All member countries of the IDB have ratified the International Convention to Prevent, Punish, and Eradicate Violence Against Women. But to date implementation has not been sufficient to deal with the phenomenon in a comprehensive way. Additional efforts are needed to fulfill the termsof the law and to ensure women¿s access to legal services, assistance,
and reparation.

Systems of learning need to adapt to a new normal of global life. Alarm bells have been ringing for the last decade about the future of work and the changing skills demands brought on by technology and automation. The response to date has been a patchwork, tinkering and experimenting with solutions while the demand for new skills moved at breakneck speed. The rapid onset of the Novel Coronavirus (COVID-19) has only accelerated the pace of change.

21st Century Skills is an initiative led by the Inter-American Development Bank that aims to gather and organize different stakeholders from public and private sectors in order to equip Latin American and Caribbean citizens with the fundamentals: transversal skills that enable them to grow and prosper at a rapid pace to achieve the highest levels of welfare.

21st Century Skills is an initiative led by the Inter-American Development Bank that aims to gather and organize different stakeholders from public and private sectors in order to equip Latin American and Caribbean citizens with the fundamentals: transversal skills that enable them to grow and prosper at a rapid pace to achieve the highest levels of welfare.

21st Century Skills is an initiative led by the Inter-American Development Bank that aims to gather and organize different stakeholders from public and private sectors in order to equip Latin American and Caribbean citizens with the fundamentals: transversal skills that enable them to grow and prosper at a rapid pace to achieve the highest levels of welfare.

21st Century Skills is an initiative led by the Inter-American Development Bank that aims to gather and organize different stakeholders from public and private sectors in order to equip Latin American and Caribbean citizens with the fundamentals: transversal skills that enable them to grow and prosper at a rapid pace to achieve the highest levels of welfare.

We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS).

The purpose of this analysis is to investigate the characteristics of school infrastructure in Latin America and the Caribbean, using information from TERCE comparatively around the concepts of sufficiency, equity and effectiveness. We start by enquiring whether the physical spaces whereLatin American children and youth study are adequate and sufficient to ensure learning. Next, we examine how school spaces are distributed, both according to the geographical area of the students and their socioeconomic and cultural status.

Systems of learning need to adapt to a new normal of global life. Alarm bells have been ringing for the last decade about the future of work and the changing skills demands brought on by technology and automation. The response to date has been a patchwork, tinkering and experimenting with solutions while the demand for new skills moved at breakneck speed. The rapid onset of the Novel Coronavirus (COVID-19) has only accelerated the pace of change.

Rural, isolated, and low performing urban schools that serve disadvantaged students have difficulty attracting and retaining high-quality teachers.