In the realm of public polices, data is a great diagnostician. Much like x-rays and blood tests, data helps to identify where the problems lie and to uncover their causes. Without such information, how can we possibly treat our social ills?
Happy day, teachers! Today, Teacher’s Day is celebrated in several Latin American countries. And what better time to recognize their work than during this pandemic, when teachers’ work has been highlighted and valued by all of society.
Andreas Schleicher is Director for Education and Skills and Special Advisor on Education Policy to the Secretary-General at the Organization for Economic Co-operation and Development (OECD) in Paris. Mr. Schleicher is an expert in the field of education and is also a special guest in our blog series about the development of #skills21 in Latin America and the Caribbean.
The Employment Protection Legislation (EPL) methodology developed by the Organization for Economic Cooperation and Development (OECD) measures the degree of stringency of employment protection legislation of OECD and G20 countries, to determine, amongst others, its labour market impacts. The Inter-American Development Bank (IDB), in collaboration with the OECD, has applied this methodology to Latin American and Caribbean (LAC) countries.This document presents detailed description of employment protection legislation for 21 countries in the region as of December 31s, 2013.
In Latin America and the Caribbean, more than 8 million older people are unable to independently complete at least one basic activity of daily living, such as eating, bathing or showering, or getting in and out of bed. This situation, called care dependence, affects 12% of people over age 60 and nearly 27% of people over age 80 in the region. The demand for long-term care services will more than triple in the next 30 years, due primarily to population aging and the epidemiological transition.
Older adults are a highly vulnerable group regarding COVID-19. What measures are Latin American and Caribbean countries taking to look after them? Countries in the region have made rapid progress with social distancing measures to address the pandemic, and responses in the area of long-term care are slowly beginning to be observed. However, these measures are still insufficient.
This working paper discusses the One Laptop Per Child (OLPC) pilot program carried out by the Haitian Ministry of Education and Vocational Training (MENFP) conducted in collaboration with the IDB. The OLPC pre-pilot project was implemented at the Ecole Nationale Republique du Chili (ENRC), an all-female public school located in Port-au-Prince. Because the school year had ended before the OLPC pre-pilot began, the project was conducted as a summer camp entitled "XO Camp," held on June 30th-July 18th, 2008.
This study collects and systematizes detailed, updated and comparable information about the design, management, funding and quality of child development services in Latin America and the Caribbean. It focuses on two types of programs serving children from 0 to 3 years of age and their families: (a) those that provide child care through institutional and community modalities and (b) parenting programs.
Primary-school students in Argentina score low in international assessments of learning, particularly in math and science. To help remedy this situation, the Inter-American Development Bank is supporting a pilot study to identify pedagogical models that will enhance learning.
This report details a comparative analysis of early learning guidelines (ELGs) for infants and toddlers less than 3 years of age in Latin America and the Caribbean. The 19 ELGs evaluated are utilized by 12 national and 7 regional programs located in 13 countries in the region. Three types of programs are included in this report: parenting programs (n=3), community centers (n=4) and child development centers (n=12). Two of the twelve child development center programs fall beyond the age range of this research (0-3 years) and are included as case studies.