The objective of this research article is to determine if social and cultural capital are factors that cause inequalities in the level of knowledge in civic and citizenship education, between Latin American and European countries. To achieve this purpose, information from the National Study of Civic and Citizen Education -ICCS-, of the International Association for the Evaluation of Educational Achievement -IEA-, of the year 2016, is used. Methodologically speaking, the Educational Production Function -EPF- is estimated and subsequently, the Oaxaca-Blinder decomposition technique is applied to quantify the differences in civic and citizenship education and see how much they are explained by the characteristics of the student and their family. the school, the social and cultural capital. As a main result, educational inequalities were found in favor of European countries, and are due to a greater extent to differences in school resources, between Latin American and European countries, followed by differences in social and cultural capital, therefore, it is the European students who make the best use of and benefit from the differences in school endowments and in social and cultural capital.

This study seeks to measure the degree of agglomeration of educational quality in Colombia, based on the non-socialization of the population that exhibits low educational quality, with the population that exhibits high educational quality, and thus determine how such agglomeration affects the phenomenon of academic segregation. To this end, we perform a spatial analysis of the educational quality in Colombia and of variables that may influence to the phenomenon of educational agglomeration. The level of agglomeration in educational quality in Colombia is demonstrated by the calculation of the Moran’s Index, in which a result of 0.62 was obtained. High educational quality is concentrated in the Andean region, while low educational quality is agglomerated in the periphery of the country, in areas such as the Pacific region. A spatial regression model was carried out to measure the dependence of municipalities on their neighbors, and to determine the main socio-economic factors affecting the phenomenon of educational agglomeration in Colombia, finding that living conditions, unsatisfied basic needs and fiscal transparency have all an impact on the educational quality of the municipalities. It is also found that the number of homicides in the municipalities does not seem to have a significant relationship with education.