The right to education and educational policies at the secondary level, in five Latin American countries, an analysis of eight school cohorts between 2005-2017.

Abstract

This study compares the education policies of 5 Latin American countries at secondary level and how they have impacted school progress. To do this, is used an educational cohort study methodology whose duration is 6 school years between the first and last academic year in the 5 countries. In this sense, the main results show that cohort by cohort, indicators such as enrolment and promotion increased. In turn, in the 5 nations, the low cycle has the best indicators. However, in some countries there was no progress in any cycle. Therefore, the conclusions establish the need to quantify the legislation and analyse who are the beneficiaries of educational policies in order to observe what is the contribution of the legal reality to dynamics of secondary school that requires attention from the high cycle.