This study aims to identify the main critical misalignments and inconsistencies nested in the Ecuadorian education system, which inhibit and limit its capacity to transform efforts, resources, and reforms into better learning outcomes for all students. To do so, it uses an innovative methodology developed by the RISE (Research on Improving Systems of Education) programme based on a 'Systems Thinking' perspective. This approach allows the analysis of key actors, their incentives, and interactions, to assess the overall alignment of the system and the existence of barriers that might prevent the system transitioning towards better learning outcomes. This study is based mainly on qualitative methods and information collected in the field through interviews, focus groups and surveys held in the first semester of 2022 in three cities in Ecuador: Quito, Tena, and Guayaquil. In total, more than 50 stakeholders from different regions and levels of the education system actively participated in this effort, targeted towards the identification and discussion of the inconsistencies and critical issues described in this study. The report has five sections that offer a detailed account of the implementation of the RISE diagnostic framework in the Ecuadorian educational system.

Reproducimos aquí una guía para la enseñanza y el aprendizaje remoto elaborada por la Coalición para el Desarrollo Profesional Docente como apoyo a las profesoras y los profesores que, por la cuarentena debido a la COVID-19, han tenido que incorporar el trabajo a distancia con sus alumnos. Referencia: Anne Tan-Choi, Victoria L. Tinio, Dante Castillo-Canales, Cher Ping Lim y Justin G. Modesto (trad. del inglés por Denise Tarud y Dante Castillo-Canales) (2020), Guía docente para el aprendizaje remoto durante el periodo de cierre de escuelas y más allá, Quezon City (Filipinas),

This chapter explores the role that knowledge actors play in education policy reforms in a context characterised by the increasing participation and influence of external actors in education policy debates. Knowledge actors are defined as those who conduct traditional functions of scientific research and also translate evidence for policymaking. Our hypothesis states that strengthening the Chilean research and development (R&D) ecosystem between 2005 and 2015 allowed the emergence of new knowledge actors with the capacity to influence the design of education policies. In order to assess this hypothesis, we first analyse the sharp increase in R&D public funding occurring in Chile during that period, which notably expanded the number and quality of researchers and the capacity to produce research findings capable of potentially informing policymaking. Second, we analyse two education reforms. The first one, discussed in the initial years of the R&D expansion, was the Preferential Student Subsidy Law (2005–08); and the second one, the Inclusion Law (2014–15), was carried out after the increase in research capacity. We empirically analyse National Congress records that register the actors participating in public hearings to provide their professional expertise and opinions about the reforms. We find an abrupt increase in the participation of knowledge actors influencing policy debates in the second reform, as a result of the strengthening of the R&D ecosystem. We conclude that the state can benefit from the contribution made from a diverse and emergent array of knowledge actors that provide and mobilise evidence capable of better informing policy debates in education.

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