Information and communication technologies in the health sector: opportunities and challenges for the reduction of inequalities in Latin America and the Caribbean

Includes bibliography

Women and migrants: inequalities in the labour market of Santiago, Chile

Includes bibliography

Earning inequalities in Brazil: quantile regressions and the decomposition approach

Includes bibliography

Capabilities and gender: a sum or system of inequalities? The case of Chile

Includes bibliography

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.