UNESCO-IESALC

Main Menu

  • The Institute
  • Priorities
    • Internationalization and Academic Mobility
      • Recognition of Academic Degrees
      • New Regional Convention
      • Practical information for recognition by country
    • Quality and relevance
    • Equity and Inclusion
    • Innovation
    • CRES 2018
  • Programs
    • Research
      • Academic Mobility
      • Digital Transformations
      • Futures of Higher Education
      • Response to COVID-19
      • Sustainable Development Goals (SDGs)
      • The Right to Higher Education
    • Capacity building
      • Campus IESALC
      • Change Management Program and Agile Methodologies
      • EDS Bootcamp 2023
      • Leadership, Management and Training Program for Sustainable Higher Education 
      • Quality Management Programme
      • Strengthening Programme for Improvement Plan Projects
      • Sustainable University Leadership and Governance. Towards the 2030 Agenda
      • Teacher Competency Development Programme (TCDP)
      • Technical Competency Development Programme
    • Technical cooperation
      • Educational continuity in Peru (PMESUT)
    • Concerted advocacy
  • Publications
    • IESALC Publications
    • ESS Open Journal System
    • CRES 2018 Collection
  • Events
  • Español

logo

  • The Institute
  • Priorities
    • Internationalization and Academic Mobility
      • Recognition of Academic Degrees
      • New Regional Convention
      • Practical information for recognition by country
    • Quality and relevance
    • Equity and Inclusion
    • Innovation
    • CRES 2018
  • Programs
    • Research
      • Academic Mobility
        • Virtual Student Mobility
      • Digital Transformations
      • Futures of Higher Education
      • Response to COVID-19
        • Reopening maps
      • Sustainable Development Goals (SDGs)
      • The Right to Higher Education
    • Capacity building
      • Campus IESALC
      • Change Management Program and Agile Methodologies
      • EDS Bootcamp 2023
      • Leadership, Management and Training Program for Sustainable Higher Education 
      • Quality Management Programme
      • Strengthening Programme for Improvement Plan Projects
      • Sustainable University Leadership and Governance. Towards the 2030 Agenda
      • Teacher Competency Development Programme (TCDP)
      • Technical Competency Development Programme
    • Technical cooperation
      • Educational continuity in Peru (PMESUT)
    • Concerted advocacy
  • Publications
    • IESALC Publications
    • ESS Open Journal System
    • CRES 2018 Collection
  • Events
  • Español

Global education monitoring report 2020 – Latin America and the Caribbean: inclusion and education: all means all, key messages and recommendations

Latin America and the Caribbean is the region with the largest and most challenging socio-economic inequality in the world. Education systems reflect the highly unequal societies in which they are located. This report focuses on groups at risk of education exclusion as a result of gender, remoteness, poverty, disability, ethnicity, language, migration, displacement, incarceration, sexual orientation, or gender identity and expression. The research used the country profiles in the PEER website and 29 country case studies, which inquire into the challenges and experiences of inclusion in education from the point of view of legal and policy frameworks, governance and financing, […]
©
23 December, 2020

Latin America and the Caribbean is the region with the largest and most challenging socio-economic inequality in the world. Education systems reflect the highly unequal societies in which they are located. This report focuses on groups at risk of education exclusion as a result of gender, remoteness, poverty, disability, ethnicity, language, migration, displacement, incarceration, sexual orientation, or gender identity and expression. The research used the country profiles in the PEER website and 29 country case studies, which inquire into the challenges and experiences of inclusion in education from the point of view of legal and policy frameworks, governance and financing, curriculum and teaching materials, teachers, learning environments, and the contributions of communities, parents and students.

The report shows that identity, background and ability dictate many of the opportunities that children and young people will have during their education trajectories. For instance, indigenous peoples are among the most disadvantaged and have lower achievement and literacy rates than non-indigenous populations. Exclusion often occurs within the school, making teachers, school ethos and pedagogical practices key elements of the solution for building a more inclusive approach. One out of every two young people in the region does not reach a minimum level of proficiency in reading. The disadvantaged are far more affected. However, this problem will not be addressed only with technical solutions. Stigma, stereotypes and discrimination also affect the opportunity to learn. These challenges can be tackled only with inclusion in and through education.

Watch the launching of the Report on  SUMMA Facebook.

Global education monitoring report 2020 – Latin America and the Caribbean: inclusion and education: all means all, key messages and recommendations.


SHARE

RELATED ITEMS

Other recent press releases

  • Covid19Equity and InclusionNewsPublications

    New report unveils financial aid measures taken in the region for higher education students during the pandemic

    16 July, 2021
    By Yamel Rincon
  • Covid19From the CRES 2018 to WHEC 2022NewsPublications

    First expert meeting to discuss publication on the impact of COVID-19 on #HigherEd

    18 June, 2021
    By Yamel Rincon
  • Futures of Higher EducationNewsPublicationsWebinar

    Core values should be at the forefront of the Futures of Higher Education

    23 June, 2021
    By admin
  • Publications

    Volume 32/2 of the ESS Journal analyses higher education’s contribution to the sustainable development goals in the region

    23 December, 2020
    By Yara Bastidas
  • portadas revistas
    Revista ESS

    IESALC’S ESS Journal addresses the challenges of higher education in the region facing the pandemic

    15 December, 2021
    By Yara Bastidas
  • NewsRevista ESS

    Vol. 34 No. 1 (2022) of the ESS Journal on Quality and Mutually Inclusive Internationalization of Higher Education is available

    2 September, 2022
    By Yara Bastidas

  • News

    International Forum 70 Years of Free of Charge University in Argentina

  • From the CRES 2018 to WHEC 2022

    Ten axes for thinking about tomorrow’s higher education in Latin America and the Caribbean

  • Recognition

    Recognition Process Panama

UNESCO IESALC applies a zero tolerance policy against all forms of harassment

OUR NEWSLETTER

  Subscribe to our newsletter   

FOLLOW US

  •   Facebook
  •   Twitter
  •   Linkedin
  •   Instagram
  •   Youtube
  • © UNESCO IESALC 2021
  • Disclaimer of use
  • Website Privacy Notice
  • Opportunities
  • Contact us