Inequality, inclusion and social cohesion: a comparative study of educational evolution in Finland and Ecuador

Abstract

The purpose of this study was to conduct a comparative analysis of the evolution of the education systems in Finland and Ecuador, to investigate how these policies relate to social cohesion, inclusion, and inequality. A mixed-methods approach was used, integrating qualitative literature review analysis with quantitative analysis of overall performance and equality metrics. The qualitative study found disparities in institutional coherence, teacher professionalization, and the capacity to implement inclusive policies. Data were organized on public funding, perceptions of inclusion, the effect of socioeconomic status on academic performance, and interschool variability. The findings demonstrated that, while Ecuador exhibits more notable territorial and digital disparities, Finland maintains a narrower range in learning achievements and a lesser influence of the socioeconomic environment. The study concluded that early support for vulnerable students, professional autonomy, and equitable funding must work together to reduce educational disparities. It also demonstrated that when the education system promotes effective equality of opportunity and closes structural gaps, social cohesion is strengthened. The results support the creation of public policies aimed at improving institutional sustainability and equity in diverse settings.