The aim was to identify the skills of students entering the Madre de Dios National University of Madre de Dios (UNAMAD) and the perspective of teachers of Basic Educational Institutions (IEBR) in Puerto Maldonado, Peru, as opposed to the curriculum design applied in the country. A desk review of the results of the ECE tests was carried out in upper secondary students between 2015-2018, in educational institutions of the UGEL in Tambopata. An objective test was applied to assess communication and mathematical learning for students joining UNAMAD and a questionnaire to assess the perspective of teachers from Tambopata’s IEBR versus curriculum design. There was an increase in the performance of the ECE tests in mathematics of 2.8 % and in communication of 0.7 %; 75.40 % of UNAMAD entrants reached the average (in-process) level; and 77.27 % of teachers consider that curriculum design has an average influence on the development of student skills. Teachers should be trained to implement the curriculum, and the curriculum should be enriched by taking into account proposals and needs of trade associations, parents, neighbours, etc. Extra-muros orders are the axes of change in the way in which the problems of today’s society are resolved.