Diagnóstico de las escuelas unidocentes y pluridocentes en el Ecuador en la etapa de Educación Básica

Abstract

At the beginning of 2019, the Ecuadorian government announced the opening of rural schools (one-teacher and multigrade schools) which were closed during the presidency of Rafael Correa. From then on, the research address as a central subject the diagnosis of the current situation of the one-teacher and multigrade basic education schools in Ecuador. This study draws from a quantitative approach which uses descriptive and inferential statistics to determine the total number, jurisdiction and areas where these type of schools are established. For that purpose, the information was obtained from different sources such as the Master File of Educational Institutions (AMIE), the National Survey of Employment, Unemployment and Underemployment (ENEMDU) and the Census of 2010. As primary outcomes, the percentage of multigrade schools represent the 67% of the total of basic education schools. Moreover, there was determined that the Amazon region is the one that has the higher concentration of these schools and also the higher indexes of poverty, measured by unsatisfied basic needs. Finally, the Ecuadorian state does not have a specific regulation or educational model for multigrade schools, and, incompatibly, these schools are assessed in accordance with educational quality standards that reflects the reality of other type of schools.