Educational Inequality and Inclusion Strategies: An Analysis of School Access and Permanence

Abstract

Educational inequality remains a persistent and complex challenge in Latin America, affecting students’ access to and permanence in school. This study analyzes the main structural barriers that limit educational continuity and evaluates the impact of national inclusive strategies implemented in six countries: Argentina, Brazil, Colombia, Mexico, Peru, and Chile. Using a qualitative methodology based on documentary analysis and secondary data from UNESCO, ECLAC, World Bank, and UNICEF, the research synthesizes the effectiveness of policy-based, pedagogical, and territorial approaches. Findings reveal that financial support programs, inclusive pedagogical practices, and rural or community-based interventions have a positive impact on retention rates, with increases ranging from 3.8% to 7.0% depending on the context. The study concludes that inclusive education must go beyond mere access, emphasizing equity-driven policies, professional development, community engagement, and data-informed decision-making to ensure sustainable improvements in educational justice.