Results of the Curricular Analysis of the Regional Comparative and Explanatory Study (ERCE 2019) were released by the Latin American Laboratory for Assessment of the Quality of Education (LLECE), of the Regional Office of Education for Latin America and the Caribbean (OREALC / UNESCO Santiago).
ERCE 2019 was a long-term research project focused on the evaluation of learning outcomes among students in Latin America and the Caribbean. Curricular analysis set forward the visions and trends that precede the COVID-19 pandemic and UNESCO inputs for new perspectives on what children were expected to learn, challenges, and priorities that curricula should have taken on, especially after the pandemic.
The study covered three basic disciplinary areas: Language, Mathematics, and Natural Sciences. These areas were analyzed in three dimensions: disciplinary, to identify areas of convergence in curricular content; pedagogical, which identifies the approaches and theories that underlie the proposals to teach and learn; and evaluative dimension, which reveals concepts, approaches, and practices in each of the subjects.
One innovative aspect of this version of the curricular analysis was that, for the first time, the report tracked content in education for global citizenship and education for sustainable development, both central components of educational goals included in the 2030 Agenda for Sustainable Development.
National reports and other documents are available on the study website.