Social Investment and Educational Policies in Paraguay (1992-2024). Perspectives on redefining the Education System towards Equity.

Abstract

Objective: To analyze the impact of social investment on the goals of educational policy in Paraguay (1992-2024), evaluating its effects on educational access, retention, and academic efficiency.

Methodology: Descriptive-analytical study with a qualitative approach, complemented by document analysis of official contextual statistical sources. Semi-structured, in-depth interviews were conducted with a theoretical sample of fifteen key actors, selected from public decision-makers (MEC, Congress, ministries) and academics (UNA). Data was processed through thematic content analysis and contrasted with investment and dropout indicators.

Results: A constant gap is found between budgeted and executed resources by strategic funds. While social investment favored educational access for low-income populations, a lack of inter-institutional coordination, clientelist logics in public management, and the subordination of technical decisions to political interests compromised school efficiency, student retention, and academic performance.

Conclusion: Educational policy in Paraguay reveals a systemic decoupling between technical design and political execution. Social investment efforts are insufficient and inefficient due to the lack of precise diagnoses and the exclusion of social science professionals from decision-making. To advance toward equity, it is essential to redefine the paradigm toward integrated governance based on professional suitability and merit, overcoming mercantilist and partisan patronage dynamics.