There are several modalities for the elaboration of social infrastructure designs: they can be carried out by the executing unit or other public institution of the borrowing country. Individual consultants or a specialized firm can be hired and then, through an independent process, the construction is hired or a company responsible for both the designs and the construction of these can be hired through a design and built contract. In the latter, variables might be included by the team and / or the operation and maintenance of the infrastructure for a certain period.

The selection of the appropriate area for the location is one of the critical aspects that arise at the start of an infrastructure project and has implications throughout its life cycle. This selection has two successive and complementary approaches: a "macro" approach, where the general location is defined, that is, the area in which the building must be built to offer a specific social service and, a "micro" approach, which refers to the specific land selected within that selected area.

Many developing countries offer cash to low-income families to encourage children to attend school. These initiatives have increased educational attainment, but they have rarely improved student achievement. One potential reason may be that beneficiaries may need additional support to develop the requisite “soft” skills to succeed in school. We conducted a three-year randomized evaluation of a program that provides secondary school students with scholarships and non-academic mentoring in the Province of Buenos Aires, Argentina.

Over the last 25 years, more than two-thirds of OECD countries have increased school choice opportunities for parents. For example, in recent years, new forms of delivery like government-dependent private schools have flourished in nearly all of the OECD countries by using policies such as open enrollment in public schools and several forms of public-private partnerships (e.g. school vouchers, charter schools, and magnet schools).

This report systematizes existing knowledge of effective interventions in the area of juvenile sexual and reproductive health. Its goal is to provide information for designing effective programs, particularly those related to teen pregnancy, sexually transmitted diseases and risky sexual behaviors in Latin America and the Caribbean. Drawing on rigorous evidence, this innovative tool provides background information on key characteristics and operational components of the various chosen interventions.

There are several modalities for the elaboration of social infrastructure designs: they can be carried out by the executing unit or other public institution of the borrowing country. Individual consultants or a specialized firm can be hired and then, through an independent process, the construction is hired or a company responsible for both the designs and the construction of these can be hired through a design and built contract. In the latter, variables might be included by the team and / or the operation and maintenance of the infrastructure for a certain period.

The selection of the appropriate area for the location is one of the critical aspects that arise at the start of an infrastructure project and has implications throughout its life cycle. This selection has two successive and complementary approaches: a "macro" approach, where the general location is defined, that is, the area in which the building must be built to offer a specific social service and, a "micro" approach, which refers to the specific land selected within that selected area.

This paper presents new data documenting the level and evolution of public spending on non-contributory programs for 16 countries in Latin America and the Caribbean. Salaried formal workers contribute to social security and in return have access to an array of benefits -mainly old-age pensions and health services. In recent decades, informal workers – salaried and non-salaried- have gained access to similar benefits, financed through general revenues. Our calculations indicate that, on average, the region spends 1.7% of GDP in these programs.

Many developing countries offer cash to low-income families to encourage children to attend school. These initiatives have increased educational attainment, but they have rarely improved student achievement. One potential reason may be that beneficiaries may need additional support to develop the requisite “soft” skills to succeed in school. We conducted a three-year randomized evaluation of a program that provides secondary school students with scholarships and non-academic mentoring in the Province of Buenos Aires, Argentina.

Over the last 25 years, more than two-thirds of OECD countries have increased school choice opportunities for parents. For example, in recent years, new forms of delivery like government-dependent private schools have flourished in nearly all of the OECD countries by using policies such as open enrollment in public schools and several forms of public-private partnerships (e.g. school vouchers, charter schools, and magnet schools).