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The research aims at comprehending, from a comparative perspective, the public policies involved in the certification of youth and adults by means of national exams in Brazil, Chile and Mexico. The analysis also takes into account their implementation in international governance, mediated by organizations such as the World Bank, the Organization for Economic Co-operation and Development (OECD) and The United Nations Educational, Scientific and Cultural Organization (UNESCO), responsible for the International Conferences on Adult Education (CONFINTEA). The deployment of national certification exams justifies the choice to address these regions, as well as the great contingent of people who have not concluded basic education, potential test takers. The three nations face a series of challenges diffusing basic education certification, while also struggling to fulfill public goals and international agreements. In response to the problem, nation-wide programs have been put into effect: the National Certification Exam of Youth and Adult Education Conclusion (ENCCEJA), in Brazil, the program Chilecalifica, in Chile, and the system of national exams organized by the Instituto Nacional para la Educación de Adultos (INEA), in Mexico. Characterizing the efficiency of the investment in national certification exams and its role in reducing inequality by promoting the conclusion of basic education were key concerns throughout the investigation, as well as identifying the social groups targeted. Ultimately, the analysis seeks to determine to what extent the implemented policies are limited to a low-investment strategy to diffuse literacy, not advancing the quality of the education offered. The methodology adopted involves both a quantitative approach, using statistical surveys, and a qualitative one, characterized as documentary and field research, with semistructured interviews. Policies regarding youth and adult national examination operate as a low-cost certification strategy in the three analyzed countries, thus undermining the possibility of adequately preparing students for the tests and the quality of the exams per se. In Mexico, certification through national examination is a highly diffused practice and the main policy for the advancement of literacy. On the other hand, in Brazil and Chile, this approach is secondary, although in Brazil high school completion by means of the standardized test Enem has become significantly more popular. However, results call its efficiency into question, given that only a small number of younger, more educated testtakers perform well. In face of difficulties to implement the certification exams aimed at youth and adults that did not complete basic education during adolescence, they have not made for an effective policy geared towards the democratization of opportunities.

Políticas de certificação por meio de exames nacionais para a educação de jovens e adultos: um estudo comparado entre Brasil, Chile e México