public education policies in the region.