We all live under the same sky. This accessibility places astronomy in a unique position to inspire awe and connect people from a variety of backgrounds. Astronomy thus has the potential to promote equity and diversity in society, while providing the technical basis for the inclusion of the scientific method in education. Peru is a country with an astronomical tradition that goes back millennia to the most ancient cultures in the Americas. This heritage, in conjunction with the under-exploited world-class quality of the Peruvian skies, makes astronomy a highly applicable tool for scientific and socioeconomic development, as defined by the United Nations Sustainable Development Goals. Such a contribution is timely and urgent as countries in Latin America are experiencing the worst educational crisis in their history due to the COVID-19 pandemic. The case of Peru has been particularly critical, with more than 85% of schools closed throughout 2020 and 2021, and the public education system in a declared state of emergency until 2022. Even before the pandemic, Peru had one of the lowest scores in Latin America in the areas of science and maths based on Programme for International Student Assessment (PISA) evaluations. In particular, the most striking gaps are found between rural and urban female students as evidenced by an illiteracy rate of 21.2% for the female rural population over 15 years old compared with the average national illiteracy rate of 5.5% (ref.), reflecting severe inequalities in education.
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