Urban employment: research and policy in Latin America

Includes bibliography

Neoliberal reforms and macroeconomic policy in Peru

Includes bibliography

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

Includes bibliography

Women in water-related processes in Latin America: current situation and research and policy proposals

Includes bibliography

Education and research in urban planning and development in Latin America

Las tasas de urbanizacion de America Latina son las mas altas del mundo y los problemas generados por ellas seguiran influyendo en el desarrollo politico, economico y social de la region en los anos futuros. Las necesidades de formacion de profesionales y de investigacion en el campo del desarrollo urbano son tan enormes y los esfuerzos desplegados tan escasos, que se requiere un enfoque enteramente nuevo de parte de las agencias interamericanas. En este sentido, se propone la formacion de un Consejo de Asuntos Urbanos de las organizaciones interamericanas destinado a: a).orientar y financiar los esfuerzos y prestar asesoria en problemas de urbanizacion; b).establecer, en el largo plazo, centros de estudios urbanos y de planificacion nacionales y/o regionales; c).asesorar a las universidades a traves de grants, becas y bolsas viajeras e incrementar el numero actual de becas en desarrollo urbano; d).patrocinar la elaboracion de materiales para la formacion de urbanistas.

School inclusion: analyzing the establishment and organization of a special needs education service in a brazilian municipality

The present research integrates a network of studies called National Monitoring Center for Special Education (NMCSE) which studies the Multi-purpose Feature Rooms (MFRs) in regular schools. We aim to investigate whether the service offered by such rooms, maintained by the Department of Education of the Municipality of Araraquara, in São Paulo State, Brazil, is being successful at supporting the education of children and youth with special needs, pervasive developmental disorders and high skilled/gifted individuals. We have also investigated the limits and possibilities of such rooms concerning the set of services offered to their participants. In order to conduct the present research, we have performed: an interview with the Special Education Program manager from the abovementioned Department of Education; and the analysis of a Training Program that MFRs teachers must take. The training program consists of ten morning and afternoon shift meetings. The analyzed data leads us to conclude that the policy of implementation of MFRs, even in this relatively restricted universe is seen from different perspectives. Some interpretations are still permeated by the clinical model, considering individual action. The challenges observed in the classrooms show that the cooperation among teachers still occur randomly and, among other difficulties raised by them, is the selection of the right placement methods to identify eligible students who will benefit from the Specialized Educational Service (SES). In addition, teaching evaluation was considered fragile, as well as the training and the general requirements demanded in order to achieve the expected results.