Bolsa Familia (PBF) is a conditional cash transfer program (CCT) focused on health and education that has been implemented by the federal government of Brazil since 2003. The Ministry for Social Development and to Combat Hunger (MDS) is responsible for the program, defines the eligibility criteria and authorizes payments to families.
This technical note describes the methodological decisions for the estimation of comparable figures of participation rates in formal childcare in Latin America and the Caribbean, through data from available nationally representative household surveys over the past decade. The estimates show that attendance to childcare centers is low, in particular for the younger children. In addition, the proportion of children attending childcare programs is generally much higher among the well-off households and those with more educated parents.
“Flor now knows how to read; she says that the letters, which to me look like complicated drawings to understand and put together, are counters of things and that when you learn to read, it’s like stories are being told to you.” This excerpt is from Letras en los cordones (Letters on Shoelaces) by Cristina Falcón Maldonado and Marina Marcolin. It is a picture book that tells the story of Flor and her six siblings’ experiences at school.
The "Tutoring Online Program" (TOP), launched in Italy in 2020, is an online educational reinforcement tutoring program that offered support to high school students affected by the pandemic. The program's inaugural edition took place between April and June of 2020, engaging 1,059 participants. Over the course of its four editions from 2020 to 2023, it has impacted nearly 3,000 middle school students. The sessions, lasting between 3 to 6 hours each week, were customized to meet the unique needs of each student and facilitated by volunteer university students.
The "Tutoring Online Program" (TOP), launched in Italy in 2020, is an online educational reinforcement tutoring program that offered support to high school students affected by the pandemic. The program's inaugural edition took place between April and June of 2020, engaging 1,059 participants. Over the course of its four editions from 2020 to 2023, it has impacted nearly 3,000 middle school students. The sessions, lasting between 3 to 6 hours each week, were customized to meet the unique needs of each student and facilitated by volunteer university students.
This document presents the results of a remote tutoring program implemented in Argentina (in the City of Buenos Aires and the Province of Mendoza). Tutoring sessions were delivered by public teacher college institutions, covering foundational mathematics content through a 20-minute weekly phone call for an 8-weeks period. The study focused on families with children enrolled in primary public schools aged 10 to 13 years old.
This document presents the results of a remote tutoring program implemented in Argentina (in the City of Buenos Aires and the Province of Mendoza). Tutoring sessions were delivered by public teacher college institutions, covering foundational mathematics content through a 20-minute weekly phone call for an 8-weeks period. The study focused on families with children enrolled in primary public schools aged 10 to 13 years old.
The text highlights the significance of tutoring in education, stating that no other intervention in educational research has a comparable impact. Due to this impact, education advocates worldwide are advocating for scaling tutoring to address learning inequalities exacerbated by the global pandemic. The optimism for scaling tutoring is based on two key assumptions. First, it assumes that tutoring will remain effective when scaled up. Second, it assumes that scaling tutoring is feasible.
The text highlights the significance of tutoring in education, stating that no other intervention in educational research has a comparable impact. Due to this impact, education advocates worldwide are advocating for scaling tutoring to address learning inequalities exacerbated by the global pandemic. The optimism for scaling tutoring is based on two key assumptions. First, it assumes that tutoring will remain effective when scaled up. Second, it assumes that scaling tutoring is feasible.
Did you know that migration drives countries' growth and innovation capacity?