Educational inclusion in Paraguay: An analysis of the programmes aimed at access to education for young people in situations of vulnerability and social exclusion implemented in the last two governments 2008-2013 and 2013-2018

• Main Authors: Claudia Spinzi, Andrea Wehrle Martínez
• Format: Article
• Language: Spanish
• Published: Universidad Nacional de Asunción 2017-12-01
• Series: Población y Desarrollo
• Subjects: Educational inclusion; youth; programs; public policies
• Online Access: http://scielo.iics.una.py/pdf/pdfce/v23n45/2076-054X-pdfce-23-45-00083.pdf
• ISSN: 2076-0531; 2076-054X

The main objective of the work was to analyze the progresses and limitations of the public policies that were implemented by the governments between 2008-2013 and 2013-2018 concerning inclusive education of young people in Paraguay. The methodology used was based on a qualitative approach based on review of documents available on the web from institutions and also from articles, work documents and reports from the Ministry of Education and Science (MEC) (development plans, management reports, evaluations of programs and projects implemented) of the periods mentioned previously and that analyzed the policies and stated the results obtained in Paraguay. From the programs implemented and evaluated we can conclude that there are progresses regarding programs intended to be inclusive meaning they seek to respond the demands of these sectors. Nonetheless we were not able to determine the true extent of the expected results since there were no clear indicators and no evaluation of the process. Also, several vulnerable groups are still lagging behind: indigenous people, persons with disabilities, rural sectors, etc. The inclusive approach of the programs is valued, but it is considered necessary to evaluate these programs in order to identify the modalities, strategies, and more efficient times to respond to the educational demand of the different sectors.