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Education system institutions and educational inequalities in Uruguay

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  • Bogliaccini, Juan A.
  • Rodríguez, Federico

Abstract

This article shows how certain aspects at the secondary level of Uruguay’s public school system produce inequalities in student achievement. The 2006 edition of the Programme for International Student Assessment (pisa) (oecd, 2006a) points to three key aspects of the institutions that regulate secondary education that play a part in reproducing inequalities of origin, hindering the equalizing role that guides the education system. First, the teacher assignment mechanism has the dual effect of sending a revolving door of young and inexperienced teachers to schools in unfavourable sociocultural contexts as well as concentrating teachers with more experience in schools in favourable contexts. Second, the geography-based system for assigning students to schools reproduces the residential segregation process. Lastly, the centralized system for supplying educational and technological materials is inadequate to the needs of the schools.

Suggested Citation

  • Bogliaccini, Juan A. & Rodríguez, Federico, 2015. "Education system institutions and educational inequalities in Uruguay," Revista CEPAL, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL), August.
    • Handle: RePEc:ecr:col070:39608
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    References listed on IDEAS

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    Cited by:

    1. Marisa Bucheli & Maximo Rossi & Florencia Amábile, 2018. "Inequality and fiscal policies in Uruguay by race," The Journal of Economic Inequality, Springer;Society for the Study of Economic Inequality, vol. 16(3), pages 389-411, September.
    2. Bucheli, Marisa & González, Cecilia, 2024. "Investment in human capital by socioeconomic status in Uruguay," The Journal of the Economics of Ageing, Elsevier, vol. 27(C).

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