Schools in Chile: Segregation or social inclusion?
The discussion regarding an educational reform in Chile carries with it a concern with the systems used to select students and measure results. A good example is the—many times negative and long-lasting—impact that the results obtained for the students in standardized tests of knowledge (such as SIMCE, PISA and PSU) have for educational institutions. At the same time, there is significant debate regarding the quality of schools as well as their role as institutions promoting social inclusion.
In this context, we ask: Would it be possible to sustain and to project a primary and secondary educational system that meets high quality standards, without relying so much on existing measurement and selection processes?
This panel will focus on the actions that may allow us to improve the organization and educational practices in Chile. In other words, the discussion will center on initiatives to promote stable transformations that may give way to the consolidation of an inclusive and democratic educational model and can provide the welfare and equity to all citizens. This reflection will further our knowledge and understanding of alternative ways to conceive school and their role in relation to citizenship.