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Cuba to participate in the Regional Comparative and Explanatory Study (ERCE 2025) led by UNESCO
Cuba's recent inclusion in the Regional Comparative and Explanatory Study (ERCE 2025), led by UNESCO’s Latin American Laboratory for the Assessment of the Quality of Education (LLECE), marks a significant milestone in the educational landscape of Latin America and the Caribbean. This decision was confirmed during the participation of LLECE coordinator, Carlos Henríquez, at the third International Congress on Science and Education “Research and Innovate: Agenda 2030,” organised by the Ministry of Education and the Central Institute of Pedagogical Sciences (ICCP) in Havana, Cuba.
Cuba’s Minister of Education, Naima Ariatne Trujillo, reaffirmed the country's commitment to ERCE 2025, joining 19 other countries from the region in this important study, which assesses students' learning outcomes and socio-emotional skills.
“We appreciate the work of LLECE, with whom we have maintained ongoing technical collaboration in the context of South-South cooperation and the monitoring of SDG 4 of the 2030 Agenda. It is of particular interest to us to maintain and strengthen the support and synergy we have with the Laboratory for capacity building and exchange with its member countries, in order to advance a region committed to evaluation and its contribution to school improvement,” Trujillo stated.
Esther Kuisch Laroche, Director of UNESCO Regional Office for Latin America and the Caribbean, welcomed Cuba’s participation in ERCE 2025, highlighting, “At UNESCO, we have been able to foster synergy and collaboration between countries, sharing best practices and positive educational experiences. Cuba’s participation in ERCE 2025 is important to us and the member countries of the LLECE Laboratory, as it ensures the involvement of all Spanish-speaking countries in the region, alongside Brazil. It will provide valuable contributions to the study as an educational system.”
The reports and analyses generated by LLECE are key tools for educational policymakers. By having access to objective and reliable data, governments can make informed decisions to strengthen their educational systems and address the specific challenges faced by each country.
