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Exam Review

Key Facts: MINEDU Cargos Directivos Exam

70 questions

Questions on the Prueba Nacional (20 reading comprehension, 50 management)

MINEDU — RVM N° 086-2025-MINEDU

130 points

Maximum total score on the Prueba Nacional

MINEDU — RVM N° 086-2025-MINEDU

18 and 60

Minimum scores required in reading comprehension (of 30) and management (of 100)

MINEDU — RVM N° 086-2025-MINEDU

3h 30m

Maximum time allowed for the Prueba Nacional

MINEDU — Evaluación Docente, Acceso 2025

4 years

Period of a post won through the concurso, followed by an evaluation for continuity

Ley N° 29944, Art. 33

S/ 0 (Free)

Registration in the concurso is voluntary and free of charge

MINEDU — RVM N° 086-2025-MINEDU

Peru's MINEDU Cargos Directivos Prueba Nacional has 70 three-option questions in 3 hours 30 minutes, requiring 18/30 in reading comprehension and 60/100 in management knowledge. Registration is free. This independent English-language practice covers school leadership, public management and education law.

Sample MINEDU Cargos Directivos Practice Questions

Try these sample questions to review concepts for the MINEDU Cargos Directivos exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1A technical report on regional educational equity states: 'While secondary enrollment parity has improved across rural districts, retention rates among indigenous girls decline sharply after age fourteen due to domestic labor demands and long transit times.' Which inferential conclusion is most strongly supported by this statement?

A.Equal enrollment at entry does not ensure completion while socio-economic and logistical barriers persist.

B.Rural secondary education has now achieved full equity across all of the development indicators studied.

C.Domestic labor demands have been eliminated as a dropout risk through cash-transfer programs.

D.Long transit times mainly affect male secondary students who live in dispersed rural settlements.

Explanation: The text directly contrasts improved enrollment parity with declining retention after age 14 due to specific domestic and logistical obstacles, demonstrating that access at entry does not ensure persistence or completion.

2An academic essay analyzing pedagogical supervision argues: 'Supervision that prioritizes bureaucratic compliance over collegial dialogue transforms classroom observation into an instrument of anxiety rather than institutional learning.' What is the author's primary communicative purpose?

A.To advocate punitive administrative measures when teachers fail to submit lesson plans on time.

B.To criticize control-oriented supervision and argue for reflective, dialogue-based accompaniment.

C.To eliminate all classroom visits by school leadership teams in order to preserve teacher autonomy.

D.To show that some anxiety is a necessary motivator for teachers to follow the curriculum faithfully.

Explanation: The author contrasts bureaucratic compliance (which induces anxiety) with collegial dialogue (which fosters institutional learning), explicitly critiquing mere audit models in favor of reflective accompaniment.

3A diagnostic report highlights that 65% of sixth-grade students can identify explicitly stated details in narrative texts, but only 22% correctly infer the author's implicit assumptions. What pedagogical conclusion should the school management team draw?

A.Teachers should eliminate narrative texts from the curriculum and focus solely on informational tables.

B.Students should be held back a year until literal recall reaches 100% accuracy.

C.Planning must move from literal recall drills toward guided inferential and critical reading.

D.The diagnostic assessment is invalid because literal and inferential comprehension are mutually exclusive.

Explanation: The large discrepancy between literal retrieval (65%) and inferential reasoning (22%) indicates that instruction has overemphasized literal recall and requires targeted pedagogical interventions targeting higher-order inferential thinking.

4In a pedagogical policy brief, the author writes: 'Standardized assessment results provide valuable macro-level diagnostic indicators; however, when used as high-stakes punitive accountability metrics, they distort instructional priorities toward narrow test-coaching.' What is the underlying assumption in this argument?

A.Standardized assessments are entirely incapable of generating any useful educational data.

B.Curricular narrowing is an effective method for achieving sustained competency development.

C.Teachers naturally prioritize holistic competency development when threatened with institutional sanctions.

D.High-stakes consequences tied to test results distort how teachers teach.

Explanation: The argument assumes that attaching high-stakes consequences to test results pushes educators toward test-specific coaching instead of broad competency learning, thereby distorting pedagogical priorities.

5A text on formative evaluation states: 'Feedback that merely points out errors without guiding students toward self-correction fosters dependency, whereas metacognitive questioning empowers learners to identify their own cognitive gaps.' Which thesis does this evidence best support?

A.Effective feedback builds learners' self-regulation rather than just correcting errors.

B.Summative testing is more effective than formative feedback in secondary education.

C.Teachers should refrain from providing any feedback until end-of-term examinations.

D.Metacognitive questioning confuses students and delays curriculum coverage.

Explanation: The excerpt contrasts simple error-pointing (dependency) with metacognitive questioning (learner empowerment), defending the thesis that quality feedback scaffolds autonomous self-regulation.

6Reviewing an institutional evaluation memo, a school director notices the sentence: 'Despite substantial investments in digital tablet distribution, student learning outcomes in mathematical problem-solving showed no statistically significant change over two academic cycles.' What is the author's primary critique?

A.Digital tablets are inherently detrimental to cognitive development in primary mathematics.

B.Distributing hardware without pedagogical integration does not improve learning.

C.Mathematical problem-solving cannot be taught using technological tools.

D.Two academic cycles are too short a period to record any meaningful change in results.

Explanation: The contrast between substantial equipment investments and unchanged learning gains critiques technocentric assumptions that hardware provision alone improves pedagogical outcomes without instructional transformation.

7In an official directive regarding inclusive education, the passage reads: 'Inclusion does not consist of assimilating diverse students into an unyielding, standardized curriculum; rather, it demands the restructuring of school culture, policies, and practices to eliminate systemic barriers.' Which statement represents a valid counter-argument to assimilationist practices based on this text?

A.Standardized curricula must be enforced uniformly regardless of students' physical or neurodivergent profiles.

B.Specialized schools must be re-established to segregate students with severe disabilities.

C.Inclusion requires schools to adapt to student diversity, not students to rigid structures.

D.Institutional cultures should remain fixed so that administrative procedures stay efficient.

Explanation: The text defines authentic inclusion as the transformation of school culture, policy, and practice to eliminate barriers, directly opposing the idea that diverse learners must conform to an inflexible system.

8An analysis of bilingual intercultural education (EIB) notes: 'When children are taught initial literacy exclusively in a second language they have not yet mastered orally, their cognitive development and self-esteem are impaired.' What core principle of language acquisition is emphasized here?

A.Second-language immersion must precede oral proficiency in the mother tongue.

B.Oral proficiency in a second language develops automatically once written decoding is mastered.

C.Indigenous languages lack the syntactic complexity required for reading instruction.

D.Initial literacy is best built on the mother tongue, where oral comprehension already exists.

Explanation: Cognitive and linguistic research in EIB demonstrates that initial reading and writing skills should be acquired in the mother tongue (L1) where students possess oral fluency, facilitating subsequent second-language (L2) acquisition.

9A school leadership circular states: 'Distributed leadership does not mean delegating clerical burdens to avoid managerial responsibility; it entails cultivating collective agency across teaching teams to drive instructional innovation.' What distinction does the text draw?

A.Between offloading paperwork and genuinely sharing pedagogical leadership.

B.Between autocratic school direction and total absence of school authority.

C.Between primary school management and secondary school departmental structures.

D.Between public sector school regulations and private school autonomy.

Explanation: The text contrasts mere clerical delegation (abdication of managerial duty) with distributed leadership, which fosters collective professional agency and shared responsibility for instructional improvement.

10A researcher writes regarding school climate: 'Zero-tolerance disciplinary policies that rely heavily on suspensions do not reduce violent incidents; instead, they alienate vulnerable students and accelerate school disengagement.' What policy implication logically follows from this finding?

A.Schools should double the length of suspensions to strengthen their deterrent effect.

B.Replace exclusionary punishments with restorative and socio-emotional practices.

C.School leadership should ignore disruptive classroom behaviors completely.

D.Disciplinary authority should be transferred entirely to municipal police forces.

Explanation: Because exclusionary discipline fails to reduce violence and exacerbates dropout, evidence-based school management requires adopting restorative approaches and socio-emotional climate interventions.

About the MINEDU Cargos Directivos Exam

The Prueba Nacional of the Concurso de Acceso a Cargos Directivos y de Especialistas en Educación is Peru's national written test for appointed teachers seeking posts as school director or subdirector, education specialist in a DRE or UGEL, or head of pedagogical management, under Ley N° 29944. The official test is administered in Spanish with three-option items in two subtests, each with its own minimum score. This page offers independent practice by OpenExamPrep: an English-language, four-option MCQ study adaptation covering reading comprehension of educational texts, the Marco de Buen Desempeño del Directivo, management instruments and committees, public management, and the coexistence and disciplinary framework. It is not an official translation or a simulation of the exam.

Exam sponsor: Ministerio de Educación del Perú (MINEDU). The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

In the 2025-2026 concurso (RVM N° 086-2025-MINEDU), the Prueba Nacional is a printed, 70-question test with a maximum of 3 hours and 30 minutes. Comprensión Lectora has 20 questions worth 1.5 points each (30 points, minimum 18); Conocimientos de Gestión Institucional y Gestión Pública has 50 questions worth 2 points each (100 points, minimum 60). Candidates must meet both minimums. In the Etapa Descentralizada, a committee applies a professional-trajectory matrix (up to 66 points, no minimum) and an interview (up to 64 points, minimum 32).

Time Limit

3 hours and 30 minutes

Passing Score

Minimum 18/30 in Comprensión Lectora and 60/100 in management knowledge (130 points maximum)

Exam / Certification Fees

Free (Gratuito / S/ 0)

Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Official sources

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

28 of 100 study questions (28%)

Reading Comprehension of Educational Texts

Inferential, analytical and evaluative reading of texts on equity, supervision, assessment, inclusion, leadership and school management.

23 of 100 study questions (23%)

Pedagogical Leadership and Institutional Management

MBDDir domains, pedagogical accompaniment, PEI, PCI, PAT and RI, Compromisos de Gestión Escolar, teacher-development strategies and the use of ENLA results.

26 of 100 study questions (26%)

Public Management and School Administration

Strategic-planning tools, COPALE and PEN–PER–PEL articulation, own income and FONDEP, operational conditions and the school-feeding CAE, administrative procedure (TUO of Ley N° 27444), transparency, control and teacher contracting.

23 of 100 study questions (23%)

School Climate, Coexistence and Legal Framework

D.S. N° 004-2018-MINEDU coexistence and protection, SíseVe, inclusion (Ley N° 30797), the comunidad educativa, and preventive measures and sanctions under Ley N° 29944.

Preparing for the MINEDU Cargos Directivos Exam

What You Need to Know

Passing score: Minimum 18/30 in Comprensión Lectora and 60/100 in management knowledge (130 points maximum)
Assessment: In the 2025-2026 concurso (RVM N° 086-2025-MINEDU), the Prueba Nacional is a printed, 70-question test with a maximum of 3 hours and 30 minutes. Comprensión Lectora has 20 questions worth 1.5 points each (30 points, minimum 18); Conocimientos de Gestión Institucional y Gestión Pública has 50 questions worth 2 points each (100 points, minimum 60). Candidates must meet both minimums. In the Etapa Descentralizada, a committee applies a professional-trajectory matrix (up to 66 points, no minimum) and an interview (up to 64 points, minimum 32).
Time limit: 3 hours and 30 minutes
Exam / certification fees: Free (Gratuito / S/ 0) Official sources

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MINEDU Cargos Directivos: Suggested Study Strategy

1Balance your time between the two subtests: falling below the minimum in either one ends your participation.

2Know the structure of the Marco de Buen Desempeño del Directivo: 2 domains, 6 competencies and 21 performances.

3Distinguish the purpose of each management instrument: PEI (vision and strategic objectives), PCI (curricular diversification), PAT (annual operational plan) and RI (organization and coexistence norms).

4Review the Compromisos de Gestión Escolar (D.S. N° 006-2021-MINEDU) and the school committees that support them (R.M. N° 189-2021-MINEDU).

5Study the coexistence and protection framework (D.S. N° 004-2018-MINEDU and SíseVe) and the sanctions and preventive measures in Ley N° 29944, including the 2025 amendment by Ley N° 32242.

Frequently Asked Questions

How many questions are on the official MINEDU Cargos Directivos exam?

The Prueba Nacional has 70 three-option multiple-choice questions: 20 in Comprensión Lectora and 50 in Conocimientos de Gestión Institucional y Gestión Pública, with a maximum of 3 hours and 30 minutes.

What are the passing score requirements for the Cargos Directivos exam?

Candidates must obtain at least 18 of 30 points in Comprensión Lectora (12 correct answers at 1.5 points each) and at least 60 of 100 points in management knowledge (30 correct answers at 2 points each). Falling below the minimum in either subtest ends the candidate's participation.

What positions are filled through this competitive process?

The concurso fills posts of directivo de institución educativa (director and subdirector), especialista en educación in a DRE or UGEL, and Director or Jefe de Gestión Pedagógica. Under Ley N° 29944, posts are held for four years, after which an evaluation decides continuity for one more period or return to teaching.

What is the fee to register for the Cargos Directivos competition?

Registration is voluntary and free of charge.

Which school management instruments should candidates know?

The 2025 temario lists the design, implementation and monitoring of the Proyecto Educativo Institucional (PEI), the Proyecto Curricular Institucional (PCI), the Plan Anual de Trabajo (PAT) and the Reglamento Interno (RI), together with the Compromisos de Gestión Escolar and the school management committees.

In what language is the official examination conducted?

The official examination is administered in Spanish. This practice bank is an independent English-language MCQ study adaptation, not an official translation.