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.
Dec 6 2013
Photo: Lauren Conn
Access to education has improved significantly in Latin America. Primary education is virtually universal throughout the region. However, nearly 1 out of every 2 students in Latin America does not finish secondary school. Gaps in access to education persist among socioeconomic and ethnic groups, as well as between urban and rural communities.
Even taking all of this into account, having a disability is a strong predictor of one’s likelihood to be excluded from the education system, says Lena Johnson, an expert in inclusive education. In general, children with disabilities are less likely to start school. It is estimated that only 20% to 30% of all children and youth with disabilities in the region attend school.
Having a disability can be a greater barrier to accessing education than where you live, your gender, or your socio-economic status. We sat down with Johnson to debunk common myths about students with disabilities.
Dec 5 2013
by Patrícia Fortunato*
Photo: Agência Brasil
For more information about the PISA results of participating Latin American countries, click here.
The Organisation for Economic Co-operation and Development (OECD) just released the results of the 2012 Programme for International Student Assessment (PISA), a triennial test that evaluates the abilities and competencies of 15-years-old students of participating countries. Although progress was made in Mathematics since PISA 2003, Brazil only barely achieved position 58 in the ranking of 65 countries. Shanghai, China, made first place not only in Mathematics, but also in Science and Reading, the other two areas evaluated by PISA.
Nov 27 2013
Seven lessons learned and three steps to use data to improve teaching
In the last post of this series on student learning evaluation we showed that, although test results are available, schools and teachers across the region do not systematically use them to inform education policy and teaching practices. We know we have a problem, now let’s focus on solutions.
Nov 21 2013
From measurement to action: Using data to improve learning in the Caribbean
Every year for the past 40 years, thousands of nervous students from the English-speaking Caribbean sit at their school desks’ to take a test that will change their lives. These evaluations are administered by the Caribbean Examination Council (CXC). CXC’s Secondary Education Certificate (CSEC) examinations are applied at the end of compulsory secondary education to approximately 120,000 students from English-speaking Caribbean countries (16 territories currently participate) to measure student performance. CSEC exam results constitute the main credential used to pursue higher education or to enter the job market. These tests are “high stakes” for the individual students because their performance determines their future. Sadly, in many countries less than half of those who sit the exam attain satisfactory pass rates in key areas such as English language and math.
Nov 19 2013
Photos: Lauren Conn
Perhaps it was always inside of her, something intrinsic, a voice pushing her to preserve despite the obstacles. Or maybe it was her mother’s voice that kept her going, reassuring her that education would be her pathway to success. Most would say that Marta Palacios’ journey from monolingual dishwasher and maid to award-winning principal and Doctor of Education is nothing short of extraordinary. But she would probably tell you humbly that her personal story only confirms what she’s always believed: through education, anything is possible.