Education and knowledge: basic pillars of changing production patterns with social equity

Includes bibliography

Adolescents and the right to education

The inalienable right of all people to education is enshrined in various international covenants, conventions and agreements, yet the actual fulfilment of this right varies in quantity and quality from one country to the other. On average, the compulsory length of schooling in the countries of the region is 10 years. Half of these countries have already made all secondary education mandatory, which is eminently reasonable since it is commonly accepted as a minimum threshold for lifelong well-being and skills-building. The main article in this edition of Challenges discusses this subject in depth, and shows how far behind we are in ensuring that all adolescents have access to the education to which they are entitled. It focuses on the low secondary school-completion rate and low level of learning acquisition, the strong socioeconomic and sociocultural stratification, the lack of citizenship skills, and the persistence of a relatively high dropout rate at all levels of secondary education. The main challenge in guaranteeing the right to education lies in reducing learning and attainment gaps by helping the groups that are presently lagging behind the most. As is customary, there are also reports on relevant meetings and conferences held in the region over the past half-year, together with the opinions of experts and adolescents and success stories in promoting school attendance in Uruguay and the Dominican Republic.

Digital inclusion in education in Tarija, Plurinational State of Bolivia

This study analyses digital inclusion in secondary education in the Tarija School District in the Plurinational State of Bolivia for the 2012-2013 school year, using the indicators in the Plan of Action for the Information Society in Latin America and the Caribbean (Plan of Action elac). This is an exploratory and descriptive analysis based on a sample of 311 students, 108 teachers and 15 school principals. According to the findings, teenagers use the Internet to look for information and entertainment; the expansion of mobile technology among them offers numerous educational opportunities; and insufficient training for teachers on how to integrate information and communications technologies (icts) into the learning process is a top challenge. The existence of icts in schools has been confirmed, but not their use. Local and national efforts are helping to reduce the digital divide and promote equality of opportunity for young people.

La adolescencia y el derecho a la educación

Existen diversos pactos, convenciones y acuerdos internacionales que prescriben de manera inalienable el derecho de todos y todas a la educación, aunque la expresión de este derecho, en cantidad y calidad, varía de un país a otro. El promedio de enseñanza obligatoria, establecida por derecho, es de diez años en los países de la región, si bien en el 50% de ellos toda la enseñanza secundaria (baja y alta) ya es obligatoria. Esto es razonable, si se considera como un umbral mínimo para aspirar a niveles de bienestar y desarrollo de capacidades a lo largo de la vida. El artículo central de esta edición de Desafíos profundiza en este tema y muestra los rezagos y metas para avanzar en la plena titularidad del derecho a la educación en adolescentes. Destacan la baja tasa de conclusión de la educación secundaria y de aprendizajes pertinentes, la fuerte estratificación socioeconómica y sociocultural, los atrasos en competencias ciudadanas y la persistencia de un nivel relativamente alto en deserción escolar, sobre todo a lo largo del ciclo secundario. Sin duda el principal reto para avanzar en el derecho a la educación es reducir brechas de logro y aprendizaje, favoreciendo a los grupos que hoy presentan mayor postergación. Junto al artículo central, y como es habitual, se informa sobre encuentros y conferencias en la región acerca de este tema durante el semestre en curso, se presentan opiniones expertas y de adolescentes, y se destacan experiencias positivas de promoción de asistencia escolar en el Uruguay y en la República Dominicana.

¿Existen diferencias en América Latina en el aporte de la educación preescolar al logro educativo futuro?: pisa 2009-2012

En este artículo se provee de evidencia sobre la existencia de diferencias en el rendimiento en pruebas académicas en la enseñanza media entre quienes asistieron al nivel inicial y quienes no lo hicieron. A partir de datos del Programa para la Evaluación Internacional de Alumnos (pisa) de 2009 a 2012 respecto de varios países latinoamericanos, se utiliza un método no paramétrico basado en la generación de contrafactuales que descompone las brechas entre factores observables y no observables. Se encuentra segregación por nivel socioeconómico en el acceso; brechas de puntajes considerables —condicionales a los controles utilizados— y más amplias mientras más tiempo se permanece en educación inicial; y diferencias importantes en las brechas entre países. En general, las brechas halladas son mayores en Lectura que en Matemáticas.

Challenges for secondary education in Latin America

Includes bibliography

Investing better in order to invest more. Finance and management of education in Latin America and the Caribbean

Includes bibliography

Rol estratégico de la educación media para el bienestar y la equidad = The strategic role of secondary education in achieving well-being and social equity

Incluye Bibliografía

Enseñanza media, estructura social y desarrollo en América Latina = Secondary education, social structure and development in Latin America

Incluye Bibliografía

Education and the labour market in Latin America: why measurement is important and what it tells us about policies, reforms and performance

Includes bibliography

Education in basic skills and training for productive work

Includes bibliography

Education and development in Brazil, 1995-2000

Includes bibliography

Productive development in open economies

Includes bibliography

The Netherlands Antilles: trade and integration with CARICOM

Introduction The Netherlands Antilles is an autonomous entity within the Kingdom of the Netherlands and comprises a federation of five Caribbean islands: Bonaire and Curacao (the Leeward islands) which comprise 80 per cent of the population of 211,000 and Saba, St. Eustatius and the southern part of St. Maarten (the Windward islands). Like the other countries in the Kingdom, it enjoys full autonomy in internal matters as, for example, education, public health, justice and customs. It has a per capita income of about US$ 12,000. The Leeward Islands and the Windward Islands account for about 75 per cent (Curacao (70 per cent) and Bonaire (5 per cent)) and 25 percent respectively of the economy of the Netherlands Antilles. The Netherlands Antilles has its own currency, the Netherlands guilder, which is pegged to the United States dollar at a fixed rate since 1971. The economy has some unique features that stem from its close relations with the Netherlands, its undiversified nature and heavy dependence on tourism, offshore finance, oil refining and shipping, the high share of trade (exports of goods and services of about 75 per cent of GDP), its geographical characteristics, its common border with the French Republic on St. Maarten, its duty-free access for imports from Aruba, its de facto free trade zone (FTZ), partial dollarization, especially for the Windward Islands, and its highly regulated labor market (1). Adverse economic shocks in the last two decades affected particularly the offshore financial sector and the oil refinery and, to a lesser extent, tourism. The repeal of withholding taxes in the United States in the 1980s indirectly caused the collapse of a number of highly profitable offshore financial activities in Curacao, leading to significant drops in government revenue and contributions to foreign exchange earnings. The withdrawal of Shell from Curacao in 1986 and the (temporary) closure of the oil refinery which had been a mainstay of the Curacao economy for almost three quarters of a century was the second major shock. It was subsequently leased to the Venezuelan State Company, Petroleos de Venezuela Sociedad Anonima (PDVSA), which resumed operations and preserved employment. In the 1990s, the Windward Islands were bit by several devastating hurricanes, which destroyed much of the economic infrastructure on the islands, including about half of the number of available hotel rooms in St Maarten. Further negative shocks were related to the discontinuation of certain trade privileges on European markets for Overseas Countries and Territories (OCTs), the withdrawal by the Netherlands of certain tax privileges for Dutch pensioners residing in the Netherlands Antilles and disruptions in the availability of Solidarity Fund resources for the smaller islands. National income has been on the decline since 1997. GDP declined by about 6 per cent between 1997 and 1999. Underlying fiscal imbalances and structural weaknesses have also impacted negatively on the economy. In recent years, with recession high unemployment and migration have been experienced (2). The Netherlands Antilles has been able to survive thanks to additional aid from the Netherlands, large-scale spontaneous emigration (mostly to the Netherlands), some drop in international reserves, an increase in domestic debt and arrears and reduced outlays for the maintenance of public assets. From 1986 onwards, successive efforts at restoring macroeconomic balance, particularly with regard to public finance, were made, but were unsuccessful. Adjustment was also attempted in 1996 and 1997, but failed to meet the desired targets. In 1999, the government launched a new National Recovery Plan" (NRP). The NRP contains important medium-term structural adjustment measures aimed at restoring macroeconomic balance and conditions for revitalizing the economy. The NRP subsequently served as an important input into a comprehensive adjustment plan drawn up with the assistance of the International Monetary Fund (IMF) and reflected in the government's Memorandum of Economic Policies dated 15 September 2000. Beyond restoring macroeconomic balance and reforming the economic incentive framework, the government aims at establishing a Comprehensive Development Framework (CDF) for the formulation and implementation of a sustainable long-term growth strategy. It is against the above background that this study is undertaken. Its main objective is to assess the integration options facing the Netherlands Antilles (3) vis-a-vis the Caribbean Community (CARICOM). A secondary objective is to examine the above taking into account, inter alia, the level of trade between the Netherlands Antilles and CARICOM, the barriers to trade between the two groups of countries and the requirements for increasing trade between the two groups of countries. The Consultant was given an initial Draft Terms of Reference (Annex 1) with the intention of modifying it in the course of the interviews with all the stakeholders. The main idea that emerged from these interviews was a concern with some possible form of association with CARICOM. The Consultant was asked to exam the costs and benefits of various forms of association and to recommend an option. This adjustment of the Terms of Reference (TOR) was substantial and involved the Consultant having to do some interviews and collect documentation in CARICOM. The study essentially revolves around the search for a road map for the Netherlands Antilles. It is tackled in the first instance by describing the existing system of trade of the Netherlands Antilles with a view to determining the import and export structures and the specific nature and extent of trade in goods and services between the Netherlands Antilles and CARICOM. 1 Netherlands Antilles: Elements of a Strategy for Economic Recovery and Sustainable Growth. Interim Report of the World Bank Mission, 5-20 December 2000. 2 IMF, IMF Country Report No. 01/73 Kingdom of the Netherlands-Netherlands Antilles-Recent Development, Selected Issues and Statistical Appendix. May 2001 3 The Netherlands Antilles is a country within the Kingdom of the Netherlands. It contains five islands. Curacao and Bonaire (Leewards) and St Eustatius, Saba and St Maarten (The Windwards)"

Education system institutions and educational inequalities in Uruguay

This article shows how certain aspects at the secondary level of Uruguay’s public school system produce inequalities in student achievement. The 2006 edition of the Programme for International Student Assessment (pisa) (oecd, 2006a) points to three key aspects of the institutions that regulate secondary education that play a part in reproducing inequalities of origin, hindering the equalizing role that guides the education system. First, the teacher assignment mechanism has the dual effect of sending a revolving door of young and inexperienced teachers to schools in unfavourable sociocultural contexts as well as concentrating teachers with more experience in schools in favourable contexts. Second, the geography-based system for assigning students to schools reproduces the residential segregation process. Lastly, the centralized system for supplying educational and technological materials is inadequate to the needs of the schools.