Towards learning equity in Latin America: Understanding and supporting the most marginalized through technology

• In Event: Activism, Education, and Technology: Empowering Women and Youth in Latin America

Proposal

Purpose

Latin America has made significant strides in expanding basic education coverage, with high enrollment rates in primary and secondary education (United Nations, 2015). However, challenges persist, particularly in marginalized communities. Rural areas and low-income populations show lower school attendance and completion rates (UNESCO, 2020). The COVID-19 pandemic further disrupted education with notable declines in enrollment resulting in pronounced learning loss across the region (UNESCO, 2024). Additionally, national assessment outcomes continue to reveal that many students fail to achieve basic learning levels, particularly in mathematics (UNESCO et al., 2022) with strong correlations along socioeconomic status, ethnicity, or geographic location (Duarte et al., 2017).

Following on the conference theme inspired by rapid transformations through technological advancements, Latin America was among the first regions globally to experiment with inclusive technologies in education (Ho & Thukral, 2009) and educational technologies at scale (Vargas & Romaní, 2018). This year, we are prompted to think critically about how we approach technology innovation for educational research and design, as well as the outcomes associated with its implementation for a variety of stakeholder groups.

Guiding framework and institutional approach

The Sustainable Development Goal (SDG) 4 of the 2030 Agenda emphasizes inclusive, equitable, and quality education for all (United Nations, 2015). However, achieving this goal requires a focus on equity in learning outcomes, ensuring that all students, regardless of their background, achieve basic educational competencies. The rapid growth of technology integration in education planning has garnered significant support and funding globally. As a result, most countries across the LAC region have incorporated an information and communication technology (ICT) policy into their broader governmental education agendas. However, not all ICT policies are properly designed from a learning equity perspective, nor is there sufficient guidance to systematically monitor classroom implementation.

This research presents findings on the state of learning equity in ICT planning in twelve Latin American countries as part of the Learning Equity Initiative (LEI). Launched in 2018 at the University of Pennsylvania, the LEI is a partnership between UNESCO’s International Institute of Educational Planning (IIEP) and academic institutions in the US and abroad dedicated to promoting learning equity and educational excellence for marginalized populations in low- and middle-income countries. LEI has produced two edited volumes of research and policy analysis to generate innovative solutions for improving learning equity in educational policy planning. This paper summarizes preliminary findings from the newest collaboration of the LEI in Latin America (LEI-LAC), in partnership with local academic and non-governmental organizations as well as the Buenos Aires office of UNESCO-IIEP.

Inquiry and results

In the summer of 2024, LEI-LAC initiated a research program to develop a series of papers examining the central issue of learning equity in educational planning across the region. Drawing on a review of public datasets, research publications, and current policy documents, the LEI-LAC program consists of three overlapping research activities: a) a policy landscape review identifying challenges and opportunities for improving learning equity along various thematic topics including ICT, b) indicator mapping to improve equity-based data capture within UNESCO-IIEP’s online policy observatory, Sistema de Información de Tendencias Educativas en América Latina (SITEAL; UNESCO-IIEP, n.d.), and c) a case study analysis of successful implementation of learning equity initiatives. The discussion for this paper will combine select findings from each of these activities with a specific focus on ICT policy planning, while providing insights for expanding the LEI-LAC approach to other regions.

Scholarly and Policy Contributions

This paper will provide an evidence-based analysis on the state of learning equity in ICT planning across Latin America and identify relevant knowledge gaps in research, policy, and evaluation. Deliverables produced from the research activities outlined above will provide actionable insights for policymakers and contribute to the broader effort to prioritize learning equity for the region. 

References

Duarte, J., Jaureguiberry, F., & Racimo, M. (2017). Sufficiency, Equity and Effectiveness of School Infrastructure in Latin America according to TERCE. IDB Publications. https://doi.org/10.18235/0006344

Ho, J., & Thukral, H. (2009). Tuned in to success: Assessing the impact of interactive radio instruction for the hardest-to-reach (p. 69). Education Development Center. https://www.edc.org/sites/default/files/uploads/Tuned-Student-Success.pdf

UNESCO. (2020). Global education monitoring report, Latin America and the Caribbean: Inclusion and education. (Global Education Monitoring Report). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000374790

UNESCO. (2024). The urgency of educational recovery in Latin America and the Caribbean (p. 62). UNESCO. https://www.unesco.org/sites/default/files/medias/fichiers/2024/01/uns-recuperacion-ENG.pdf

UNESCO, ECLAC, & UNICEF. (2022). Education in Latin America and the Caribbean at a crossroads: Regional monitoring report SDG4. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000382919

UNESCO-IIEP. (n.d.). Sistema de Información de Tendencias Educativas en América Latina (SITEAL). SITEAL. Retrieved September 10, 2024, from https://siteal.iiep.unesco.org/

United Nations. (2015). Transforming Our World: The 2030 Agenda for Sustainable Development. Springer Publishing Company. https://doi.org/10.1891/9780826190123.ap02

Vargas, P. R., & Romaní, C. C. (2018). Plan Ceibal en Uruguay: Una política pública que conecta inclusión e innovación. Politicas Publicas para la Equidad Social, 13–29. https://doi.org/10.13140/RG.2.2.34994.50886/1

World Bank. (2024, March 22). Tackling the Learning Crisis in Latin America and the Caribbean. Results Brief. https://projects.worldbank.org/en/results/2024/03/22/tackling-the-learning-crisis-in-latin-america-and-the-caribbean

Authors

• Nathan M. Castillo, University of Illinois

• Santiago Ospina Tabares