The Relationship Between Education In Social Equity At The Local Level In Ecuador, In The Period 2010

Abstract

This article aims to determine the education relationship in the generation of social equity through various multidimensional aspects in the cantons of Ecuador, taking as a reference the period 2010 due to the relevance of the data in the sources consulted. The technique used was based on econometric estimations with cross-sectional data from the 224 cantons of Ecuador using Principal Component Analysis (PCA) which identifies a common structure in the country's cantons to detect characteristics that contribute to determining whether a territory is more or less unequal, then grouped and made visible through a cluster analysis (CA). The results show that those cantons with fewer years of schooling have higher levels of poverty, which are also related to other variables, such as primary occupations' disability, teenage pregnancy, extended families, and high levels of poverty, so they have not been able to reduce their social gaps. On the contrary, territories with more years of schooling have low inequality indexes and are linked to a greater diversity of economic activities. Finally, the study demonstrates a correlation between education and social equity.