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  • This blog is written by specialists from the Education Division of the Inter-American Development Bank. Its objective is to provide arguments and ideas that will spark debate about how to transform education in Latin America and the Caribbean. This blog is a call to action for the reader. An idea, a project, or a question can make a difference.
    Authors
    Elena Arias OrtizElena Arias Ortiz
    Education Senior Associate
    Julien HautierJulien Hautier
    Education Specialist
    Alejandro MorduchowiczAlejandro Morduchowicz
    Education Lead Specialist
    Jennelle ThompsonJennelle Thompson
    Senior Education Specialist
    Carlos HerranCarlos Herran
    Lead Education Specialist
    Javier LuqueJavier Luque
    Senior Education Specialist
    Aimee VerdiscoAimee Verdisco
    Education Lead Specialist
    Emma Näslund-HadleyEmma Näslund-Hadley
    Lead Education Specialist
    Gádor ManzanoGádor Manzano
    Senior Communications Specialist
    Horacio ÁlvarezHoracio Álvarez
    Education Specialist
    Lauren ConnLauren Conn
    Consultant
    Ryan BurgessRyan Burgess
    Specialist at the Education Division
    María Soledad BosMaría Soledad Bos
    Education Specialist
    Hugo ÑopoHugo Ñopo
    Lead Economist
    Cynthia HobbsCynthia Hobbs
    Senior Education Specialist
    IDBtv

    Educating Haiti

    Disclaimer

    Las opiniones expresadas en este blog son las del autor y no necesariamente reflejan las opiniones del Banco Interamericano de Desarrollo, sus directivas, la Asamblea de Gobernadores o sus países miembros.

    The views expressed in this blog are those of the author and do not necessarily reflect the views of the Inter-American Development Bank, its Management, its Board of Executive Directors or its member Governments.

    Sep 25 2014

    * By Catalina Covacevich

    Charlotte-Benjamin-writes-letter-to-LEGO-about-gender-stereotypes

    In January 2014, 7 year-old Charlotte Benjamin wrote to the Lego corporation, disappointed by the role of female characters in the company’s playsets. In her letter, she said that although she loves playing with Legos, she doesn’t like that there are more “Lego boys” than there are “Lego girls”. She also pointed out that “Lego girls” are always sitting in their houses without meaningful work, or going to the beach or on shopping trips. Meanwhile, “Lego boys” get to go on adventures, have interesting jobs, save people, and even swim with sharks! Charlotte wrapped up her letter with the following words: “make more ‘Lego girls’ and allow them to go on adventures and enjoy themselves, ok?”

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    Sep 18 2014

    * By Svante Persson

    Pic Blog

    Investing in preschool is actually more profitable than investing in the stock market. The estimated return (per dollar of cost) for high quality early childhood education is in excess of 10% (see link).  In comparison, over the last 20 years the stock market’s S&P 500 index had an average annual return of less than 7.8% per year (see link). Increasing public investment in preschool education can substantially benefit society at large and could help to address LAC’s long-term skills challenge and chronic income inequality. Poor children who fail to achieve their full academic potential are more likely to enter adulthood without the skills necessary to develop into highly productive members of society able to compete effectively in a more competitive global labor market.

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    Sep 11 2014

    K

    By Maria Loreto Biehl and Cecilia Diaz Campos*

    Probably very few of us question the importance of increasing children’s opportunities to access recreational spaces, sports and culture, language training, or technologies. We all desire that our children receive a modern education that will enable them to think both critically and creatively and allows them to navigate and even transform the world in which we live—a world where change is often the only constant. More so, in today´s society, the expectations increasingly are that children should acquire those skills and knowledge, believed necessary to succeed in life, in school.

    http://blogs.iadb.org/education/wp-includes/js/tinymce/plugins/wordpress/img/trans.gifNowadays, the school day in a majority of Latin American public education systems lasts four hours. However, the option of lengthening it has been manifested in the Metas Educativas 2021 (only in Spanish), a set of educational goals established in 2008 and to which all of the region’s education ministers agreed. Following this framework, many countries have included the expansion of the school day within their strategies to improve education quality and, even more so, equity.

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    Aug 30 2014

    Taken by Beatrice Murch (blmurch)

    Several weeks ago, I attended two events in Quito, which presented the results of “Ser Estudiante” and “Ser Bachillerato”, two standardized exams that serve to measure student learning in Ecuador. “Ser Estudiante” evaluates boys and girls in 4th, 5th, and 10th grade of Basic General Education in Ecuador, while “Ser Bachillerato” is administered at the conclusion of the last grade of secondary school. In the presentations, I saw many interested reporters and a lot of enthusiasm from the attendees. In fact, this is the first time Ecuador has aggregated data this extensive and reliable of student learning for almost every educational level (the only one missing is the first grade of primary school).

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    Aug 22 2014

    * By Justine Stewart and Cynthia Hobbs

    Jamaica Mapamericas

    Imagine an assembly line, organized with all the essential inputs to produce a successful school. Now, imagine that only a handful of the schools are effective. How would you change the production process? This is the challenge that Jamaica’s Ministry of Education (MoE) faces: how to develop the proper support system to improve poorly performing schools. Though all of us can think of examples of fantastic teachers and school principals that are strong leaders, a country cannot survive on the excellence of only a few schools.

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