Article

Results of the Curricular Analysis of the Fourth Regional Comparative and Explanatory Study (ERCE 2019)

27/07/2020
04 - Quality Education

The Latin American Laboratory for Assessment of the Quality of Education (LLECE), of the Regional Office of Education for Latin America and the Caribbean (OREALC / UNESCO Santiago), will present the results of the Curricular Analysis of the Regional Comparative and Explanatory Study (ERCE 2019) during a webinar July 28, 2020, at 11 am (GMT-4)

The event include:

  • The main findings, contributions and challenges identified in the curricular analysis of 19 countries in Latin America and the Caribbean.

  • The importance of information and cooperation to improve educational policies in the region within the framework of the 2030 agenda.

  • Presentation of LLECE’s new web platform

19

countries

3

disciplinary areas

2

areas of innovation

The report describes the expectations of 19 countries in the region with regard to their student’s learning outcomes.  Its conclusions are the result of collaboration between LLECE (OREALC/UNESCO Santiago) and Center for Advanced Research in Education (CIAE), from the University of Chile, which focused on consolidation and analysis of current curricula in countries that participated in the first stage of the Regional Comparative and Explanatory Study (ERCE 2019).

ERCE 2019 is a long-term research project focused on the evaluation of learning outcomes among students in Latin America and the Caribbean.  Results will be available in mid-2021. Curricular analysis sets forward the visions and trends that precede the COVID-19 pandemic and UNESCO inputs for new perspectives on what children are expected to learn, challenges and priorities that curricula should take on, especially after the pandemic.

The study covers three basic disciplinary areas: Language, Mathematics and Natural Sciences. These areas have been analyzed in three dimensions: disciplinary, to identify areas of convergence in curricular content; pedagogical, which identifies the approaches and theories that underlie the proposals to teach and learn; and an evaluative dimension, which reveals concepts, approaches and practices in each of the subjects. 

One innovative aspect of this version of the curricular analysis is that, for the first time and in an investigatory way, the report tracks the presence of content in education for global citizenship and education for sustainable development, both central components of educational goals included in the 2030 Agenda for Sustainable Development.

The results of this analysis will allow each country to review the experience of other countries and reflect on what students are learning in the classroom, and whether it responds to what they will need to know to function as 21st century citizens ready to face the challenges of 2030 Agenda for Sustainable Development. The research also allows a review of the current state of the region, illustrating how countries approach their curricula and identifying affinities, differences and good practice.

Watch the seminar here:

(In Spanish)

For editors:

All the information related to this report

Contact for the press:

Carolina Jerez Henríquez
Knowledge Management Section
Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago)
c.jerez@unesco.org
+56992890175