Towards inclusive and relevant education: challenges for public policies in Latin America

Abstract

The right to education in Latin America is a fundamental pillar of social development, but it faces deep structural gaps that limit its full exercise. Despite its recognition in the Constitution and international treaties, inequalities in educational access, quality, and relevance persist, especially for marginalized populations such as indigenous, Afro-descendant, and rural communities. Education, in addition to being a right, is a tool for social transformation that must promote inclusion, critical thinking, and responsible citizenship. This paper aims to analyze the right to education in Latin America and examine the structural gaps and inequalities that affect access and quality. The study used a qualitative technique based on a narrative review, in addition to synthetic and logical historical analysis. The study concluded that the education system must be transformed to ensure greater equity, quality, relevance, and accessibility, in addition to promoting an inclusive, interdisciplinary educational model oriented toward social problem-solving, innovation, and civic education. A transformative university reform must conceive higher education not only as technical or vocational training, but as a fundamental human right and a public good, key to building just, inclusive, and sustainable societies.