For many years, the Peruvian educational system has been characterized by low educational achievement, one of the reasons being the inadequate performance of teachers for student learning. For this reason, the Ministry of Education implemented the strategy of Pedagogical Accompaniment, whose main objective is to strengthen the performance of teachers and thus help optimize student learning. Therefore, the pedagogical accompaniment has shown through the evidence collected that, progressively, the academic level of the students has improved in the different pedagogical spaces of the Educational Institutions that have benefited from this strategy; however, low educational achievements persist in those areas that have not benefited from pedagogical accompaniment, therefore, the problem related to the limited coverage of the Pedagogical Accompaniment strategy in Educational Institutions was i...