This technical note seeks to contribute to the implementation of hybrid education models in LAC from a practical standpoint anchored in the regional context. To this end, it presents a flexible modular implementation framework that can be adapted to the different realities and contexts that coexist in the region.
According to global survey data, 30 percent of women who have ever been in a relationship have experienced physical and/or sexual violence, perpetrated by their intimate partner. In Latin America and the Caribbean (LAC), it is estimated that 29.8 percent of ever partnered women have been physically or sexually abused by their partners.
During the Covid-19 pandemic, online tutoring emerged as a potential solution to education challenges resulting from school closures on a massive scale. We are just having a first glimpse of the consequences of the pandemic on students’ outcomes—and it does not look good.
This document is the second of four publications in the series “The Road to Educational Inclusion: Four Steps to Develop Systems to Protect Educational Pathways”. It aims to serve as a guide for education ministries and secretariats in the region that are interested in designing and implementing a pathway protection system.
The series consolidates existing knowledge about the protection of students educational pathways in a context in which the challenge of exclusion is ever more widespread in Latin America and the Caribbean (LAC).
Diversity is embedded in who we are as an organization; it is our comparative advantage. The IDB Group’s workforce represents 44 nationalities across various continents and speaks all or most of our four official languages: English, Spanish, Portuguese, and French. Our organization also counts 6% of employees who identify as part of the LGBTQ+ community, 3% that self-identify as persons with disabilities, and more than 50% of employees are women.
This paper studies the potential of personalized "smart" information interventions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achievable" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process.
The first five years of life are a crucial period when nurturing care establishes strong foundations for lifelong development, learning, and health. In a new study, we show that millions of children in the world, and in Latin America and the Caribbean (LAC) specifically, lack access to the most basic nurturing care, demonstrating the urgent need for innovative strategies and the expansion of integrated parenting programs.
More and more people and institutions acknowledge that the foundations of children’s cognitive, language, motor and socioemotional development are laid during gestation and the first five years of life.
In recent decades, many countries in Latin America and the Caribbean (LAC) have experienced large movements of people fleeing from extreme poverty, situations of violence or socioeconomic, political, and environmental difficulties. These migratory flows include children and adolescents who, among other things, require access to educational services, a basic right that governments in the region have committed to guarantee. In this context, migration and education interact in different ways in countries of origin and destination.
In recent decades, many countries in Latin America and the Caribbean (LAC) have experienced large movements of people fleeing from extreme poverty, situations of violence or socioeconomic, political, and environmental difficulties. These migratory flows include children and adolescents who, among other things, require access to educational services, a basic right that governments in the region have committed to guarantee. In this context, migration and education interact in different ways in countries of origin and destination.