Discourses and Policies on Educational Quality in Argentina, 1990–2010

Abstract

This article analyses the relationships between different notions of education quality and policies on primary and secondary schools implemented in Argentina during the last two decades. The authors focus on three moments: (1) the emergence of the discussion about quality (at the end of the 1980s) in Latin America and in Argentina; (2) the enactment and implementation of the Federal Law of Education (1993); and (3) the enactment of the Law of National Education (2006), along with the implementation of some key policies.

Education as a key to reduce spatial inequalities and informality in Argentinean regional labour markets

“…Within the group of LA countries, Argentina is a case of special interest for a number of reasons: (i) remarkable spatial heterogeneity in terms of human capital endowment and labour market structure (Blanco, Elosegui, Izaguirre & Montes-Rojas, 2019); (ii) large informality rates and considerable inequality between provinces derived from informality (Bosch, Melguizo, & Pagés, 2013); (iii) largest reductions 1 of informality in the labour market from 43.9% in 2006 to 33.6% in 2016 (Perry et al, 2007); and (iv) the educational policies reforms implemented during the last decade by the national government (Gorostiaga & Ferreira, 2012).…”