Latin America and the Caribbean Inclusive Education Landscape Assessment
- Enrollment data disaggregated by marginalized groups is limited, especially beyond sex and location.
- Marginalized groups tend to score lower in standardized assessments compared to non-marginalized groups.
- All countries have established education policy frameworks in favor of inclusive education, except for explicit guidelines for the LGBTQIA+ community.
- Household poverty, violence, and insecurity are key barriers to education for marginalized children.
- Lack of rigorous monitoring and evaluation (M&E) practices in project implementation.
The Latin America and Caribbean Inclusive Education Landscape Assessment (IELA) evaluates the state of inclusive education in Colombia, El Salvador, Haiti, and Honduras. The assessment, conducted between April and September 2023, examines the barriers and enablers to equitable access to quality education for marginalized groups, including children with disabilities, migrants, ethnic minorities, and those from low socioeconomic backgrounds. It analyzes education policies, practices, and school environments, and provides recommendations for USAID, national governments, and other stakeholders to improve access to quality education for these vulnerable populations. The study uses a mixed-methods approach, including desk reviews, key informant interviews, and System in a Room (SIR) workshops.
How to cite
United States Agency for International Development (USAID), 2024, Latin America and the Caribbean Inclusive Education Landscape Assessment, accessed via HaitiDocs, https://www.haitidocs.org/doc/usaid-2024-latin-america-caribbean