ABSTRACT
The use of data in schools may contribute to reducing educational and social inequalities. This article seeks to examine the use of data in school intervention programs implemented within vulnerable schools in Chile and the transfer and use of this data by schools. Utilizing an exploratory descriptive multiple case study design. Results indicate that the data utilized by the programs could be used to have a greater understanding of childrens’ and families’ life contexts nevertheless this knowledge and expertise are not transferred to the schools.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. The Chilean educational system is made up of three types of administrations: municipal (public), subsidized (mixed) and private.
2. The names of the schools are pseudonyms to protect the confidentiality of the data.
3. In order to manage the interventions in the area of child labor, the Telefónica Foundation acquired a Business Intelligence (BI) tool that enabled the analysis of Proniño indicators. Specifically, this was Pentaho Business Analytics. Pentaho Business Analytics Enterprise Edition. The data collected by this tool are: children attended (for example: attendance, school, public system, name, place, work, working hours, family situation, hours to get to work, etc.), schools involved (for example: place, size, IT, etc.), NGOs and their alliances, care facilities, campaigns (http://www.dataprix.com/empresa/exito/fundaci-n-telefonica-utiliza-pentaho-gestionar-su-programa-trabajo-infantil).