Science and technology policy and the National Innovation System in Argentina

Includes bibliography

Educational reform in Chile

Includes bibliography

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

Includes bibliography

Barbados: public-private sector partnership

Includes bibliography

Skill formation in Uruguay: what are the required labour qualifications for development?

Includes bibliography

Caribbean labour market challenges and policies

Includes bibliography

Changes in the urban female labour market

Includes bibliography

ECLAC and the sociology of development

Includes bibliography

Marginality and social integration in Uruguay

Includes bibliography

Education and development in Brazil, 1995-2000

Includes bibliography

Effects of urban segregation on education in Montevideo

Includes bibliography

Productive development in open economies

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.

Educational decentralization models in Latin America

Includes bibliography