Colombia, Mexico and Uruguay: Comparison of Educative Re-Entry.
DOI:
https://doi.org/10.22235/pe.v2i1.702Keywords:
exclusion, educational policies, development, inclusionAbstract
Abstract. The exclusion of children, adolescents and young people from the education system is a complex issue that requires urgent attention. This concern for educational inclusion justifies the need to study the current policies on the subject. The Education Area of the Eurosocial Program, through the Organization of Ibero-American states (OEI),has fostered the completion of three in-depth studies on basic education re-entry programs, in cities in Colombia, Mexico and Uruguay, where the author of this article was coordinator of the research undertaken. What is the meaning of promoting educative changes enabling the re-entry of children and young people into the education system? How can the educative inclusion be favored? What can be done to develop schools and programs that can really «reach out to» children and young people from vulnerable sectors? These are some of the questions addressed in this article.Downloads
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