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Education in Chile

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Chile’s education system can foster stronger economic, democratic and social development in the country. There are significant macroeconomic benefits to education, such as increased productivity. That said, individuals tend to benefit the most from high-quality, equitable education systems.

In 2004, the OECD performed a review of national education policies and an analysis of the Chilean education system. This review aims to identify key changes in the Chilean education system mainly from 2004-16, in order to analyse where education in Chile stands today and offer recommendations to help provide better education opportunities for all Chileans in the coming years. The review therefore examines different areas of education policy in Chile, from early childhood education and care (ECEC) to higher education.

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Some final reflections on education policy implementation in the current Chilean context

Chile is an economic success story in the making. As previously expressed, Chile’s education system can open the door to stronger economic, democratic and social development within the country. Education has been an important topic on Chile’s public agenda since 2006, and the ongoing education reforms carried out by the Chilean government show an enduring commitment to education. However, the country’s capacity to unite these reforms into a coherent vision will be key to the reforms’ success and sustainability from the implementation period onward. This chapter builds on international evidence and the findings in this report to offer some final reflections, and highlight some key principles that the Chilean government should keep in mind as it implements and adapts education policies. These final reflections build upon elements that are transversal across education levels in Chile. They refer mainly to: 1) ensuring that the Chilean government constantly puts student learning at the centre of education policies; 2) supporting key actors across the system in order to deliver education policies; and 3) aligning policies for coherence, while also adapting them as needed to ensure that structures, resources and processes effectively continue to converge towards a national vision of education.

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