Diagnosis of the situaton of the right to educaton in pandemic tmes, from CLADE's voices (March - October 2020) Diagnóstco de la situación del ...
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Diagnosis of the situaton of the right to educaton in
pandemic tmes, from CLADE's voices
(March - October 2020)
Diagnóstco de la situación del derecho a la educación
en tempo de pandemia, desde las voces de la CLADE
(marzo – octubre 2020)
Magaly Robalino Campos
Patricia Andrade Pacora
Daniel LarreaContent - Contenido
1. Methodological framework
Marco metodológico
2. Main results - Principales resultados
Findings - Hallazgos
Urgent and strategic responses Respuestas
urgentes y estratégicas
Major challenges and decisions
Grandes desafos y decisionesConceptual and methodological framework
Marco conceptual y metodológico
1) The 4 A's of the right to
educaton Operatonalisaton and defniton of
2) CLADE´s Principles research questons
3) Agenda 2030, SDG 4
Validaton of the
framework of analysis
In-depth interviews 10 axes of analysis
CLADE Coordinaton
Diversity of
Cross-analysis: sources.
(a) CLADE membership perceptons (30 Questonnaires and 9 Priority CLADE
Documentary analysis, interviews).
voices
online questonnaires and b) Documentary informaton: 160 documents, natonal (107),
interviews regional and internatonal (53).
c) Registry and review of CLADE actvites.
d) Ofcial web pagesAnalysis framework: 10 axes, themes and actors
1. Gaps and vulnerable groups. 6. Role, place and status of
2. Country responses from the teachers.
governments. 7. Role and place of large
3. Responses from other actors. technology corporatons.
4. Funding for crisis response. 8. Risk factors/barriers to access
to the right to educaton.
5. Curriculum decisions.
9. Challenges for countries.
10. Strategic issues for the right to
educaton agenda.The crisis comes from the past. Covid 19, puts a spotlight on it, deepens and widens it.
• The GDP growth rate was already declining, from 6.0% to 0.2% (2010-2019).
• Afer 2020, it will fall by 9.1%.
GDP and • Unemployment will rise from 8.1% (2019) to 13.5%. From 26 million unemployed, in 2019, to more
employment than 44 million.
• 54% informal employment. Peru close to 70%. (ECLAC, 2020).
Poverty and • In 2019 poverty afected 185.5 million (30%). This fgure will rise to 231 million (37.3%). 45.4
million more.
extreme • In 2019 extreme poverty afected 67.7 million people. This fgure will rise to 96.2 million. 15.5% of
poverty the total populaton. (ECLAC, 2020).
• Retenton, overage, completon and apprentceships: major problems in educaton systems
• 224 million students and 7 million teachers have not been able to return to the classroom (UNESCO).
Educational • Students not only lose educatonal opportunites. They lose access to: food, health, recreaton, socio-emotonal
situation support. (85 million children were receiving school meals).
• 6 out of 10 urban households (67%) and only 2 out of 10 rural households (23%) are connected to
the Internet.
Internet • In countries such as Bolivia, El Salvador, Paraguay and Peru, barely 1 in 10 rural households has an
access internet connecton.
• In beter-of countries such as Chile, Costa Rica and Uruguay, less than 50% of rural households are
connected.Some fndings Algunos hallazgos
1. Pobreza estructural en la
2. La pobreza no actúa sola: 3. Abandono histórico de la
base de un conjunto de
múltples y sucesivas capas escuela pública, en especial,
desigualdades y brechas
de exclusión rural y urbano periféricas.
pre-existentes
• estudiantes ámbitos rurales • Género, etnia, • Brecha tecnológica y
y urbano periféricos. orientación sexual, brecha de servicios
• indígenas (60 millones, lugar de vivienda, básicos.
10%) y afrodescendientes migración, etc. • Condiciones de
(130 millones, 21%). • Exclusión infraestructura y
• niñas y mujeres.
interseccional. sanitarias precarias
• primera infancia y jóvenes
difcultan perspectvas
y adultos .
de retorno seguro.
• grupos invisibilizados:
población con
discapacidad, migrante,
LGTBI, NINI, trabajadores
informales.4.Cierre de escuelas y tránsito a 5. Docentes factor esencial:
la modalidad a distancia: compromiso en situación de
limitaciones, riesgos y pérdidas vulnerabilidad y precarización
que profundizan brechas creciente.
• Difcultades en el acceso • Débil preparación para
(brecha digital). enseñanza a distancia.
• Abandono escolar. • Extensión de la jornada,
• Priorización de contenidos intensifcación del trabajo,
curriculares, tendencias de afectación fsica y emocional,
homogenización y educación impacto económico.
“bancaria” (P. Freire). • Falta de autonomía y
• Pérdida de sentdo reconocimiento.
(adolescentes y jóvenes). • Compromiso con estudiantes y
• Impacto en alimentación, familias.
salud, apoyo socioemocional,
recreación, socialización.7. Grandes corporaciones:
6. Financiamiento
nuevos actores de la polítca 8. Respuestas solidarias
amenazado
pública en educación
• Poder económico y polítco •
• Reorientación, recortes.
(negocio e incidencia en las
Comunidades
• Alertas sobre decisiones de polítcas • Organizaciones
mecanismos de cálculo educatva).
frente a otras • Fundaciones
• Ausencia de regulaciones
demandas (priorización tributarias. Evasión de • Familias
de otras áreas). impuestos. • Otros.
• Riesgos de disminución • Acceso a inmensas bases
de los recursos. de datos sin regulaciones.
• Riesgo de profundización y
nuevas formas de
privatzación en el
escenario.Responses for guaranteeing the right:
urgency with a strategic outlook
1. Respuestas inmediatas a
2. Respuesta sistémica e
la situación crítca
intersectorial para una
generada por la pandemia:
educación con enfoque de
escuelas, equipos docentes
derechos humanos.
y comunidades educatvas
3. Recuperación de las
condiciones de vida:
4. Retorno a la
atención a las poblaciones
presencialidad.
en situación de
vulnerabilidad.Response to the critcal situaton generated by
the pandemic in the school world
Catch-up for students excluded from the educaton system.
Strategies to support students, families and teachers: welfare and
protecton conditons.
Connectvity as a central conditon for the exercise of the right to
educaton.
Intersectoral alliances to address critcal problems such as teenage
pregnancy and violence against women.
Return to face-to-face educaton based on agreed criteria and conditons,
with state responsibility and the partcipaton of educatonal communites.Systemic response for a human rights-based approach to
educaton
Repositoning of free public educaton.
Resignifcaton of common meanings about the purpose of educaton, such
as the human right to lifelong educaton.
Funding: recovery and sustained increase.
Multsectoral policies for the inclusion, permanence and completon of
students' trajectories.
Comprehensive policies for the recogniton and development of educaton
professionals and workers.
Politcal and fnancial support for higher educaton and the development of
research, science and technology.
Social dialogue and insttutonalizaton of broadly representatve spaces for
decision-making.
Producton of knowledge to monitor the fulfllment of the right to
educaton.Response to restoring living standards, tax
justice and data protection
Intersectoral policies for the economic recovery of the
populaton living in poverty and their exercise of their rights.
Explicit state commitment to a gender focus and eradicaton of
all forms of violence.
Tax justce that guarantees collecton of taxes from technology
transnatonals, which contributes to covering the demands of a
good educaton for all.
Regulatory standards and surveillance for the security and
privacy of the data of the entre populaton.Response to the return to face-to-face Educaton is a human and social process that is built on relatonality and daily interacton. The return to face-to-face educaton is not under discussion. The issue is what are the conditons for the return and how do states guarantee their fulfllment. Health conditons yes, but not only. Social conditons, infrastructure, pedagogical, curricular, connectvity, access, food, monitoring of health and socio-emotonal situaton, etc. Decisions agreed and planned with directors, teachers, families and actors in the territory. Monitoring of the conditons of permanence and learning of students, and the health and well-being of the educatonal community.
Urgent and strategic decisions (1)
Reintegraton and preventon of exclusion from the system.
Full access to distance educaton services and closing learning gaps.
Return under pedagogical, social and biosecurity conditons.
Integraton of the agendas of other rights with the agenda of the human
right to educaton.
Integrated care for the educatonal community (physical and socio-
emotonal health).
Priority for the implementaton of a focus on gender equality and the
eradicaton of violence against women in the educaton system.
Policies and strategies for the visibility of and atenton to all vulnerable
populatons.Urgent and strategic decisions (2)
Changes in the meaning of the curriculum (learning priorites,
methodological strategies, assessment, etc.).
Sustained and sufcient fnancing for the fulfllment of the human right to
educaton: disaggregated informaton and calculaton mechanisms.
Teachers: policy subjects and essental factor for the fulfllment of the
human right to educaton. Comprehensive, cross-sectoral, long-term
policies: renewed training, adequate working conditons, welfare.
Rights to connectvity and data privacy.
Tax justce associated with educaton fnancingPrecarious normality vs. a commitment to
transformaton
Possibility of making paradigm shifs on the social meaning of
educaton and the meaning of the human right to educaton,
among others.
These tmes of crisis demand more than ever the strengthening
of States as guarantors of human rights, which only become
efectve when they are guaranteed jointly (CLADE, 2020).
The knowledge raised from a rights-based approach contributes
to amplifying the voices of social movements, the voices of
citzens, and contributes to artculated social acton for inclusion,
equality and social justce.You can also read
