Education in Latin America has consistently been marginalized, significantly affecting countries like Paraguay, which has one of the lowest rankings in international indices of access to and quality of education. Issues such as insufficient academic performance, limited parental involvement, inadequate technology, and poor infrastructure in educational institutions are some of the challenges faced. However, studies indicate that the involvement of the school community—students, parents/guardians, teachers, and principals—is crucial for improving both student performance and the educational environment. In response to this situation, the Inter-American Development Bank (IDB) recommends strategies that promote collaboration among different actors within the education system.

Since 2020, Fundación Paraguaya has been implementing an intervention called the “Education Stoplight” which promotes active participation of the school community in the educational process, with a focus on community collaboration. The “Education Stoplight” is an innovative self-assessment tool and methodology that enables students, parents, teachers, and principals to:
i) reflect on their role in the educational context,
ii) establish personalized goals
iii) design solutions, thereby activating their potential to contribute to educational success.

Our mixed-methods study analyzed responses of the self-assessment from 1,694 participants (including students, parents, teachers, and principals) across 32 schools in various regions of Paraguay. Furthermore, it examines the perceptions of these stakeholders regarding whether the “Education Stoplight” effectively helped them self-reflect, take action, and work collaboratively within their educational community in improving educational outcomes.

Results indicate that the “Education Stoplight” has enabled participants to effectively self-reflect and identify educational challenges, facilitating a proactive approach to personal and collective goal setting within the educational community. Each stakeholder identified different challenges. Specifically, students reported difficulties in their learning practices. Parents, on the other hand, showcased shortcomings in their compromise and communication with students, while teachers expressed weaknesses in their teaching strategies. Finally, principals demonstrated their need to work on their organizational management. All in all, participants noted that the tool facilitated the identification and management of specific educational challenges, representing valuable learning and interventions for educational improvement in Paraguay.

The Education Stoplight not only illuminates areas for improvement, but also actively engages the educational community in a continuous adaptation process to meet real-time needs. This approach not only enhances individual agency but also fosters a collaborative environment crucial for sustainable educational advancement in Paraguay.

Keywords: Self-efficacy, Education Stoplight, Education, Participatory methods, Collaborative approaches, Self-evaluation, Educational community.