Educational Inclusion and Vulnerable Heterogeneity in Ecuador: Beyond Digital Access

Abstract

This study examines heterogeneity patterns in educational exclusion among vulnerable population groups in Ecuador. The analysis uses data from the 2024 National Survey on Employment, Unemployment, and Underemployment (ENEMDU) and includes 2,345 individuals aged between 5 and 24 years, representing an expanded population of approximately 1.6 million people nationwide. A cross-sectional analytical design was applied using logistic regression models with a complex sample structure. Educational exclusion was defined as non-attendance at an educational institution during the corresponding school-age period. Multidimensional poverty was measured through an index based on education, health, living conditions, and access to basic services. The results identify a “truncated success paradox”, in which the vulnerable group shows low levels of exclusion in secondary education (3%) but the highest levels of exclusion in higher education (71%), compared to other poverty groups. Severe poverty is associated with persistent exclusion across educational stages. Internet access is not significantly associated with educational exclusion, with only minor differences observed between households with and without connectivity. The findings indicate that educational exclusion is driven primarily by structural and institutional factors rather than technological ones, particularly the limited availability of higher education admission slots. These findings call for differentiated, sustainable inclusion policies that prioritize structural reforms over technological solutions alone.