“Asegurar que todas las niñas y todos los niños tengan acceso a servicios de atención y desarrollo en la primera infancia y educación preescolar de calidad, a fin de que estén preparados para la enseñanza primaria.” Este es uno de los muchos objetivos importantes establecidos por la Asamblea de la Organización de Naciones Unidas el 27 de septiembre del 2015. ¿Qué tan difícil resultará alcanzar este objetivo para el año 2030?
Latin America & Caribbean
This Children’s Day, I am thinking back to an event on the link between quality education and inclusive growth that we had last month in Lima, Peru. The event was memorable not only because of Eric Hanushek’s excellent presentation and the lively panel discussion that followed, but also because there were many students from Lima in the audience.
A month later, I still remember the young faces and how intently they were paying attention to everything that was being said about their futures. At the time, I thought, this is how it should be. There should always be children and youth involved and engaged when the discussion is about them.
Anyone working in education is familiar with the story of Finland’s remarkable evolution into one of the world’s top-performing education systems. The country ranked fifth in science and sixth in reading on the 2012 PISA assessment, second on the 2012 PIAAC (the new OECD test of adult literacy) , and is routinely in the top five of practically every other international measure of education quality. To visitors from standards-and-accountability-heavy countries such as the UK and the US, or from low-performing countries in Latin America and the Caribbean (LAC), Finland’s formula can seem like magic. All teachers have a Master’s degree. There is no student testing. There are no school inspections or rankings. Students have little homework and teachers work few hours. Teachers are trusted professionals with full autonomy in the classroom.
My study tour to Finland in September 2015 convinced me that this formula is indeed magic. Why? Because the popular version of the “Finnish story” neglects elements of the institutional context that are so hard-wired into the system that the locals hardly register them. Three crucial elements, in particular, create an accountability framework that makes it possible for the “magic” to work.
With Ciro Avitabile
If I could plot the number of bad decisions I’ve made throughout my life against my age there would certainly be a large hump between 15 and 18. Among the many bad decisions I made during adolescence—and believe me there were many- leaving school never even crossed my mind. To stay in high school, I not only had to be present but needed to put in a minimum effort not to fail more than a certain number of subjects which would jeopardize my right to enroll the following year.
Con la colaboración de Ciro Avitabile
Si pudiera graficar la cantidad de decisiones desacertadas que he tomado durante mi vida en función de la edad que tenía al momento de tomarlas, no cabe duda de que observaría una gran concentración de malas decisiones entre los 15 y los 18 años. Entre las numerosas decisiones desacertadas que tomé en la adolescencia —y, créanme, fueron muchas— jamás me pasó por la mente abandonar mis estudios. Para poder seguir en el bachillerato, no solo tenía que asistir a clases, sino que debía poner un esfuerzo mínimo para no reprobar más de una cierta cantidad de materias y arriesgar mi derecho a matricularme el año siguiente.
This week I was invited to speak at The Economist’s Higher Education Forum in New York to share my thoughts on how higher education can be expanded. I believe that we need a fair and sustainable cost-recovery model at the university level using future earnings to finance current education.
Over the past two decades, there has been a tremendous increase in the number of university students and graduates worldwide, which should have led to decrease in the rate of return to investment to higher education – if supply outpaced demand, of course. While there has been some decrease in overall rates of return, investment in education is still a highly profitable investment. Global demand for high levels skills such as working with new information and problem-solving has kept the returns to schooling high in even the poorest countries of the world. In fact, the returns to higher education are higher in lower-income countries – except in the Middle East and North Africa due to rigid labor market regulations.
October 16 is World Food Day, a day when people come together to declare their commitment to eradicate hunger within a lifetime.
Many school-age children across the globe depend on school feeding programs for morning and mid-day meals. School feeding programs incentivize parents to keep children in school and provide students the essential nutrients to stay healthy and able to learn.
El 16 de octubre es el Día Mundial de la Alimentación, un día en que las personas se reúnen para poner de manifiesto su compromiso con el objetivo de erradicar el hambre en el transcurso de una generación.
While Brazil faces a difficult fiscal and economic situation right now, I would like to view national progress on employment and incomes from a long-term perspective, which is valuable when addressing Education and Human Development issues in a broader sense.
¿Tuviste un maestro favorito en la escuela? ¿Qué hizo a ese maestro tan especial? Los docentes son el recurso más importante que tenemos que garantizar que los niños aprendan. Pero la realidad es que muchos niños en el mundo no reciben una educación de calidad.