[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78498-en":3,"doc-seo-78498-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":11,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},78498,8796095461564,"Liam","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","Peru Enseña Perú: COVID-19期间教育连续性项目","Peru Enseña Perú（Teach for Peru）介绍了在新冠危机下保持教育连续性的国家倡议与组织行动。文中说明：危机期间学校停课，教育部推出“Aprendo en Casa”，Enseña Perú以四方面策略支持弱势学生。内容涵盖将领导力项目迁移至线上学习生态、通过虚拟黑客松与基于研究的敏捷流程提升教师支持能力，并与教育部共同开展电视与广播课程、地区领导线上培训、志愿者家庭数据收集与政策研究，以及与哈佛等机构合作的全国对话。","Education continuity during the Coronavirus crisis  \nPeru: Enseña Perú(Teach for Peru)  \nFranco Mosso, Fernando Reimers  \nThe coronavirus crisis led schools and universities to rapidly transition to a distance-learning mode, via the Internet, television or radio. This series documents some country initiatives that ensured education continuity for all using technology and provided support to teachers, students, and their families.  \nPeru: Enseña Perú (Teach for Peru)  \nAuthor: Franco Mosso, CEO and Co-founder of Enseña Peru and Fernando Reimers, Professor, Harvard University.  \nType of intervention: non-governmental  \n[Website: ](Website: www.ensenaperu.org)[www.ensenaperu.org](Website: www.ensenaperu.org)  \nGeneral description  \nEnseña Perú is a non-profit organisation founded in 2009, with the mission to organise a movement of collective leadership that catalyses educational transformations across Peru that aim to close gaps in educational opportunity. To pursue its mission, Enseña Peru runs experiential leadership programs for teachers, school principals, regional and local leaders in education, student leaders, and professionals from various backgrounds. Every participant of the programmes applies their learnings to impact the lives of students in their communities, either through teaching or through projects that impact student learning. Enseña Perú is part of Teach for All, a global network of 53 independent partner organisations that collaborate in accelerating the network progress as partners, teachers and alumni exchange innovations across borders. A core programme of all partner organisations includes recruiting diverse and highly qualified college graduates, and placing them as teachers in high poverty schools for two years, with the expectation that this will both support the education of the children they serve during those two years, as well as develop leadership capacities among participants that will translate into a long term commitment to addressing equity gaps in education.  \nEnseña Peru seeks to catalyse the transformation of education in Peru so that students and participants can achieve results way beyond what would usually be expected, thanks to the collective leadership of a growing network of diverse education leaders encompassing multiple roles and levels. Currently, there are close to 300 participants who are in the leadership programs. 130 of them are  \nprofessionals from various backgrounds committed in a two-year programme where they teach children and learn about leadership, and 120 of them are existing teachers and principals from the public sector who enrol in a one-year programme called “Qué Maestro”(What master) to strengthen their leadership and pedagogical skills. Moreover, also in “Qué Maestro” there are 10 local district leaders who supervise and provide teachers with professional development opportunities. And finally, approximately 40 student leaders from 10th to 12th grade go through a 3 month student leadership programme. In total, the organization directly impacts over 10 000 students across 10 regions in the coast, highlands and jungle of Peru. Enseña Peru also hosts a biannual conference called Ayni, which convenes 1 300 leaders of all the country to rethink education and learn together as a way to support collective leadership on behalf of transforming education.  \nWith the advent of the COVID19 crisis, schools in Peru closed on March 12 and the Ministry of Education led a nationwide strategy called “Aprendo en Casa” in collaboration with several private and non-profit organizations. Enseña Peru was one of those partner organisations. It developed and implemented a four pronged strategy to contribute to educational continuity for marginalized students. These included migrating all the leadership programs to a virtual learning ecosystem were participants from every program could continue to grow and support each other in a community of practice, enabling teacher creativity through v","cbCaigJFGhJv8CyT","https://ap.wps.com/l/cbCaigJFGhJv8CyT","pdf",1390418,4,1,"English","en",105,"# Overview\n## Organization and mission\n## COVID-19 response strategy\n## System-wide initiatives\n## Key timeline","[{\"question\":\"Enseña Perú的使命与核心项目是什么？\",\"answer\":\"Enseña Perú是一家2009年成立的非营利组织，致力于推动集体领导，促进秘鲁教育转型并缩小教育机会差距。其核心项目包括招募优秀大学毕业生到高贫困学校任教两年，并培养参与者的领导力，同时开展面向现任教师与校长的一年期领导力与教学能力提升项目。\"},{\"question\":\"新冠危机期间Enseña Perú如何支持教育连续性？\",\"answer\":\"学校停课后，Enseña Perú配合教育部全国策略“Aprendo en Casa”，开展四方面支持：将领导力项目迁移到线上学习生态、通过虚拟黑客松与敏捷研究流程支持教师创新与学生能力发展，并以手机、短信与WhatsApp互动提供支持。\"},{\"question\":\"与教育部的系统性影响举措包括哪些内容？\",\"answer\":\"文中列出四项系统性举措：共同制作覆盖5—12年级约250万学生的电视与广播课程；为全国30%的地区领导建设线上能力项目；动员1000名志愿者收集1.5万户家庭在情绪福祉、连接性与学习质量方面的数据并形成研究；与哈佛相关教育创新倡议合作举办全国“知情对话”，讨论教育连续性战略框架的含义。\"}]","Peru Enseña Perú: COVID-19期间教育连续性项目 | PDF",1784100633,20,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"peru-ensena-peru-education-continuity-during-covid-19","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":20},"https://docshare.wps.com/document/peru-ensena-peru-education-continuity-during-covid-19/78498/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-07-30","2026-07-15",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"Enseña Perú的使命与核心项目是什么？","Question",{"text":75,"@type":76},"Enseña Perú是一家2009年成立的非营利组织，致力于推动集体领导，促进秘鲁教育转型并缩小教育机会差距。其核心项目包括招募优秀大学毕业生到高贫困学校任教两年，并培养参与者的领导力，同时开展面向现任教师与校长的一年期领导力与教学能力提升项目。","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"新冠危机期间Enseña Perú如何支持教育连续性？",{"text":80,"@type":76},"学校停课后，Enseña Perú配合教育部全国策略“Aprendo en Casa”，开展四方面支持：将领导力项目迁移到线上学习生态、通过虚拟黑客松与敏捷研究流程支持教师创新与学生能力发展，并以手机、短信与WhatsApp互动提供支持。",{"name":82,"@type":73,"acceptedAnswer":83},"与教育部的系统性影响举措包括哪些内容？",{"text":84,"@type":76},"文中列出四项系统性举措：共同制作覆盖5—12年级约250万学生的电视与广播课程；为全国30%的地区领导建设线上能力项目；动员1000名志愿者收集1.5万户家庭在情绪福祉、连接性与学习质量方面的数据并形成研究；与哈佛相关教育创新倡议合作举办全国“知情对话”，讨论教育连续性战略框架的含义。","https://schema.org",{"og:url":52,"og:type":87,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":89,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":92},[93,97,101,105,110,115,120,123,127,130,134],{"id":21,"doc_module":4,"doc_module_name":46,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":20,"doc_module":4,"doc_module_name":46,"category_name":102,"show_sort_weight":103,"slug":104},"Exam",70,"exam",{"id":106,"doc_module":4,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},5,"Comic",60,"comic",{"id":111,"doc_module":4,"doc_module_name":46,"category_name":112,"show_sort_weight":113,"slug":114},6,"Technology",50,"technology",{"id":116,"doc_module":4,"doc_module_name":46,"category_name":117,"show_sort_weight":118,"slug":119},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":29,"slug":126},9,"Religion & Spirituality","religion-spirituality",{"id":29,"doc_module":4,"doc_module_name":46,"category_name":128,"show_sort_weight":29,"slug":129},"World Cup","world-cup",{"id":131,"doc_module":4,"doc_module_name":46,"category_name":132,"show_sort_weight":131,"slug":133},10,"Lifestyle","lifestyle",{"id":135,"doc_module":4,"doc_module_name":46,"category_name":136,"show_sort_weight":106,"slug":137},19,"General","general"]