This paper presents information about a theoretical model that provides different interpretations for the correlation between
family wealth and tertiary education enrollment; the empirical model; a description of data sources and the main
variables used in the analysis.

Presents information about opportunity cost of attendance to school, touching on issues of the proper dimensioning of cash subsidies, the adequacy of the conditionality and operational issues associated with conditional cash transfer (CCT) programs. It then analyzes the challenge of increasing school enrollment in urban areas using a dynamic model that accounts for labor opportunities of young people in these areas.

A working paper summarizing the experiences of conditional cash transfer programs in Latin America, focusing on their challenges and options to improve them.

We analyze the outcomes of 332 cases from a labor court in Mexico in which a judge awarded money to a plaintiff who claimed to have been fired by a firm without cause. The judgments were enforced in only 40% of the cases. A plaintiff may try to enforce a judgment by petitioning the court to seize the firm's assets when the firm refuses to pay. Thirty eight percent of the enforced judgments required at least one seizure attempt.

This paper studies the probability of receiving employer-paid training and other training independent of who finances it for permanent and temporary workers in Chile. The authors use data from the Social Protection Survey, EPS, allowing them to construct a panel of workers with information from 2002, 2004, 2006, and 2009. The results suggest that having a temporary contract in Chile reduces the probability of receiving employer-paid training. The survey also finds that this deficit is not compensated by other types of training. This finding is important for two reasons.

Today, there is a general consensus about the fact that a high level of learning is important for economic growth. However, students in Latin America and the Caribbean have lower scores on standardized learning tests compared to other countries at similar stages of economic development, and much lower than that of the best performing countries. So how does the use of technology in education can help increase student learning? New technologies open opportunities to increase student learning and have the potential to reduce gaps between socioeconomic groups.

We explored the hypothesis that the Programme of Advancement through Health and Education (PATH), Jamaica's conditional cash transfer program, contributes to breaking the inter-generational poverty cycle by placing its urban beneficiaries on a higher educational trajectory.

The Social Inclusion Program PROSPERA is the Mexico's conditional cash transfer (CCT) program, launched in 2014 after its predecessors: the Program for Human Development Oportunidades, and the Program for Education, Health, and Nutrition (Progresa), which entered into force in 2002 and 1997, respectively.

The Avancemos conditional cash transfer (CCT) program, which has operated since 2006 in Costa Rica, focuses on families living in extreme poverty and social vulnerability with adolescents and youth between the ages of 12 and 25. In August 2015, nearly 157,000 students received the cash transfer upon meeting certain co-responsibilities associated with school attendance and completing the school year in secondary school.

The implementation of educational policies and practices is closely linked to the assessment of student learning, as it enables the monitoring of progress and achievements, the improvement of teaching in the classroom, the improvement of policies and the assessment of program effectiveness, among many other objectives. To ensure that assessment achieves its purposes, it is essential to make an appropriate choice of the learning assessment instruments to be used.