Main factors contributing to educational exclusion in high school students in the municipality of Tiraque

Abstract

This study analyses the factors contributing to educational exclusion in the transition to university among students in the municipality of Tiraque, Bolivia. Structural and cultural gaps mark the context. A mixed methodology was employed, with surveys administered to students and focus groups and interviews conducted with teachers, families, and educational authorities. The results reveal barriers such as economic constraints, gender gaps, restricted access to technology and infrastructure, and linguistic and cultural inequalities. Furthermore, the phenomenon of youth migration in pursuit of employment opportunities has been identified as a factor that exacerbates the challenges faced by the community in accessing higher education. The study draws attention to the low prioritisation of education within the community, a perception that is highlighted by both parents and teachers. This is in stark contrast to the aspirations of students, who despite these contextual constraints, hold high expectations for their future careers. The study offers a comprehensive understanding of the dynamics of educational exclusion in rural areas and puts forward a set of guidelines for the formulation of inclusive policies that can promote equity and enhance access to higher education.