Latin American economic development has been perceived as a puzzle. The region has trailed most other world regions over the past half century despite relatively high initial development and school attainment levels. This puzzle, however, can be resolved by considering educational achievement, a direct measure of human capital. We introduce a new, more inclusive achievement measure that comes from splicing regional achievement tests into worldwide tests. In growth regressions, the positive growth effect of educational achievement fully accounts for the poor growth performance of Latin American countries. These results are confirmed in a number of instrumental-variable specifications that exploit plausibly exogenous achievement variation stemming from historical and institutional determinants of educational achievement. Finally, a development accounting analysis finds that, once educational achievement is included, human capital can account for between half and two thirds of the income differences between Latin America and the rest of the world.

Schooling, educational achievement, and the Latin American growth puzzle

Beyond College for All: Career Paths for the Forgotten Half. A Volume in the American Sociological Association's Rose Series in Sociology.

/pdf/disaster-didacticism-pedagogical-interventions-and-the-21bmgwcw.pdf

Disaster didacticism: Pedagogical interventions and the ‘learning crisis’

The United Nations 2030 Agenda along with the 17 Sustainable Development Goals cover a wide range of topics, from social to economic, from environmental to rule of law and governance. Effective implementation of these goals requires a collective and concerted effort to build a culture of sustainability, draw knowledge from multiple disciplines, and implement evidence-based programs and policies. Using a rights-based perspective, this chapter highlights the role of developmental science in contributing to the interdisciplinary scientific knowledge base. Developmental science contributes importantly to understanding global problems affecting the well-being of young people as well as to the effective implementation of SDGs in different country contexts with a special focus on LMICs. The chapter briefly examines children’s rights and well-being and the sustainable development framework, highlights the SDGs and the 2030 global framework for policymaking and action, reviews progress towards achieving the SDGs, identifies how developmental science contributes to policy change and societal progress, and provides a brief overview of this cross-cultural and multi-disciplinary field. The 24 chapters in the volume highlight key issues for developmental science contributions to achievement of the SDGs. Perhaps the most critical of these, identified in most chapters, is the importance of culture and context in measuring and understanding human development and in achieving the SDGs. Many chapters also provide useful examples from LMICs for making progress with achieving the SDGs and with advancing human development more generally. Finally, this chapter identifies a few recent developmental science discoveries not highlighted in the volume as well as important questions not asked because of the limited number of researchers from low- and middle-income countries.

Developmental Science and Pathways to Sustainable Development for Children and Youth

This article, inspired by the epistemology of critical realism and its approach to assessing social and institutional change, elaborates on the impact of past welfare reform agendas in Europe, taking Italy and Germany as examples. Reading welfare state change through the lens of the concept of empowerment, it argues that such agendas should be studied by considering the nexus of different (coinciding) policies, the transformation of organisational settlements, and the reforms' fit with encultured social expectations. Illustrating how a reform agenda containing a potential to enhance self-determination in the area of work and family life may simultaneously contribute to disempowerment, the article shows how a multidimensional 'proto-evaluative' endeavour may help develop a more holistic understanding of past welfare state change up to the outbreak of the Corona19 pandemic. [ FROM AUTHOR] Copyright of European Societies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

(Dis-)Empowerment in context: a proto-evaluative perspective on welfare reform agendas and their impact, North-West and South

Education is the process of learning and expanding culture, and, as it contributes to the improvement of the human condition through better knowledge, health, living conditions, social equity and productivity, is a central tool for social progress Education is expected to foster social progress through four different but interrelated purposes: humanistic, through the development of individual and collective human virtues to their full extent; civic, by the enhancement of public life and active participation in a democratic society; economic, by providing individuals with intellectual and practical skills that make them productive and enhance their and society’s living conditions; and through fostering social equity and justice
The expansion of formal education, which was part of the emergence of the nation states and modern economies, is one of the most visible indicators of social progress In its expansion, education created a complex web of institutions distributed according to different paths along the life course, from early education through the school cycles to the final stages of higher education, continuing with the provision of forms of lifelong education This web of institutions is subject to breaks and cleavages that reflect their diverse and multiple historical origins and purposes and the asynchronous developments in different regions From primary schooling, education institutions grew horizontally (by learning fields, subjects, or occupations) and vertically (by levels and credentials) The allocation of children and young people to different tracks and institutions, by a mixture of choice and assignment, is a core process in formal education that often reflects and reproduces preexisting inequalities
The chapter presents the main actions needed to allow education to fulfill its promise to promote social progress considering the four purposes of education On a global level more research informed policy is required and a balanced approach to educational reform, including teacher education, by putting more emphasis on the civic and humanistic purposes Governance structures that are flexible, participatory, and accountable considering the political and social context are recommended The new agenda of Sustainable Development Goals for 2030 established in 2015 calls for a new cooperative paradigm based on the concept of “full global partnership” and the principle of “no one will be left behind” Sustainable Development Goal 4 for Education aims “to ensure inclusive and quality education for all and promote lifelong learning” This provides a broad framework for education’s contribution to social progress To achieve this, it is necessary: (1) to expand access and improve the quality of early childhood education, as a precondition for life-long educational success in all its goals; (2) to improve the quality of schools, including in learners’ direct interactions with their peer groups, educators and the surroundings; in institutional characteristics such as group size, student-teacher ratio, teacher qualifications and spatial and material conditions, and in the provision of a meaningful and relevant curriculum; (3) to enhance the role of educators, considering that teachers are not just carriers of knowledge and information, but role models that have a significant impact on children’s dispositions towards learning and life more generally; (4) to make higher and vocational education more inclusive and socially relevant, thereby enhancing the opportunities for students of all sectors of society to further their education in a meaningful and practical ways, eliminating social and cultural restrictions to access and reducing the dividing lines between high and low prestige and esteem between institutions and careers Additionally, appropriate use of the opportunities created by the new digital technologies is recommended These are not a magic bullet that will replace existing educational institutions and create a new learning world But they can be powerful instruments to improve the quality and relevance of education and its contribution to social progress

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The Contribution of Education to Social Progress

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The Contribution of Education to Social Progress