Week One in Uruguay: Systems, Structure, and Unexpected Lessons

Having lived and worked across Asia and the Caribbean, I approached the Fulbright TGC field experience in Uruguay with a sense of familiarity. Observing education systems through a comparative lens is not new to me, but the Uruguayan context offers fresh insights into national coherence, digital equity, and rural inclusion.

Here’s a brief overview of the first week, with key takeaways and personal reflections.

• Sunday, June 8 – Arrival & Orientation

  We arrived in Montevideo and checked into the Cala di Volpe Hotel. The evening included a welcome dinner, program overview, and introductions to Fulbright Uruguay and IREX representatives.

  
  
  

  

  
  
  

• Monday, June 9 - National Policy & Innovation

  I attended the full day of professional programming, which offered a structured overview of Uruguay’s public education system. Presenters from the Ministry of Education, CODICEN, UTEC, and CEIBAL discussed national priorities and system-level innovations. I was particularly struck by the integration of technology through CEIBAL’s platform and the way Uruguay is using language policy as a lever for innovation. Unfortunately, my health declined later in the day, requiring me to seek medical care.

  
  

• Tuesday, June 10 & Wednesday, June 11 – Missed Due to Illness

  I was unable to attend the scheduled school visits and site-based programming during these two days. However, I did gain firsthand insight into Uruguay’s healthcare system, which was efficient, accessible, and well-coordinated. With support from Fulbright staff, I received care quickly, had a clear treatment plan, and recovered in time to rejoin the cohort for the remainder of the experience.

  

  
  

• Thursday, June 12 – Changing the Plan

  Originally assigned to Salto, I had anticipated a deep dive into rural education nearly eight hours from Montevideo. However, in consultation with Fulbright staff—and in light of my recent illness—we made the decision to modify my placement due to the long travel time. Dreams of dipping into hot springs evaporated, I handed over the gifts prepared for the Salto teachers. They were curated for those teachers and students after emails and hours of research. I knew who was to get what and how many. Going to Maldonado was "open season"; I didn't know anything about who I was to meet or where I would be visiting. A little apprehensive that I could leave out someone, I boarded the van for a placement just two hours away. Nagging cough aside, I welcomed the opportunity to observe another facet of Uruguay’s education system and engage meaningfully with a new host community.

  
  

🔍 Professional Reflections

Even with an altered schedule, this first week has revealed several key aspects of Uruguay’s educational model:

• System-wide digital equity: Through CEIBAL, Uruguay has operationalized a national digital learning infrastructure, something many larger systems struggle to scale.

• Clarity of roles and coordination: Ministries and partner organizations appear to work with clearly delineated responsibilities, contributing to policy coherence.

• Inclusive education as policy priority: Special education is not an afterthought; it is embedded in Uruguay’s national strategy.

  
  

✈️ Implications for My Practice

Going forward, I intend to integrate insights from this field experience into my own work as a global educator, particularly in the following areas:

• Exploring models of public-private collaboration to expand access to technology

• Re-examining local approaches to inclusion through the lens of policy-backed support systems

• Using comparative case studies like CEIBAL and Fundación Los Pinos to build student awareness of global education practices

Despite a challenging start, week one was rich with professional learning. I look forward to deepening these insights in the week ahead through direct engagement in Uruguayan schools.