PISA 2022 records an unprecedented drop in OECD performance in mathematics and reading. The region shows disparate trends. Most countries have shown a slight long-term improvement, but this trend slowed or reversed between 2018 and 2022.
Latin America and the Caribbean ranks in the bottom half of the global ranking for educational quality in mathematics, reading, and science. Every country in the region is better positioned in reading than mathematics and science. The average student in the region lags behind their OECD peers in mathematics scores. The difference is equivalent to five years of schooling.
Latin America and the Caribbean ranks in the bottom half of the global ranking for educational quality in mathematics, reading, and science. Every country in the region is better positioned in reading than mathematics and science. The average student in the region lags behind their OECD peers in mathematics scores. The difference is equivalent to five years of schooling.
Three out of four students in the region are low performers in mathematics, and half lack basic reading skills. This percentage increased in almost every country in the region between 2018 and 2022.
Three out of four students in the region are low performers in mathematics, and half lack basic reading skills. This percentage increased in almost every country in the region between 2018 and 2022.
The Caribbean region has made considerable progress in educational outcomes, achieving a secondary enrollment above 80 percent. However, there are still significant challenges in learning results, as shown by the relatively low passing rates in the Caribbean Secondary Examination Certificate (CSEC). Moreover, the growing gender gaps in educational attainment and completion in favor or girls do not translate to the labor market, as outcomes for women are worse than those for men.
The Caribbean region has made considerable progress in educational outcomes, achieving a secondary enrollment above 80 percent. However, there are still significant challenges in learning results, as shown by the relatively low passing rates in the Caribbean Secondary Examination Certificate (CSEC). Moreover, the growing gender gaps in educational attainment and completion in favor or girls do not translate to the labor market, as outcomes for women are worse than those for men.
Since 2022, the Haitian Ministry of National Education and Professional Development (MENFP), supported by the International Bureau of Education of UNESCO (UNESCO-IBE) and the Interamerican Development Bank (IDB), has embarked on a large-scale transformation of Haiti’s education. After an initial phase focused on diagnosing the system’s challenges and building capacity, the MENFP is now poised to enact a comprehensive Roadmap for curriculum transformation in Haiti —a product of a collective effort involving all stakeholders.
This report presents an overview of a novel community-based intervention for older people living in deprived neighbourhoods in the Brazilian city of Belo Horizonte: Programa Maior Cuidado (PMC). Since 2011 PMC has been jointly run by the municipal Departments of Health and Social Assistance to support dependent older people living in vulnerable families. These families receive up to 20 hours of support a week from professional family care support workers.
This report presents an overview of a novel community-based intervention for older people living in deprived neighbourhoods in the Brazilian city of Belo Horizonte: Programa Maior Cuidado (PMC). Since 2011 PMC has been jointly run by the municipal Departments of Health and Social Assistance to support dependent older people living in vulnerable families. These families receive up to 20 hours of support a week from professional family care support workers.