Even when a consensus has been reached in terms of regarding education and caoapcity-based formation as a key aspect of economical and social development in Latin America, there's still very little work done in the understanding of institutionals and political factors that aim to explain why some countries adopt educational systems that support this idea, and others don't. This presentation -based on a FONDECYT Initiation application- seeks to understand these factors through the case of three countries: Chile, Brasil and Bolivia.

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