According to the 2018 results presented as part of the Programme for International Student Assessment (PISA), among Latin American and Caribbean members and partners of the OECD, Chile was the country with the highest share of students in schools whose principals described as having sufficient digital devices connected to the internet. In that year, that applied to **** percent of Chilean students tested. Meanwhile, Brazil had the lowest share amongst countries surveyed, with **** percent of students.

This statistic shows a comparison of the highest level of education completed in Latin America in 2004 and 2014. In 2014, ** percent of Latin American students had completed secondary education, up from ** percent back in 2004.

The COVID-19 pandemic brought with it not only sanitary challenges, but also social and economic difficulties on a global scale. The provision of means for students to keep on with their education despite the multiple social distancing restrictions is one of them. In this context, online learning has become a very useful alternative. Among ** Latin American and Caribbean countries analyzed in 2020, the most commonly used distance learning tool was online learning, implemented by ** countries in the region. In comparison, less than ** countries evaluated delivered devices or provided students with live online classes. Alternatives to online education Although online education has been the most chosen learning delivery system in Latin America and the Caribbean during the pandemic, a considerable part of the population in the region has little to no access to the internet or to digital learning tools. As a result, other creative ways of providing learning resources have been adopted. A good example of this has been the broadcasting of educational programs via television and radio. In Mexico, for instance, the program “Aprende en Casa” was launched at the beginning of the 2020/2021 scholar year to air educational content for each school level throughout the day. Digitalization in schools pre COVID-19 pandemic One of the characteristics of digitalization in Latin American schools, even before the COVID-19 pandemic, has been the evident inequalities among institutions and students. These disparities are present in multiple areas and vary not only between countries, but also within them. Uruguay, for instance, having one of the largest shares of pupils with an effective online learning support platform in the region, was also among the Latin American countries with the lowest share of students whose teachers were prepared to integrate digital devices to education.

Historical dataset showing Latin America & Caribbean education spending by year from 2000 to 2022.

The average for 2022 based on 15 countries was 92.75 percent. The highest value was in Costa Rica: 133.16 percent and the lowest value was in Guatemala: 46.11 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

Abstract This article aims to present an overview of the existing comparative studies on anti-racist educational policies in Latin America, focusing on the black population. The research was conducted on online databases and found 06 papers on the subject, focusing mainly on Brazil and Colombia. Although studies point out that black people in Latin America face similar difficulties in the educational field, the lack of comparative studies on this population in the region is alarming and may be related to the lack of statistical data based on racial criteria.

Graph and download economic data for Ratio of Female to Male Tertiary School Enrollment for Developing Countries in Latin America and Caribbean (SEENRTERTFMZSLAC) from 1970 to 2023 about Caribbean Economies, Latin America, enrolled, ratio, tertiary schooling, females, males, and education.

This statistic shows the earnings based on level of education in selected Latin American countries in 2014. In that year, average college graduates in Brazil earned *** percent more than high school graduates.

Share of Trained Teachers in Secondary Education in Latin America by Country, 2023 Discover more data with ReportLinker!

ABSTRACT This study problematizes the understanding of quality of education/physical education in schools from the interlocution with public university researchers in Latin American countries. In order to achieve this goal, the authors made theoretical incursions into the literature and collected data through an online questionnaire, answered by seven researchers from Higher Education Institutions in Argentina, Chile and Colombia, whose work is connected to issues on the formation of teachers. It was concluded that the discourses of the Latin American interlocutors are approaching an understanding of quality in education/physical education in schools that does not fragment the subject in its relation with the world, but that values it in its diversity, corporality and autonomy, distancing themselves from market approaches that assess quality in the form of tests, competition and supremacy of one another.

Graph and download economic data for Ratio of Female to Male Primary School Enrollment: All Income Levels for Latin America and Caribbean (SEENRPRIMFMZSLCN) from 1970 to 2020 about primary schooling, Caribbean Economies, Latin America, enrolled, females, males, ratio, primary, and income.

Financial overview and grant giving statistics of Latin America Working Group Education Fund

The average for 2022 based on 10 countries was 16.7 percent. The highest value was in Paraguay: 24.07 percent and the lowest value was in Ecuador: 9.29 percent. The indicator is available from 1972 to 2023. Below is a chart for all countries where data are available.

The average for 2022 based on 5 countries was 89.01 percent. The highest value was in Uruguay: 100 percent and the lowest value was in Nicaragua: 68.68 percent. The indicator is available from 1998 to 2023. Below is a chart for all countries where data are available.

ABSTRACT In this article we analyze what International Organizations and their experts say about the possibility of building and/or existence of the World Class Universities in Latin America and the Caribbean countries, with the objective of highlighting how the specificities of this model for those countries, that do not make up the dynamic axis of capital, are being outlined. Regarding this, we seek to understand the movement of this tendency from the places occupied by Latin American universities in the main international academic rankings. In methodological terms, bibliographical data and documentary analysis are used, considering that the research on the trends and manifestations of the World Class Universities presupposes the understanding of the historical and social totality.

Abstract copyright UK Data Service and data collection copyright owner. As the statistical branch of the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Institute for Statistics (UIS) produces cross-nationally comparable statistics on education, science and technology, culture, and communication for more than 200 countries and territories. The UNESCO Education Statistics dataset includes data from 1970 onwards. From pre-primary school enrolment to tertiary graduation rates, it covers all education levels and addresses key policy issues such as gender parity, teachers and education financing. Main Topics: • Out-of-school children • Entry • Participation • Progression • Completion • Literacy • Educational attainment • International student mobility in tertiary education • Human resources • Financial resources • School resources and teaching conditions (Africa only) • Adult education (Latin America and the Carribbean only) • Disparities in teacher's training, deployment, characteristics and working conditions at sub-national level (East and South West Asia only).

United States Imports: Services: LW: Travel: Education Related data was reported at 1.550 USD bn in 2016. This records an increase from the previous number of 1.489 USD bn for 2015. United States Imports: Services: LW: Travel: Education Related data is updated yearly, averaging 964.500 USD mn from Dec 1999 (Median) to 2016, with 18 observations. The data reached an all-time high of 1.550 USD bn in 2016 and a record low of 467.000 USD mn in 1999. United States Imports: Services: LW: Travel: Education Related data remains active status in CEIC and is reported by Bureau of Economic Analysis. The data is categorized under Global Database’s USA – Table US.JA028: Trade Statistics: Services: Latin America & Other Western Hemisphere.

United States Exports: Services: LW: Travel incl Education data was reported at 46.767 USD bn in 2016. This records a decrease from the previous number of 47.094 USD bn for 2015. United States Exports: Services: LW: Travel incl Education data is updated yearly, averaging 29.735 USD bn from Dec 1999 (Median) to 2016, with 18 observations. The data reached an all-time high of 47.094 USD bn in 2015 and a record low of 21.644 USD bn in 2003. United States Exports: Services: LW: Travel incl Education data remains active status in CEIC and is reported by Bureau of Economic Analysis. The data is categorized under Global Database’s USA – Table US.JA028: Trade Statistics: Services: Latin America & Other Western Hemisphere.

This statistic shows the highest level of education completed among adults aged 25 to 29 in Latin America in 2014. In that year, approximately ** percent of Latin American adults had completed secondary education.

This web site includes statistics on poverty and other distributional and social variables from 25 Latin American and Caribbean (LAC) countries. All statistics are computed from microdata of the main household surveys carried out in these countries using a homogenous methodology (data permitting). SEDLAC allows users to monitor the trends in poverty and other distributional and social indicators in the region. The database is available in the form of brief reports, charts and electronic Excel tables with information for each country/year. In addition, the website visitor can carry out dynamic searches online.