Towards a model of educational equity based on social justice in Ibero-American countries

Abstract

Achieving social justice through educational equity is a vital challenge for 21st-century education systems. This paper proposes an educational equity model for secondary education in Ibero-American countries by analysing the evolution of school inequality indicators since 2000 using PISA assessments applied during this period. Inequality indicators obtained were analysed by experts from 10 participating countries, taking into account general conditions in the region. Results show that promoting equity at school or microsystem level is fundamentally subject to the development of good exosystem conditions: geographic, demographic, political and socioeconomic. Responsibility for educational equity cannot lie only with the schools.