Digital skills encompass the ability to safely and effectively access, manage, evaluate, and create information using digital technologies. These skills are critical for modern life, enabling individuals to engage with technology in a critical, collaborative, and creative manner. Essential for economic growth, employability, and social inclusion, digital skills can reduce inequalities, providing marginalized groups with access to education and resources.
Mr. Seo lives in Busan, but he underwent surgery at a tertiary hospital in Seoul, about 400 kilometers away from his home. Even after the surgery, there was a need for regular medication and tests, but going to Seoul every time became burdensome. So test results and other information were shared between the hospital near Mr. Seo’s home and the hospital in Seoul through the Health Information Exchange System. This allowed him to receive post-surgery follow-up treatment at a nearby hospital without having to travel.
The gender-based achievement gap in mathematics tends to widen in favor of boys as students advance through their educational journey, evidenced by comparing data from 3rd and 6th grade in primary education. Conversely, the gender achievement gap favoring girls in language typically decreases between 3rd and 6th grade in most countries. While gender significantly explains the achievement gaps in mathematics, it does not consistently account for gaps in language and science.
The gender-based achievement gap in mathematics tends to widen in favor of boys as students advance through their educational journey, evidenced by comparing data from 3rd and 6th grade in primary education. Conversely, the gender achievement gap favoring girls in language typically decreases between 3rd and 6th grade in most countries. While gender significantly explains the achievement gaps in mathematics, it does not consistently account for gaps in language and science.
The Inter-American Development Bank (IDB) financed a project to establish a STREAM Laboratory School at the Maria Gall Hill ECD Center in Barbados, in collaboration with the Erdiston Teacher Training College. This initiative aimed to enhance early childhood education in Science, Technology, Reading, Engineering, Arts, and Mathematics (STREAM) through play-based learning. The report details the implementation process, including the development of a STREAM-focused curriculum, professional development for educators, and the integration of innovative play-based methodologies.
The Inter-American Development Bank (IDB) financed a project to establish a STREAM Laboratory School at the Maria Gall Hill ECD Center in Barbados, in collaboration with the Erdiston Teacher Training College. This initiative aimed to enhance early childhood education in Science, Technology, Reading, Engineering, Arts, and Mathematics (STREAM) through play-based learning. The report details the implementation process, including the development of a STREAM-focused curriculum, professional development for educators, and the integration of innovative play-based methodologies.
Socioeconomic and indigenous status contribute significantly to achievement gaps across subjects and grade levels. Mathematics gaps between low and high socioeconomic status students widen from third to sixth grade, notably in Brazil and Uruguay. Language gaps are particularly large in Brazil, Colombia, Guatemala, Panama, Peru, and Uruguay. Indigenous sixth graders score lower than non-Indigenous peers, with the largest gaps in Costa Rica and Panama and the smallest in Honduras.
Socioeconomic and indigenous status contribute significantly to achievement gaps across subjects and grade levels. Mathematics gaps between low and high socioeconomic status students widen from third to sixth grade, notably in Brazil and Uruguay. Language gaps are particularly large in Brazil, Colombia, Guatemala, Panama, Peru, and Uruguay. Indigenous sixth graders score lower than non-Indigenous peers, with the largest gaps in Costa Rica and Panama and the smallest in Honduras.
Twenty-five years ago, in a place like Pomeroon in Guyana, children took about 3 hours to reach school. Today, many of the 12 million girls, boys, and adolescents living in the 8 countries of the Amazon still face similar challenges. Moreover, these issues are not unique to the Amazon but also occur in other countries in the region.
Teacher evaluation is a key instrument to support the professional development of teachers and improve teacher effectiveness. This study analyzes teacher evaluation systems in Latin America and the Caribbean, and several high-performing education systems in other regions and presents practical guidance on how to develop a successful teacher evaluation system.