Learning inequalities and educational policies in Latin America and the Caribbean

Group Submission Type: Book Launch

Description of Session

Educational inequalities in Latin America and the Caribbean are one of the main obstacles that the region faces in moving towards sustainable development. The results of the UNESCO’s Comparative and Explanatory Regional Study - ERCE 2019, administered in 16 countries of the region during 2019, show that primary school students in the region require more support and opportunities to achieve higher levels of learning that lead them to positive educational and life trajectories.
This publication will show first the results of a research on learning inequalities in Latin America and the Caribbean. This will be done by analyzing the learning gaps based on factors associated with educational achievement in accordance with the results of the ERCE 2019. This analysis consider two categories of factors: the first category corresponds to structural factors for the analysis of inequality, in which five factors are identified: a) socioeconomic level of students and schools; b) the differences between boys and girls; c) gaps according to type of school administration; and, d) gaps according to the geographical location of the school; the second category is made up of those factors that correspond to facilitators or barriers to learning. These elements come from information related to educational practices at home, school histories and learning opportunities at school that could vary depending on structural inequalities and that are susceptible to improvement through educational policies and practices.
In second place, and after establishing the general context of learning inequalities in the region, this publication will present the results of a process of collecting and analyzing public educational policies implemented during the period 2013-2019, which corresponds to the period between the administration of TERCE 2013 and ERCE 2019. Additionally, educational policies that have been implemented during the period of the COVID-19 pandemic and those that are currently being implemented, with the aim of recovering learning after the impact of the pandemic, will be also included in the analysis.
Finally, based on the diagnosis of educational inequalities and the analysis of public policies in recent years, this publication will present some recommendations to guide the governments of the region in the development and implementation of their educational policies, taking into account the general challenges of the region and those specific to each country.

Sub Unit

• Pre-Conference Workshops, Book launches, and Visual Art Exhibits / Book Launch

Chair

• Carlos Cayumán, UNESCO

Book Launch Presenter

• Ernesto Treviño, Pontificia Universidad Catolica de Chile