Comparative analysis of educational policies targeting students in Finland and Uruguay: lessons learned to contribute to the dialogue on educational quality in Bolivia

Abstract

In a context where educational quality remains a global challenge, especially in countries with high sociocultural diversity such as Bolivia, it becomes necessary to broaden the perspective toward outstanding educational experiences that can offer useful insights for enriching the national dialogue. This study aims to analyze, through a comparative methodology, educational policies directed at students in Finland and Uruguay in order to extract lessons that contribute to the debate on educational quality in Bolivia. A qualitative comparative analysis of a documentary nature was carried out, focusing on the category of students and addressing two dimensions: policies oriented toward learning and student well-being. The interpretative framework was based on the quality criteria defined by the Bolivian educational system. The study identifies convergences, divergences, and trends in the policies analyzed, highlighting the role of the State as guarantor of the structural conditions necessary for learning. These reflections are valuable inputs for discussing how to move toward a more equitable, contextualized, and holistic education.