National Educational Systems and Social Indicators in Latin-America

During last decades, social mobility literature have tried to link educational inequalities to the institutional aspects. Scholars have tried to connect micro with macro dimensions. Thus, some author have proposed to classify educational systems according three dimensions: stratification, decommodification and standardization (Almendinger, 1989; Van der Werfhorst and Mijs, 2010). Stratification serve us to know how students are placed in different strata as a consequence of selectivity and tracking process (Bukodi et Al., 2017). Decommodification refers to the extent to which state provides resources to education (Brunello and Chechi, 2007). Standardization is associated to the degree to which nations follow a common policy in relation to budget, examination and curriculum. It is been thought that each of this dimensions has impact on educational inequalities. In this paper we review those indicators according to these dimensions and add others in order to classified educational systems of countries that participate in INCASI Project (5 countries of Latin America and 5 countries of Europe).