The COVID-19 crisis generated a sudden need for businesses to start operating remotely, and for employees to work from home. In consequence, the use of telework increased rapidly in Latin America and the Caribbean as it did globally. However, differences on the severity of containment measures by country, access to internet, and particularities of each country's labor markets may have played a role in the divergence of trends across countries in the post-pandemic scenario.

Latin America and the Caribbean are facing numerous challenges, such as low-quality education, poor well-being, and non-peaceful and exclusive societies. The causes are complex, yet connected to outdated, ineffective, and underfinanced education systems. The emotional strain of the pandemic continues to create new challenges and unearth problems that have long been neglected. There is an urgent need for a disruptive solution that supports educators, parents, and students to overcome existing problems as well as better prepare them for uncertain times that lie ahead.

It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process.

We study the welfare produced by a coordinated school assignment system that is based exclusively on minimizing distance to schools, comparing the matches it produces to a system that includes household preferences using a deferred acceptance algorithm. We leverage administrative data and a mechanism change implemented in the city of Manta, Ecuador in 2021 to estimate household preferences and show that considering applicant preferences produces large welfare gains. Our counterfactual exercises show that differences across alternative assignment mechanisms are small.

Postsecondary education is undergoing a period of profound change. One of the most significant changes is the emergence of skills-based, non-degree, alternative credentials as both complements and alternatives to traditional degrees. Several factors have combined to favor these shorter, less expensive, and more versatile ways to gain knowledge and skills for work.

This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions.

Parenting programs can improve experiences during the early years and generate long-term outcomes in variables such as employment, health, education, and salary. The need to scale up parenting programs has driven the implementation of interventions based on communication technologies and behavioral economics. This paper compares two impact evaluations of the Positive Parenting program in 2018 and a fully remote adaptation of the program in 2020.

Measuring 21st century skills is one of the most important tasks of education and training systems. Measurement is what allows program managers to evaluate the effectiveness of a particular education program, diagnose the needs of individual students, or assess their development over time. Still, countries in Latin America and the Caribbean and around the world face challenges in this area.