Santiago de Chile will host the extraordinary meeting of the Ministers of Education of Latin America and the Caribbean on January 25 and 26: “Ministerial Meeting of Education: Santiago 2024″, whose ultimate goal will be the proposal of an agenda of concrete actions from a political and technical space, to overcome the educational crisis of the post-pandemic.

Public policy experiences will be addressed and exchanged to promote reactivation, recovery and educational transformation as accelerators of development Sustainable Development Goal 4 (SDG 4)and the financing of education as a precondition.

The event is organized by UNESCO and the Ministry of Education of Chile and co-organized by the Development Bank of Latin America and the Caribbean (CAF), the World Bank, the Economic Commission for Latin America and the Caribbean (ECLAC) and UNICEF .

This meeting is part of the follow-up to the United Nations Education Transformation Summitwhich included efforts to overcome the education crisis caused by COVID-19 and reshape the education systems of the future.

Likewise, it is recalled that the summit renewed the global commitment to education as a public good mobilization of action, ambition and solidarity looking for solutions within the framework of existing commitments.

The Ministers of Education of Argentina, Brazil, Ecuadorincluding Honduras, Nicaragua, Panama and Paraguay, which will participate in the prepared, conversational and bilateral activities that will be coordinated in advance.

This meeting, to which financial authorities and experts have also been invited, takes place in a context where, according to various international evidence, We are experiencing the greatest education crisis of the past hundred years.

It states that the impact of the pandemic has been particularly severe in Latin America and the Caribbean, one of the most unequal regions in the world, affecting more than 170 million students across the region, with an average of 1.5 million students have lost. years of schooling.

At the same time, the data reveals the historical debts of education systems to ensure inclusive, equitable and quality education for all students: There are 4.3 million boys and girls in primary and secondary age who do not go to school, which represents a core of exclusion that cannot be remedied despite the efforts of the various countries in the region. (JO)