school directors, supervisors, and teachers in La Rioja, Argentina, gathered over 500 for a regional webinar focused on translating student assessment data into classroom improvement plans. According to the UNESCO Regional Office in Santiago, the online event aimed to strengthen early literacy instruction through evidence-based decision-making.
The Implementation of ERCE Escuelas in La Rioja
The webinar, titled “De los resultados a la acción pedagógica de mejora,” operated under the umbrella of the ERCE Escuelas project. According to the UNESCO Regional Office in Santiago, the initiative kicked off in La Rioja at the end of 2025 with participation from 140 educational centers. Leadership teams and educators across these institutions deployed diagnostic instruments to map current student learning levels and establish a solid baseline.
During the online gathering, organizers shared initial baseline test results with school teams. Educators used this incoming data to audit and upgrade their existing literacy plans. Carlos Henríquez, coordinator of the Latin American Laboratory for Assessment of the Quality of Education (LLECE), emphasized that the core objective is to put hard data directly into the hands of school communities to drive pedagogical choices.
Regional Scope and Continuous Improvement
According to LLECE, ERCE Escuelas functions as a broader regional strategy currently active in Argentina, Panama, and the Dominican Republic. The program equips local educational networks with the diagnostic tools necessary to measure learning gaps and track student progress over time. By shifting the focus from mere test scores to concrete classroom execution, the initiative promotes a permanent culture of educational evaluation.
The collaboration in La Rioja involved direct coordination with the province’s Directorate of Primary Education and Directorate of Educational Quality Evaluation. By utilizing diagnostic evaluations at the start of the learning cycle, participating schools can identify specific student vulnerabilities in reading and adjust their teaching strategies before academic gaps widen further.
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