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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.

    Educating Haiti


    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.

    Archive for September, 2014

    Who’s your million dollar teacher?

    By - 30 Sep 2014

    Teacher-Student June 2013

    Student participating in a Flexible Education Program in Honduras thanks his teacher

    Do you know of any exceptional educators who have made a difference in the lives of children and the school community? Now is your opportunity to give back! Nominations for the Global Teacher Prize by the Varkey GEMS Foundation are being accepted until October 5, 2014 and many have already being received from around the world. The prize is $1 million!

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    More “Lego” Girls

    By - 25 Sep 2014

    * By Catalina Covacevich


    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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    Is preschool education the secret to a more prosperous region?

    By - 18 Sep 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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    More classroom hours? Lessons learned from Rio Negro, Argentina

    By - 11 Sep 2014


    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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