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Education in Uruguay
Education in Uruguay is compulsory for a total of nine years, beginning at the primary level, and is free from the pre-primary through the university level.〔("Uruguay" ). ''Findings on the Worst Forms of Child Labor (2001)''. Bureau of International Labor Affairs, U.S. Department of Labor (2002). ''This article incorporates text from this source, which is in the public domain.〕 In 1996, the gross primary enrollment rate was 111.7 percent, and the net primary enrollment rate was 92.9 percent.〔 Primary school attendance rates were unavailable for Uruguay as of 2001.〔
== Characteristics ==
Uruguay had the highest literacy rate in Latin America, at 96 percent in 1985. There was no appreciable difference in literacy rates between males and females, but there were discrepancies between urban and rural rates (rural rates being demonstrably lower). Uruguay's system of universal, free, and secular education required a total of nine years of compulsory school attendance, from ages six to fifteen. The proportion of children of primary school age enrolled in school had long been virtually 100 percent. Furthermore, from 1965 to 1985 the proportion of children of secondary school age enrolled in some form of secondary school grew from 44 to 70 percent, also the highest rate in Latin America. The postsecondary education enrollment rate was about 20 percent. Coeducation was the norm, and females and males attended school in near-equal numbers at all levels. As is typical of any country, however, rates of schooling were higher in urban areas than in rural areas.
The quality of education in Uruguay was rated as high. Teaching was a socially respected profession and one that paid relatively well. Most teachers, trained in teachers' training colleges, were deemed well qualified. The main problem confronting the education system was the inadequacy of facilities, instructional materials, and teachers' aides. Rural areas often suffered from woefully insufficient facilities and supplies. Urban schools often were seriously overcrowded and were forced to resort to holding classes in multiple shifts. In addition, dropout and repetition rates, although moderate by Latin American standards, were still considered high.
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