Se encontraron 26 entradas.
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?
By Guest Author - 26 de August de 2016, 9:45 am
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? Lea más…
By Ryan Burgess - 29 de July de 2016, 2:07 pm
by Ryan Burgess
How can we achieve a high quality education? One of the answers may come from the field of neuroscience. The following are 3 insights on brain development that can improve our understanding of how students learn and develop throughout their lives. Lea más…
By María Caridad Araujo - 23 de June de 2016, 4:17 pm
by María Caridad Araujo
Most of you already know it: early childhood programs make for a smart investment. In fact, it is estimated that every dollar invested in early childhood development services, meaning in children who are up to 3 years old, provides a return on investment of 4 to 9 dollars. Now, return of investment is highly dependent on a critical variable: quality.
By Guest Author - 22 de April de 2014, 11:19 am
*By Catalina Covacevic
In Chile, as in many other countries, we are involved in a multitude of assessments that measure student learning. On one hand, various international tests are carried out: TIMSS, PISA, ICCS, etc. On the other hand, the National Agency of Quality of Education annually or biennially administers the Education Quality Measurement System Test (SIMCE) across different grades in the subjects of natural sciences, social sciences, language and math; it conducts the SIMCE for English in the third year of high school; and it undertakes SIMCE for Physical Education in the eighth grade. Additionally, as if this was not enough, many students in their last year of high school devote much of their time preparing for the college admissions examination, which involves them taking many practice tests.
By Aimee Verdisco - 12 de November de 2013, 12:11 pm
By Javier Luque - 14 de August de 2013, 10:15 am
Traditionally, economists like me have believed that poverty can explain underperformance in school because poor families are unable to accumulate human capital due to short-term cash constraints. An unaware reader might think: what in the world does that mean? In plain terms, this means that poor kids do not usually have the resources to pay school fees, buy textbooks or cloth, afford transportation costs and have an adequate nutrition and health. Often, they have to work to contribute to the household’s economy and help maintain their siblings.
For these reasons, they tend to drop out school more or, at best, sacrifice their youth instead of devoting themselves to learning. This contributes to the creation of what is known as the poverty cycle, because when these kids grow up to have children on their own, their kids will repeat their parents’ history and, ultimately, perpetuate poverty. The video featuring the characters of Agustin and Daniel presented in the post below shows exactly this phenomenon.
However, besides the theory of the poor’s deficient human capital accumulation, economists still continue to have a hard time explaining why poor kids underperform in school. But, is there anything else? What about if we took a different approach? Is it possible that there is something lying beneath poor kids’ brains that makes their schooling experience different? And, most importantly, can it be changed?
By Guest Author - 26 de June de 2012, 8:31 am
By Nadia Mireles
A few years ago, a professor taught a climate change course, reaching about one hundred students per semester. One day, he thought: “If I could upload this course online, then not only would my 100 students have access to it, but others as well.” So he did. And this is what happened… Lea más…
By Guest Author - 18 de April de 2012, 3:19 pm
Written by Nadia Mireles*
The knowledge of one of the greatest geniuses of this planet and the winner of the Nobel Prize is now within reach for everyone. Recently, the Hebrew University opened access to 2000 of Einstein’s manuscripts (although access will continue to grow over the coming months).
The news spread rapidly throughout the world, published in newspapers (El Universal, The Economist), magazines (Time, The Chronicle, Business Week), and blogs (Inside Higher Ed) of all types, not just within the education world. This evidence of access to the legacy of one of history’s geniuses confirms that knowledge should be free and accessible for everyone.
By Eugenio Severín - 13 de April de 2012, 2:04 pm
This post was written jointly with Julián Cristiá.
We have recently published a Working Paper and a Policy Note presenting the results of the impact evaluation of the “One Laptop per Child” program in Peru, developed by the IDB in collaboration with the Peruvian government itself. Since this is the first large-scale experimental evaluation that has been done in the world, it has stirred up expectations, but can offer important lessons on how to implement programs that provide students with computers and what kinds of results we can expect from such programs.
It is very important to commend the efforts of the Peruvian government for doing a serious evaluation of this program, and for sharing their results so transparently. It is a fact that there are few impact evaluations on the use of technology in education. Therefore, any contribution of knowledge helps support the efforts of many countries in the region and the world that are working to improve educational conditions for children that technologies can provide. Lea más…