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.
advanced placement Bill Gates certifications Early Childhood Education early education Engage Youth in the Learning Process Executive function human capital indigenous Joanna Loeber levels of Education Native American NEETs nurturing environment OER Project-Based Learning Race to Nowhere Reading in the Brain school attendance video
Oct 4 2016
Hugo Amado Pinto, from Honduras, Franklin Mejia, from Costa Rica, Lorenzo Vargas Díaz from Peru, and Alessandra Bremm, from Brazil, all share something special. They are the winners of awards that recognize teachers that leave their mark on students and become living proof of the effort of many professionals to provide better opportunities for children and school communities. Millions of teachers across Latin America and the Caribbean have a first-row ticket to incredible experiences such as seeing the face of a student who reads her first word, the joy of the child who overcomes a challenge, or the feeling of ease to know that a student is invested in his future. These experiences are priceless! It is not surprising then that a career in teaching is a popular choice among young people in university, with 20% of students in Honduras, Guyana, Barbados, Brazil, Panama and Argentina going on this path. How can public policies support them in their efforts? Read more…
Sep 22 2016
I recently visited a rural school and in a first grade class I met Miguel, a six-year old. While I was there, his teacher asked him to come to the board to solve a math problem and he began to smile nervously while looking to his classmates, asking for help. His peers tried to give him some hints but they could not help him. At the end of the lesson, Miguel’s teacher explained to me that he was behind in comparison with his peers: they had all attended pre-school but Miguel had just recently started formal schooling. This is a story that we often encounter in classrooms across Latin America and the Caribbean. How can we ensure that children in the region enter school prepared to learn?
Sep 15 2016
by María Soledad Bos and Alison Elias
How do you imagine the school of your dreams? What kind of spaces does it have? These are some of the questions that a group of architects asked students from the Aurelia Rojas school in La Pintana neighborhood of Santiago, Chile. Their answers came in the form of drawings and sketches, right before school renovations began. What do you get when the community is consulted and their needs considered before designing and renovating school spaces?
Sep 8 2016
by Horacio Álvarez Martinelli
Fifty years ago the first “World Literacy Day” was celebrated, a day dedicated by UNESCO to reinforce the commitment of governments and societies around the world to eradicating illiteracy and strengthen education as a path to better living conditions for everyone. Have we kept that commitment? Read more…
Aug 26 2016
Written by Cristina Aziz Dos Santos and Francisca Petrovich Ursic (Fundación Chile)
The eyes of Lillian Muñoz, the principal of a school in the town of Talhuan in rural Chile, carefully followed the explanation given by Professor Fox. She was amazed by his experience mobilizing students to address the issue of water quality in New York City through a project-based learning initiative. Inspired, she decided to replicate Mr. Fox’s experience in the form of a challenge in her own school: How to get rid of the dumpster next to their school building? And more importantly, how was she to motivate students to come up with innovative solutions to the problem that incorporated knowledge from all of their subjects? Read more…