This second document of the PLAC Network Technical Assistance Document Series is entitled “Technical assistance on the application of risk-based supervision by CONSAR in Mexico”, and sets out some observations and questions regarding the implementation of risk-based supervision (RBS) by CONSAR in Mexico. The evidence was gathered from a desk review of papers and a visit from 1 to 9 June 2017 with meetings and conversations with management and staff of CONSAR and representatives of three pension fund management companies (AFOREs).

This second document of the PLAC Network Technical Assistance Document Series is entitled “Technical assistance on the application of risk-based supervision by CONSAR in Mexico”, and sets out some observations and questions regarding the implementation of risk-based supervision (RBS) by CONSAR in Mexico. The evidence was gathered from a desk review of papers and a visit from 1 to 9 June 2017 with meetings and conversations with management and staff of CONSAR and representatives of three pension fund management companies (AFOREs).

The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years.

From 2018 to 2020, we conducted a groundbreaking, nationwide study in Mexico to assess the quality of service at public childcare centers for children under age three. This assessment, representative of the main child care models, collected data on 245 child care centers throughout the country, 426 classrooms, and 2,115 children who attend the centers and their households. Although the research collected information on structural quality, it focused primarily on process quality (or quality of interactions), which was measured using the CLASS-Toddler (Classroom Assessment Scoring System).

From 2018 to 2020, we conducted a groundbreaking, nationwide study in Mexico to assess the quality of service at public childcare centers for children under age three. This assessment, representative of the main child care models, collected data on 245 child care centers throughout the country, 426 classrooms, and 2,115 children who attend the centers and their households. Although the research collected information on structural quality, it focused primarily on process quality (or quality of interactions), which was measured using the CLASS-Toddler (Classroom Assessment Scoring System).

From 2018 to 2020, we conducted a groundbreaking, nationwide study in Mexico to assess service quality at public child care centers for children under three. The assessment is representative at the national level of the main child care models. We gathered evidence from 245 centers, 426 classrooms, and 2,115 children attending the centers throughout the country, as well as from their households, in order to identify specific interventions to promote child development at the centers.