Latin American countries have evolved over the years. Still, after years of military reign, socioeconomicinstability, and civil wars, the region has been known for its anti-hegemonic economic growth (educationalpolicies) strategies. Central and South America's educational system has long been under investigation by researchers both theoretically…

This study examines recent trends and factors in school dropout at the upper secondary education level across Latin America. The methodology employs repeated cross sections of data to track the life cycle path of cohorts of individuals in 18 countries. A key finding is that while upper secondary enrollment rates increased in the region, dropout…

In 1997, the Santiago office of UNESCO implemented an assessment of student achievement in Latin America, working in collaboration with 13 Latin American ministries of education. Using a common sampling methodology and survey instruments, researchers in each country collected representative samples of data on third- and fourth-grade achievement in…

Describes cultural attributes of Latin America and Latin American youth and how law-related education can be used effectively in Latin American cultures. Provides a definition of justice and asserts that Latin America is an area where there are generalized situations of injustice. Includes brief overviews of six Andean nations. (CFR)

Data from national household surveys in Mexico, Bolivia, Peru, and Guatemala indicate that the overwhelming majority of indigenous peoples are extremely poor. Much of ethnic differences in poverty can be accounted for by differences in educational attainment, employment status, and occupation. The relationship between school attendance and child…

The oral history activities in Argentina, Chile, Peru, and Bolivia are not yet near the point where they can rival the impressive oral history projects carried out in Mexico, Cuba, and Brazil. (RM)

Three projects are described that were observed during a two-month study tour to Latin America in 1975: urban and rural community development in Bolivia; nonformal initial education in Peru; and international education in Argentina. The projects are carried out in situations involving particularly difficult social problems. (ND)

Presents a model of the sociocultural circumstances surrounding the development of language policies and planning and of bilingual education programs in the United States and three Andean countries: Peru, Bolivia, and Ecuador. (Author/CB)