Impacto de políticas públicas de mejoramiento escolar en contextos vulnerables entre Chile y Ecuador (2010 2024)

Abstract

Abstract: The present research focuses on evaluating how public policies for school improvement have influenced vulnerable contexts in Chile and Ecuador between 2010 and 2024, employing a comparative and multidimensional perspective. This study is supported by academic evidence showing that educational inequalities in Latin America persist despite reforms aimed at promoting equity and quality, which requires an understanding that goes beyond isolated and sectoral analyses. International organizations have indicated that public policy frameworks can foster more equitable educational opportunities when they incorporate inclusive, sustainable, and evidence-based approaches, reinforcing the need for comprehensive approaches in the formulation of educational policies. From a methodological point of view, the study combines documentary analysis, review of regulations, evaluation of official statistics, and qualitative analysis of technical reports, allowing for a triangulation of solid information to reliably validate the results; and the preliminary findings indicate that, although improvements have been observed in aspects such as coverage and institutional regulations, inequalities in school management, resource allocation, and educational leadership persist, reflecting the complexity of translating policies into effective practices in environments with high levels of vulnerability.