“Coding for Every Kid, Everywhere”.

Why It Matters

A child’s curiosity, creativity, and potential should not be determined by where they are born.

However, across Peru, geography and socioeconomic circumstances continue to shape the educational opportunities available to children. Rural communities face higher rates of poverty, lower levels of internet access, and barriers to educational resources that children in major urban centers are far less likely to encounter.

MiniCoders began with a simple belief:
Children do not need us to give them potential. They need opportunities to use the potential they already have.

Meet a Minicoder…

Some mornings, he began working on the farms as early as 4:00 a.m. before school.
And he was always on time.

What impressed me most about him was never how difficult his circumstances were. It was the person he was in spite of them.
He was one of the most attentive students in the room. He listened carefully, asked questions, and genuinely wanted to understand what he was creating.

I had come there thinking about what I could teach these children. He reminded me how much I had to learn from them.

I have rarely met someone so young who carried himself with so much kindness, attentiveness, and generosity.

Potential is everywhere. Opportunity isn’t.

These children are extraordinarily capable, yet opportunities available are not equally distributed.

Did you Know that…

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39.3%

of Peru’s rural population lived in monetary poverty in 2024.

The children we work with are growing up within one of Peru’s deepest educational divides. Their communities are not lacking imagination, intelligence, or ambition.
They are lacking access to the same resources and opportunities.

Source: Instituto Nacional de Estadística e Informática (INEI), 2024.

51.8%

of Peru’s rural population aged 6 and older accessed the internet in the final quarter of 2023.

In Metropolitan Lima, that figure was 89.8%.
That is a digital divide of nearly 38 percentage points within the same country.

Source: INEI, Estadísticas de las Tecnologías de Información y Comunicación en los Hogares, 2023.

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34%

of Peruvian 15-year-olds reached at least basic proficiency in mathematics in PISA 2022.

Across OECD countries, the average was 69%.

Within Peru itself, socioeconomic inequality was strongly associated with educational performance.

The most socioeconomically advantaged quarter of students outperformed the most disadvantaged quarter by 86 points in mathematics.

Source: OECD, PISA 2022.

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12.5%

of Peruvian children ages 6–17 accessed the internet from an educational institution in 2023.

For most children who used the internet, access came through a cellphone not through computers, tablets, or technology available at school.

Digital access is more than connectivity. Children need opportunities to create with technology, not simply consume through it.

Source: Instituto Nacional de Estadística e Informática (INEI), 2023.

MiniCoders cannot solve all of this.

And we do not pretend that it can.
Technology alone will not solve structural educational inequality.
Our goal is smaller, but meaningful.

We bring tablets, programming activities, and in-person instruction directly to children in communities with limited access to technology education.

Through Scratch, Scratch Jr., Bloxels, and creative activities, students learn about sequences, loops, algorithms, storytelling, problem-solving, and computational thinking.

We are not bringing potential to these communities.
It was already there.
We cannot determine what these children will become, but we can help make sure they get the opportunity to find out.

Give

Help Us Reach More Kids

Every donation helps us bring tablets, transportation, and coding education to another classroom.

Donate

Want to partner with us, volunteer, or bring MiniCoders to your school?

Contact us:

minicoders@gmail.com

Whatsapp: +1 510 680 6148