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Education system institutions and educational inequalities in Uruguay

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Date
2015-08
Author
Bogliaccini, Juan A.
Rodríguez, Federico
UN Symbol
LC/G.2643-P
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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.
Translation
Regulación del sistema educativo y desigualdades de aprendizaje en el Uruguay
Published in:
CEPAL Review   No.116

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Serie
CEPAL Review
ECLAC Subtopics
EDUCATION
United Nations Subtopics
EDUCATION ; SECONDARY EDUCATION ; ACADEMIC ACHIEVEMENT ; EDUCATIONAL QUALITY ; EVALUATION ; TEACHING PERSONNEL ; EDUCATIONAL INSTITUTIONS ; TEACHING MATERIALS
Country / Region
URUGUAY
URI
https://hdl.handle.net/11362/39608
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