The socioeconomic crisis associated with the pandemic put cash transfer programs back at the top of the policy agenda. It showed that the Latin American and Caribbean regions income support systems were both fundamental and insufficient. In this paper, we present novel estimates of the coverage and beneficiary distribution of all non-contributory cash transfers both before and during the COVID-19 crisis. The former is useful to show the degree of preparedness of the region. The latter analyzes the magnitude of the policy response.

The socioeconomic crisis associated with the pandemic put cash transfer programs back at the top of the policy agenda. It showed that the Latin American and Caribbean regions income support systems were both fundamental and insufficient. In this paper, we present novel estimates of the coverage and beneficiary distribution of all non-contributory cash transfers both before and during the COVID-19 crisis. The former is useful to show the degree of preparedness of the region. The latter analyzes the magnitude of the policy response.

Globally, studies show that women in the labor force are paid less, hold fewer senior positions and participate less in science, technology, engineering and mathematics (STEM) fields. A 2019 UNESCO report found that women represent only 29% of science R&D positions globally and are already 25% less likely than men to know how to leverage digital technology for basic uses.

Globally, studies show that women in the labor force are paid less, hold fewer senior positions and participate less in science, technology, engineering and mathematics (STEM) fields. A 2019 UNESCO report found that women represent only 29% of science R&D positions globally and are already 25% less likely than men to know how to leverage digital technology for basic uses.

Globally, studies show that women in the labor force are paid less, hold fewer senior positions and participate less in science, technology, engineering and mathematics (STEM) fields. A 2019 UNESCO report found that women represent only 29% of science R&D positions globally and are already 25% less likely than men to know how to leverage digital technology for basic uses.

WorkerTech is defined as digital services that offer independent workers benefits to improve the social protection and the productivity. Today, thinking only in terms of full-time salaried work and permanent contracts ignores the millions of people who earn income and shape their lives through a wide variety of unconventional labor relationships, which have proliferated in the 21st century. The shift from traditional salaried work to new modalities implies that workers must reconstruct the labor structure necessary to be able to work. This is where WorkerTech services come in.

Education Technology has the potential to be a powerful engine for transformation in Latin America and the Caribbean, however the size of the challenge is formidable. The region faces the worst socio-economic crisis in more than a century, is one of the lowest performing education systems globally and has a chronic skills gap. New solutions, new approaches and new thinking is needed now more than ever. Stakeholders in the region see the potential for EdTech to support greater access to education, better experiences and outcomes for learners, and greater efficiency.

Education Technology has the potential to be a powerful engine for transformation in Latin America and the Caribbean, however the size of the challenge is formidable. The region faces the worst socio-economic crisis in more than a century, is one of the lowest performing education systems globally and has a chronic skills gap. New solutions, new approaches and new thinking is needed now more than ever. Stakeholders in the region see the potential for EdTech to support greater access to education, better experiences and outcomes for learners, and greater efficiency.

We explore how government fragmentation affects public education provision by examining the case of Chile, which created 11 municipalities between 1994 and 2004. Using territories that sought, but failed to, achieve independence as controls, we find that schools in newly created municipalities, on average, experienced a standard deviation decline of 0.2 in elementary school mathematics performance. In addition, fragmentation led to a high turnover and increased job insecurity of classroom teachers and school management teams in newly created municipalities.