The educational system in Peru provides an education to young children shortly after they are born and until the fulfillment of their university studies, although many limitations make this system far from universal. There are three major deficiencies that plague the Peruvian educational system: high educational costs, the lack of proximity for students living outside of Lima and poorly qualified teachers.In recent years, the Ministry of Education – MINEDU – has undertaken a series of actions to improve access to education, as well as student performance. According to The Educational Quality Statistic (MINEDU), primary education reading comprehension went from 16% in 2007 to a 50% in 2015, and mathematics scores increased from 7% in 2007 to a 27% in 2015. Although the management of MINEDU has made significant progress in student performance, they needing to fill educational gaps including the big difference performance from rural and urban areas. Despite an increase in the education budget from a 3% to 4% of GDP spending and investment, it remains low compared to the 5.5% spending average of the countries that belong to the Organization for Economic Cooperation and Development (OECD). Since the year 2000, 15-year-old students who attend secondary education in the OECD countries and other nations that aspire to enter this organization, such as Peru, must take the PISA (International Student Assessment) test to measure their competences in Science, Mathematics and Reading Comprehension.On the 2015 evaluation, Peru ranked 64 out of a total of 70, a better position compared to its 2012 test ranking. That year, the country was in the last position among the 65 evaluated. In this edition, 5 more countries joined, all ranked below Peru. Notorious problems with public education include quality and inequity because coverage is not so much a problem. There is a serious problem of quality, as shown in the results of the tests that have been taken, and of inequity because the differences between the urban and the rural are enormous. Emphasis should be placed on rural education. Another problem that has come out quite clearly from a recent World Bank study is the lack of standards for students and teachers. Multiple efforts are being made to encourage children schooling, the most popular and effective at the moment is the “Qali Warma” (National School Nutrition Program).The program looks to ensure quality food service to children attending public schools from their earliest enrollment, beginning at 3 years of age, and at the primary education level. This helps improve services and strengthen the fundamental right to an education which the state must guarantee. This program seeks to provide beneficiaries with quality nutrition throughout the school year based on their living situation and other factors, to improve beneficiaries’ attention spans in class, encouraging their attendance and retention, and to promote better eating habits among the program’s beneficiaries.