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.
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.
Yolanda Ramos is the Senior Regional Director of for the Americas at International Society for Technology in Education (ISTE), and Casandra Woodall is the Senior Director for Business Strategy at ISTE. ISTE is member of the 21st Century Skills Coalition joined by different public and private organizations to promote the development of 21st century skills in Latin America and the
The emergency has accelerated technological integration in university education. However, three out of four professors in the region do not feel prepared to use new digital technologies in the classroom. The lack of technological and financial resources, strategic planning, and training are considered the main challenges for their integration. More spaces for collaboration, digital skills diagnoses, and training are essential to face the educational challenges imposed by the pandemic.
This paper analyzes the impact of longer school days on student achievement in Colombia. To identify the impact of longer schools days, this study exploits plausibly exogenous within school variation in the length of the school day. Using test score data from 5th and 9th graders in 2002, 2005, and 2009, along with school administrative data, this research uses school fixed effects models to estimate variation in average test scores across cohorts for schools that switched from a half school day to a full school day or vice versa.
The emergency has accelerated technological integration in university education. However, three out of four professors in the region do not feel prepared to use new digital technologies in the classroom. The lack of technological and financial resources, strategic planning, and training are considered the main challenges for their integration. More spaces for collaboration, digital skills diagnoses, and training are essential to face the educational challenges imposed by the pandemic.