CEPAL Review no. 115

Stylized features of the investment-growth connection in Latin America, 1980-2012 / Sandra Manuelito and Luis Felipe Jiménez.--International technological dynamics in production sectors: An empirical analysis / Fernando Isabella Revetria.-- Does public financial support stimulate innovation and productivity? An impact evaluation / Diego Aboal and Paula Garda.-- Digital inclusion in education in Tarija, Plurinational State of Bolivia / Sulma Farfán Sossa, Antonio Medina Rivilla and María Luz Cacheiro González.-- Macroeconomic trade-offs and external vulnerabilities of human development in Nicaragua / Marco V. Sánchez Cantillo.-- Classroom discipline, classroom environment and student performance in Chile / Carolina Gazmuri, Jorge Manzi and Ricardo D. Paredes.-- Pricing and spread components at the Lima Stock Exchange / Luis Chávez-Bedoya, Carlos Loaiza Álamo and Giannio Téllez De Vettori.-- Exports from the Brazilian automotive sector to the Southern Common Market: Trade diversion or cost reduction? / André Filipe Zago de Azevedo and Angélica Massuquetti.--Determinants of unfair inequality in Brazil, 1995 and 2009 / Ana Claudia Annegues, Erik Alencar de Figueiredo and Wallace Patrick Santos de Farias Souza.-- A comparative analysis of productivity in Brazilian and Mexican manufacturing industries / Armênio de Souza Rangel and Fernando Garcia de Freitas.

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.