Educational reforms in Latin America and their impact on educational quality 2020-2025
Abstract
This article focuses on the educational policies implemented in Latin America between 2020 and 2025, analyzing their impact on educational equity in the region. Through a qualitative and descriptive literature review, supported by indexed sources such as Scopus, Web of Science, SciELO, Redalyc, Dialnet, Google Scholar, and official documents, the evolution, trends, and prevailing preferences in Latin American education systems are examined. It is observed that, while the global health crisis that began in 2019 accelerated urgent reforms focused on the digital transformation of learning, it also revealed deep-seated structural inequalities, especially in rural and indigenous areas. International organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Organization for Economic Co-operation and Development (OECD), the Inter-American Development Bank (IDB), and the World Bank have played a significant role in policymaking, although their involvement has generated debates about educational sovereignty. The reforms have aimed to improve the quality of teacher training, curriculum, and infrastructure, but progress in quality indicators, such as international academic achievement tests and the Regional Comparative and Explanatory Study (ERCE), has been uneven and limited. Furthermore, the need for effective institutional educational leadership, sustainable policies, and greater local participation in decision-making is highlighted. Thus, we can conclude that, while these reforms have been necessary, they have not been sufficient to ensure a universal, equitable, and high-quality education for all students in Latin America.
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