At a Crossroads


Book Description

"Higher education in Latin America and the Caribbean has expanded dramatically in the past 15 years, as the average gross enrollment rate has more than doubled, and many new institutions and programs have been opened. Although higher education access has become more equitable, and higher education supply has become more varied, many of the 'new' students in the system are, on average, less academically ready than are their more advantaged counterparts. Furthermore, only half of higher education students, on average, complete their degree, and labor market returns to higher education vary greatly across institutions and programs. Thus, higher education is at a crossroads today. Given the region's urgency to raise productivity in a low-growth, fiscally constrained environment, going past this crossroads requires the formation of skilled human capital fast and efficiently. 'At a Crossroads: Higher Education in Latin America and the Caribbean' contributes to the discussion by studying quality, variety, and equity of higher education in Latin America and the Caribbean. The book presents comprehensive evidence on the recent higher education expansion and evolution of higher education labor market returns. Using novel data and state-of-the-art methods, it studies demand and supply drivers of the recent expansion. It investigates the behavior of institutions and students and explores the unintended consequences of large-scale higher education policies. Framing the analysis are the singular characteristics of the higher education market and the market segmentation induced by the variety of students and institutions in the system. At this crossroads, a role emerges for incentives, information, accountability, and choice."




Primary and Secondary Education During Covid-19


Book Description

This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.




The State of the Global Education Crisis


Book Description

"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website.




Going Viral


Book Description

Following the so-called "Golden Decade" (2003-2013) of rapid development and strong improvements in social indicators, economic growth has stalled in Latin America and the Caribbean region (LAC). Today, the external environment no longer provides tailwinds to foster an economic rebound. Foreign direct investment has moderated, trade has slowed amid elevated tensions, financing conditions are tightening, and commodity prices are expected to remain flat in the short and medium term. The region therefore needs to find internal sources of growth and focus on a productivity-enhancing reform agenda. The report analyzes the structural transformation process in LAC and evaluates if the "premature de-industrialization" patterns observed in the data are a result of distortive policies or if they represent an efficient (i.e. growth maximizing) reallocation of resources responding to the underlying drivers of structural transformation. An important message of the report is that policy makers should not focus on sectoral size but rather on productivity growth. The emergence of new technologies--under the banner of the "4th Industrial Revolution"--suggests that opportunities for further industrialization or re-industrialization are likely to be limited in many developing countries. Looking forward, the region needs to develop a productivity agenda with a special focus on the services sector. Already the largest employer in the region with over 60 percent of the workforce, the services sector is expected to grow even further and play an increasingly crucial role as an input provider to the larger economy. In short, there is a need for a comprehensive set of service-sector oriented policies. The report concludes that three major economic forces are changing the nature of work and the demand for skills. First, the structural transformation process, in general, and the de-industrialization pattern observed for the economies in the region, in particular, imply that future job growth will occur mainly in the services sector. Second, the shift in economic structure is being accompanied by a transformation of the occupational structure within broad economic sectors. The importance of service occupations--those that produce intangible value added such as marketers, managers, designers--is increasing in all sectors of the economy. Third, as machines replace humans in carrying out simpler, more routine tasks, workers will have to adapt and perform a different set of tasks in the workplace. What may become more important as new automation technologies are adopted in LAC countries, is adult learning and re-training.




The Fast Track to New Skills


Book Description

Short-cycle higher education programs (SCPs) form skilled human capital in two or three years. Through original empirical research, this book explores SCPs? outcomes and returns, their supply, and what makes them good. It draws attention towards a higher education sector that has been typically overlooked in research and policy.










China's and India's Challenge to Latin America


Book Description

The economic successes of China and India are viewed with admiration but also with concern because of the effects that the growth of these Asian economies may have on the Latin American and Caribbean (LAC) region. The evidence in 'China's and India's Challenge to Latin America' indicates that certain manufacturing and service industries in some countries have been negatively affected by Chinese and Indian competition in third markets and that LAC imports from China and India have been associated with modest unemployment and adjustment costs in manufacturing industries. The book also provides substantial evidence of positive aggregate effects for LAC economies associated with China's and India's greater presence in world exports, financial flows, and innovation. Chinese and Indian growth is creating new production possibilities for LAC economies, particularly in sectors that rely on natural resources and scientific knowledge.




Managing for Learning


Book Description

How can countries make sustainable gains in student learning at scale? This is a pressing question for Latin America and the Caribbean (LAC)--and the developing world more broadly--as countries seek to build human capital to drive sustainable growth. Significant progress in access has expanded coverage such that nearly all children in the region attend primary school, but many do not gain basic skills and drop out before completing secondary school, in part due to low-quality service delivery. The preponderance of evidence shows that it is learning--and not schooling in and of itself--that contributes to individual earnings, economic growth, and reduced inequality. For LAC in particular, low levels of human capital are a critical factor in explaining the region’s relatively weak growth performance over the last half century. The easily measurable inputs are well-known, and the end goal is relatively clear, but raising student achievement at scale remains a challenge. Why? Part of the answer lies in management--the managers, structures, and practices that guide how inputs into the education system are translated into outputs, and ultimately outcomes. While management is often mentioned as an important factor in education policy discussions, relatively little quantitative research has been done to define and measure it. And even less has been done to unpack how and how much management matters for education quality. This study presents new conceptual and empirical contributions that can be synthesized in four key messages: 1. Student learning is unlikely to improve at scale without better management. 2. Management quality can be measured and should be measured as a catalyst for improvement. 3. Management affects how well every level of an education system functions, from individual schools to central technical units, and how well they work together. 4. Several pathways to strengthening management are open to LAC countries now, with the potential for significant results. The study elaborates on each of these messages, synthesizing recent data and research and presenting the results of several new research initiatives from across the region.




COVID-19 Learning Losses


Book Description

Since the beginning of the pandemic, efforts have been made to monitor both school closures (and re-opening) and the measures put in place to ensure continuity of learning. These include the Survey of Ministries of Education on National Responses to COVID-19, jointly supported by UNESCO, UNICEF and the World Bank. However, to date, no systematic evidence has been available on how students' learning is being affected by the disruptions caused by the pandemic or on the impact of education response measures initiated by governments. This report contributes to filling this evidence gap and includes a series of simulations of potential learning losses due to COVID-19 and exploration of their longer-term implications. The analysis is based on the Enabling learning for all framework, which outlines access, engagement and enabling environment as the three crucial enablers for learning, while the simulation assumptions are informed by the evidence on school closures and governments' education-related responses, collected through the joint survey.