Luciana Pertuz Altamiranda

Pedagogical Capacity-building, Territory-based Learning Continuity, and Plurinational Equity Across Three Andean Republics

Do culturally responsive educator-preparation programmes for teachers ‘count’ in increasing student persistence in primary schooling? This question is explored using late 2010s and early 2020s data from three Andean contexts and three levels of geographical analysis (national, municipality and student). We use data fro...