Peru is one of the countries of Latin America that invests less in higher education. For example, in 2002, Peru spent 0.71% of GDP to higher education while that Cuba spent 3.27%, Bolivia, 1.5%, Honduras, 1.2%, Panama, 1.27% and Honduras and Nicaragua, 1.2% (See: The University of the Peru. Report 2006). Also, if we compare the budget for university education of the total budget in 2000, already emaciated, this accounted for 1.49% while in 2010 decreased to 1.33%. This situation affects the public university because it has the resources needed to improve its educational offerings.
The most significant increase for public universities is given in the 1960 and 1970, reaching in this period to 25 houses of study versus the 35 we have in 2010. On the other hand, private universities grew from the 1990's, from 22 to 44 universities institutionalized individuals, of which 27 have only operating with provisional authority (see: System University Management Information).
This college supply growth has resulted in two made perverse. First, a multiplication of races with saturated market, as almost all universities want to have a number of races offered. Thus, of the 91 universities that existed in 2007, 61 offered accounting career, 55, systems engineering, 61, the administration, and 53, high school and right1. Secondly, there has been a decline in spending on basic and applied research as a percentage of GDP. In 1975, spending on this sector accounted for 0.36% while in 2002 fell to 0.10%. Thus, the increase in private care translates into increased quality of education in this sector. For sample, see the latest version of the Ranking Web of Universities of the world, 2 in the list of top 100 universities in Latin America, only two Peruvian universities appear on the list: the Pontificia Universidad Catolica del Peru in position 27 and Universidad Nacional Mayor de San Marcos in the post 39.
need to order the lawlessness which has become the university in Peru. A first step would be to recover the concept of "university system" who understands the Peruvian universities not as islands or an archipelago of independent entities that have been stimulated from the 1983 Act and other regulations in succession, but as an articulated set respond to adequate planning and encourages emulation and cooperation between universities.
hope that the debate on the need for a new university law do not postponed. Congress has the last word
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