The Organic Law of Intercultural Education and Its Impact on Educational Quality in Ecuador

Abstract

The Organic Law of Intercultural Education (LOEI) constitutes the main regulatory framework of the Ecuadorian education system and guides its actions toward guaranteeing the right to quality, inclusive, and intercultural education. This article aims to critically analyze the LOEI and its impact on educational quality in Ecuador through a qualitative–documentary approach. The study was conducted through a systematic review of official regulatory documents, recent scientific literature, and reports from national and international organizations related to educational quality, public policy, and intercultural education. The results show that the LOEI incorporates a comprehensive conception of educational quality aligned with contemporary approaches that go beyond academic achievement and include dimensions such as equity, inclusion, cultural relevance, and teacher professional development. However, the analysis reveals a persistent gap between the normative principles of the law and its effective implementation within the Ecuadorian education system. This gap is reflected in territorial inequalities, limitations in teacher training, challenges in the implementation of intercultural education, and the predominance of evaluation models focused on quantitative indicators. It is concluded that, although the LOEI represents a significant normative advance, its impact on educational quality depends on its articulation with complementary, sustained, and context-sensitive public policies. This study contributes to the academic debate on the relationship between educational legislation and educational quality and highlights the need to strengthen the implementation, monitoring, and evaluation mechanisms of educational policies in Ecuador.