https://youtu.be/WPV2OEwEP24
Taking the helm of a country’s education system is no easy task. Being a minister requires a unique ability to solve problems on a constant basis. Dr. Ricardo Cuenca—who served in that role in Peru during 2020 and 2021—reflected on the importance of teachers, the art of decision-making, and the challenges faced by educational leaders in the region.
At a time when education systems are facing unprecedented challenges, the insights of this researcher at the Institute of Peruvian Studies and professor at the National University of San Marcos are more relevant than ever.
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What two or three recommendations would you give to a newly appointed minister in Latin America regarding the status of the teaching profession?
I would distill all these recommendations into a single, powerful one: it is essential to view teachers as partners in this work. Without teachers, it is not only impossible to conduct classes, but also to conceive of education itself. That is why inviting them to participate in the design of policies and in the evaluation process itself is essential, because without teachers, education is not possible.
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What lessons did you learn as Secretary of Education that you consider crucial for future educational leaders?
The biggest lesson I learned was that being a minister means making decisions every minute of the day. Major decisions, minor decisions, day-to-day decisions, and medium-term decisions. And what I learned is that when you make a decision, there’s always something left out.
Even though you’ve given that decision a lot of thought together with your teams, there’s always something that gets left out. You need to be very clear about what might happen with those overlooked aspects so you can address the unintended consequences of the decision.
I learned a lot from realizing that it’s not just about making the right decision, but also about being prepared for the things that come up unexpectedly.
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What do you think are the main mistakes that leaders and politicians in Latin America make when it comes to education?
That’s a great question. One of the most important things I’ve learned—and something I’ve always kept in mind in my own research on education policy—is that education leaders, ministries of education, and those in charge of educational administrations and systems must always be mindful that they are working for the benefit of the education system.
Sometimes (and it’s easy to do), we get sidetracked by broader political issues or our political relationships with others. And I believe we must not lose sight of our connection with students, teachers, school inspectors, and school administrators.
Because, ultimately, they are the ones who make up the education system and help us bring our vision to life. So, I believe that sometimes we fall a little short when it comes to strengthening that bond.
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How do you build rapport with students and teachers?
I don't know if there's a specific strategy. But at least, if we're aware that we need to do it, that's already a good starting point.
I think this is achieved by visiting schools frequently. Especially in countries like Peru—where the Minister of Education has a great deal of decision-making power over the system— you have to keep visiting schools. You have to talk to the teachers, talk to the students, and talk to the school inspectors. You have to walk through the classrooms so you don’t lose sight of the fact that that’s where the real work happens.
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What is the biggest myth about education in Latin America that you'd like to debunk?
That education is often portrayed as more complex than it actually is. What do I mean by this? Well, in education, there are many myths surrounding the idea of what it should be. Students are supposed to be this way, the curriculum is supposed to be that way—it’s all very prescriptive.
And yet, sometimes reality hits us hard, and we realize that things aren’t the way we’d like them to be. So, I think one of the myths is the idea that education isn’t based on what is real, but on what should be. And if we break away from that, we’ll likely be more successful in education policy.
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In your opinion, what are the essential ingredients that must be included when undertaking educational reform in order for that approach to be successful?
We must recognize that these are decisions. And that these decisions are political in the broadest sense of the word. I’m not referring to party politics, but to politics as a way of connecting with one another. Based on these political decisions, we should do the best technical work possible to design them.
Next, it’s important to understand how the entire government system works. When it comes to implementation, this allows us to stay attuned to what’s happening with other education policies—as well as public policies in other sectors—so that they can truly be effective.
And finally, when considering education policies, we must not lose sight of the fact that what is at stake is not just a regulation. It is an entire process, and the more participatory and inclusive that process is, the more legitimate and relevant the policy will be to the public.
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What is your view of Uruguay’s education system? What has the interaction with the students in the Doctor of Education program been like?
It’s been great. As I always say, it’s wonderful to return to Uruguay and talk with my Uruguayan colleagues. Uruguay has a very unique educational system in Latin America. And I think we learn very little about how its public administration works. So it’s always good to hear about the changes and the initiatives being undertaken, in addition to the famous Ceibal Plan, which the entire continent views with such affection and respect.
In particular, I’m leaving the Doctor of Education program feeling very satisfied and happy. There’s a group full of ideas, and that’s very important when you’re starting a graduate program, a thesis, or a research project.
I’m leaving with the feeling that something is changing in Uruguay. We’ll have to wait and see if that change is for the better, but the fact that there are moments of change means that everything is alive and well, and that’s very important.