Review of the Effectiveness of Educational Policies in Rural and Socioeconomic Contexts in Ecuador

Abstract

Introduction: The study of the opportunities and challenges of rural education in Ecuador analyzes the extent to which implemented educational policies and socioeconomic conditions aim to improve educational quality in rural areas. Materials and methods: To approach the object of the research, we used content analysis of educational policies, a critical review of literature on intercultural bilingual education, a synthesis of pedagogical theories applied to multicultural contexts, and modeling of cultural integration theories. Results: It is argued that the educational policies applied do not respond to the distinct characteristics of rural areas; on the contrary, they exacerbate educational gaps. The previous socioeconomic conditions of the rural context, such as poverty or infrastructure, affect academic performance and access to educational resources. The study refutes this argument through the analysis of implemented educational policies, the socioeconomic context, and the proposal of a curriculum with specific characteristics for the rural context of the Montubio peoples. Discussion: This paper examines how educational policies and socioeconomic conditions affect the quality of and access to education in rural areas of Ecuador, comparing them with urban areas. It aims to evaluate and identify solutions to improve these critical aspects. Conclusions: The research concludes that rural education in Ecuador faces significant challenges due to gaps in quality and accessibility compared to urban areas. These problems, derived from inadequate educational policies and socioeconomic constraints, require urgent attention to promote sustainable development and equity.