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2. Intersectionality in Education: Rationale and Practices to Address the Needs of Students' Intersecting Identities. OECD Education Working Papers. No. 302
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Samo Varsik, and Julia Gorochovskij
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Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.
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- 2023
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3. Autonomous Schools, Achievement and Segregation. Discussion Paper No. 1968
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Natalie Irmert, Jan Bietenbeck, Linn Mattisson, and Felix Weinhardt
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We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality
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- 2023
4. Catching up on Lost Learning Opportunities: Research and Policy Evidence on Key Learning Recovery Strategies. OECD Education Working Papers. No. 292
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Organisation for Economic Cooperation and Development (OECD) (France) and Minea-Pic, Andreea
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Climate change and natural disasters, the COVID-19 pandemic, and geopolitical shocks have increasingly disrupted school education around the world in recent years. Whether leading to school closures, school destructions or repeated interruptions in students' learning experiences, these external shocks have translated into lost learning opportunities for students. In this context, education systems face heightened pressure to become ever more resilient, enhance the efficiency of public spending and address emerging learning gaps. This working paper highlights key education strategies for helping students catch up on lost learning opportunities and bridge learning gaps, based on a review of research and policy evidence from OECD and non-OECD countries. It examines a range of academic strategies to address learning gaps, including: (1) adapting instructional strategies and pedagogies to individual needs; (2) extending and adapting the time of instruction; and (3) providing curricular flexibility and enabling fluid learning pathways within the school system. It provides research evidence on the effectiveness of such strategies, together with examples of their large-scale implementation and cost-effectiveness considerations. While this paper presents programmes of general interest for all countries, a separate policy brief targets learning recovery strategies for students in Ukraine.
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- 2023
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5. Disrupted Schooling: Impacts on Achievement from the Chilean School Occupations. CEP Discussion Paper No. 1696
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) and Montebruno, Piero
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Disrupted schooling can heavily impact the amount of education pupils receive. Starting in early June of 2011 a huge social outburst of pupil protests, walk-outs, riots and school occupations called the Chilean Winter caused more than 8 million of lost school days. Within a matter of days, riots reached the national level with hundreds of thousands of pupils occupying schools, marching on the streets and demanding better education. Exploiting a police report on occupied schools in Santiago, I assess the effect of reduced school attendance in the context of schools occupations on pupils' cognitive achievement. This paper investigates whether or not there is a causal relationship between the protests and school occupations and the standardised test performance of those pupils whose schools were occupied.
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- 2020
6. Is School Funding Unequal in Latin America? A Cross-Country Analysis. CEPA Working Paper No. 20-11
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Stanford Center for Education Policy Analysis (CEPA), Bertoni, Eleonora, Elacqua, Gregory, Marotta, Luana, Martinez, Matías, Santos, Humberto, and Soares, Sammara
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Public spending on education has increased significantly in Latin America over the last several decades. Yet, the question remains as to whether greater spending translates into a more equitable distribution of resources. We address this issue by measuring inequality in per-pupil spending between regions of varying socioeconomic status (SES) within five different countries: Brazil, Chile, Colombia, Ecuador, and Peru. The results show that while Brazil's funding gap has narrowed over time, this federal nation has the widest socioeconomic spending divide, due to large inequalities in local revenues between high and low SES regions. School funding in Colombia has become more regressive over time, though its gap is half the size of Brazil's. Meanwhile, the distribution of school funding in Peru has changed, shifting from regressive (benefiting the richest regions) to progressive (benefiting the poorest regions). Education spending in Chile and in Ecuador have instead been consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeting disadvantaged rural areas, the funding formulas in Chile address socioeconomic inequalities beyond the rural-urban gap.
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- 2020
7. Should I Stay of Should I Go? Neighbors' Effects on University Enrollment. CEP Discussion Paper No. 1653
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) and Fernandez, Andrés Barrios
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This paper investigates whether the decision to attend university depends on university enrollment of close neighbors. I create a unique dataset combining detailed geographic information and educational records from different public agencies in Chile, and exploit the quasi-random variation generated by the rules that determine eligibility for student loans. I find that close neighbors have a large and significant impact on university enrollment of younger applicants. Potential applicants are around 11 percentage points more likely to attend university if a close neighbor enrolled the year before. This effect is particularly strong in areas with low exposure to university and among individuals who are more likely to interact; the effect decreases both with geographic and social distance and is weaker for individuals who have spent less time in the neighborhood. I also show that the increase in university attendance translates into retention and university completion. These effects are mediated by an increase in applications rather than by an improvement on applicants' academic performance. This set of results suggests that policies that expand access to university generate positive spillovers on close peers of the direct beneficiaries.
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- 2019
8. A mixed-integer programming model for an integrated production planning problem with preventive maintenance in the pulp and paper industry.
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Avilés, Francisco N., Etchepare, Renato Maynard, Aguayo, Maichel M., and Valenzuela, Mario
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PRODUCTION planning , *PAPER industry , *MIXED integer linear programming , *SETUP time , *PULP mills , *MANUFACTURING processes - Abstract
Production planning and scheduling in the pulp and paper industry can be very challenging. In most cases, practitioners address the production planning process manually, which is time-consuming and sub-optimal. This study deals with production planning encountered in a pulp mill company involving different wood species, parallel heterogeneous lines, inventory limits, sequence-independent setup times and preventive maintenance. To tackle the problem, an efficient mixed-integer formulation is proposed that optimizes when, where and how much to produce of different wood species and schedules preventive maintenance to minimize the total setup times. Several computational experiments are conducted to solve a case study in a pulp mill company in Chile. The results show the capability of the model to support the decision-making process in the pulp and paper industry, providing an efficient tool for practitioners to solve the problem in a reasonable amount of time. [ABSTRACT FROM AUTHOR]
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- 2023
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9. The Effects of Educational Supports for the 'Missing One-Offs' in Vocational High Schools. CEPA Working Paper No. 20-07
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Stanford Center for Education Policy Analysis (CEPA), Dee, Thomas S., and Pérez-Núñez, Graciela I.
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A growing body of evidence suggests that vocationally focused programs of study substantially improve high-school completion and longer-run economic success. However, the corresponding recommendations to expand vocational programs may have unintended, negative consequences for low-income, academically successful students (i.e., the "missing one offs") who have the capacity and motivation to attend highly selective universities. This study contributes to our understanding of these issues by examining an innovative, college-preparatory program targeted to academically successful Chilean students attending vocational high schools serving lower-income communities. This program (Escuela Desarrollo de Talentos or EDT) provides academic and social-emotional supports aligned with admission to selective universities. We examine the educational effects of EDT participation using a fuzzy regression-discontinuity design based on its eligibility rules. We find that the EDT program did not increase the probability of graduating from high school but did increase performance in math courses. We also find corresponding evidence suggesting that EDT participation increased math performance on college entrance exams and shifted students away from further postsecondary vocational training and towards matriculation at elite universities.
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- 2020
10. O Brother, Where Start Thou? Sibling Spillovers on College and Major Choice in Four Countries. CEP Discussion Paper No. 1691
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Altmejd, Adam, Barrios-Fernández, Andrés, Drlje, Marin, Goodman, Joshua, Hurwitz, Michael, Kovac, Dejan, Mulhern, Christine, Neilson, Christopher, and Smith, Jonathan
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Family and social networks are widely believed to influence important life decisions but identifying their causal effects is notoriously difficult. Using admissions thresholds that directly affect older but not younger siblings' college options, we present evidence from the United States, Chile, Sweden and Croatia that older siblings' college and major choices can significantly influence their younger siblings' college and major choices. On the extensive margin, an older sibling's enrollment in a better college increases a younger sibling's probability of enrolling in college at all, especially for families with low predicted probabilities of enrollment. On the intensive margin, an older sibling's choice of college or major increases the probability that a younger sibling applies to and enrolls in that same college or major. Spillovers in major choice are stronger when older siblings enroll and succeed in more selective and higher-earning majors. The observed spillovers are not well-explained by price, income, proximity or legacy effects, but are most consistent with older siblings transmitting otherwise unavailable information about the college experience and its potential returns. The importance of such personally salient information may partly explain persistent differences in college-going rates by geography, income, and other determinants of social networks.
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- 2020
11. Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper 8752
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World Bank, Evans, David K., and Yuan, Fei
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In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]
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- 2019
12. Entrepreneurial Learning in TVET. Discussion Paper
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UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) and McCallum, Elin
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As a result of its direct link to the labour market, technical and vocational education and training (TVET) plays an important role in equipping the modern workforce with in-demand skills. This discussion paper aims to inspire the introduction of entrepreneurial learning in TVET towards a fully mainstreamed approach, whereby entrepreneurial learning is integrated into the role, function and delivery of TVET systems for the benefit of all learners. The paper provides insight into the different approaches to mainstreaming entrepreneurial learning and illustrates the contribution of the key pillars that make up the entrepreneurial learning ecosystem. This is supported by a series of practical examples from TVET systems around the world, illustrating how entrepreneurial learning is being transformed into reality by governments, TVET systems, communities, networks, institutions, teachers, trainers and TVET learners. This paper explores five elements of the entrepreneurial learning ecosystem: (1) Developing policy for entrepreneurial learning; (2) Curricula and pedagogies; (3) Supporting teachers and trainers; (4) Learning modes other than formal curricula; and (5) Career paths and start-ups.
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- 2019
13. Increased Learning or GPA Inflation? Evidence from GPA-Based University Admission in Chile. CEPA Working Paper No. 18-07
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Stanford Center for Education Policy Analysis (CEPA), Fajnzylber, Eduardo, Lara, Bernardo, and León, Tomás V.
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A student's ranking in the grade point average (GPA) distribution has emerged as an admission variable that increases admission rates of both segregated minorities and high-performance individuals. In 2012, Chile's centralized university admission system introduced a GPA ranking variable relative to the previous cohorts' average GPA. Such a system introduces academic incentives to exert effort, but also to inflate GPA. In this paper, we analyze the effects of that reform on the GPA distribution and achievement measures. Our results, based on difference-in-differences and simulated instruments methods, suggest that: (i) GPA increased across the entire distribution, independently of the incentive structure; and (ii) GPA increases were unrelated to improvements in achievement. We interpret the results as evidence that the introduction of the new variable caused GPA inflation rather than increased learning.
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- 2018
14. It's Time to Learn: Understanding the Differences in Returns to Instruction Time. CEP Discussion Paper No. 1521
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Barrios F., Andrés, and Bovini, Giulia
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As hours per day are inherently a limited resource, increasing daily instruction time reduces the amount of time pupils can dedicate to other activities outside school. We study how the effect of longer school days on achievement varies across students and schools. We exploit a large-scale reform of school schedules that substantially increased daily instruction time in Chilean primary schools. We show that the average effect of one additional year of exposure to the longer school day on reading and on mathematics test scores at the end of grade 4 masks substantial heterogeneity. Students from disadvantaged backgrounds benefit more from longer schedules, indicating that returns to time spent at school are larger the scarcer the learning opportunities available at home. Added instruction time yields higher gains in charter than in public schools, suggesting that more autonomy on administrative and pedagogical decisions may increase the effectiveness of other school inputs. [This paper was produced as part of the Centre's Education and Skills Programme.]
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- 2017
15. Innovating Teachers' Professional Learning through Digital Technologies. OECD Education Working Papers, No. 237
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Organisation for Economic Cooperation and Development (OECD) (France) and Minea-Pic, Andreea
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Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers' careers. As the COVID-19 pandemic has made face-to-face professional learning challenging or impossible for teachers to attend in many contexts, online professional learning options for teachers have been receiving renewed attention. This paper puts forward research evidence on the effectiveness of various forms of online learning for teachers and adults, and examines prerequisite conditions for enhancing teacher learning through digital technologies. Teachers' engagement in online learning activities, as captured by OECD surveys, remained limited in many OECD countries before the COVID-19 pandemic. This paper provides a basis for investigating how policies can support teachers' engagement in professional learning using digital technologies and help strike a balance between system-level provision of online teacher professional learning opportunities and the facilitation of teacher-led initiatives.
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- 2020
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16. New Directions in Telecollaborative Research and Practice: Selected Papers from the Second Conference on Telecollaboration in Higher Education
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Research-publishing.net (France), Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, and Research-publishing.net (France)
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Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.
- Published
- 2016
17. Privatization and Access: The Chilean Higher Education Experiment and Its Discontents. Research and Occasional Paper Series: CSHE.11.15
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University of California, Berkeley. Center for Studies in Higher Education, González, Cristina, and Pedraja, Liliana
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President Barack Obama recently announced a proposal to eliminate tuition charges at community colleges so that everyone can easily complete the first two years of a university education. At the same time, the administration is creating new regulations to curb the worst abuses of for-profit universities. This suggests that the country has reached a turning point regarding access to higher education. There is a practical limit to privatization, and the countries that have privatized their higher education systems most aggressively, such is the case of the United States, are now reaching it. One country where the increase in university tuition has reached the limit of what the public will tolerate is Chile, where the most deliberate and comprehensive university privatization experiment in the world was carried out and where the most intense student protests calling for greater access have occurred, bringing this issue to the forefront of the nation's political discourse. Indeed, President Michelle Bachelet has recently promised to make higher education free of charge. This essay examines the recent history of Chilean universities and current debates regarding tuition and inequality that reflect a similar discussion in the US regarding whether higher education is a public or private good, and who should pay for it. A bibliography is included.
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- 2015
18. The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225
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Organisation for Economic Cooperation and Development (OECD) (France), Hanushek, Eric A., and Woessmann, Ludger
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The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
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- 2020
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19. Examining a Congruency-Typology Model of Leadership for Learning Using Two-Level Latent Class Analysis with TALIS 2018. OECD Education Working Papers, No. 219
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Organisation for Economic Cooperation and Development (OECD) (France) and Bowers, Alex J.
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Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.
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- 2020
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20. The Relevance of General Pedagogical Knowledge for Successful Teaching: Systematic Review and Meta-Analysis of the International Evidence from Primary to Tertiary Education. OECD Education Working Papers, No. 212
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Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
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This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
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- 2019
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21. Refugee Education: Integration Models and Practices in OECD Countries. OECD Education Working Papers, No. 203
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Organisation for Economic Cooperation and Development (OECD) (France) and Cerna, Lucie
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The recent refugee crisis has put many Organisation for Economic Cooperation and Development (OECD) countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.
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- 2019
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22. Interviewers, Test-Taking Conditions and the Quality of the PIAAC Assessment. OECD Education Working Papers, No. 191
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Organisation for Economic Cooperation and Development (OECD) (France) and Keslair, François
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This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results.
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- 2018
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23. Education Systems, Education Reforms, and Adult Skills in the Survey of Adult Skills (PIAAC). OECD Education Working Papers, No. 182
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Organisation for Economic Cooperation and Development (OECD) (France) and Liu, Huacong
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This study uses the PIAAC data to examine the relationships between education system characteristics (e.g. early tracking and vocational education orientation) and distributions of adult numeracy skills. It also investigates the effects of postponing the tracking age and easing university access for students on a vocational track on the average skills and different percentiles of the skills distribution. Correlational analysis suggests that education systems with more students enrolled in vocational tracks have on average higher levels of numeracy skills and more compressed skills distributions between the 50th and 90th percentiles. Further analysis suggests that postponing the tracking age among 14 European countries does not have a significant effect on the average skills of the population. However, it increases skills for individuals at the 10th, 20th, and 30th percentiles of the skill distribution. Expanding university access is associated with an increase in numeracy skills, particularly for individuals at the bottom three deciles of the distribution.
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- 2018
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24. Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167
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Organisation for Economic Cooperation and Development (OECD) (France), Agasisti, Tommaso, Avvisati, Francesco, Borgonovi, Francesca, and Longobardi, Sergio
- Abstract
Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]
- Published
- 2018
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25. Science Teachers' Satisfaction: Evidence from the PISA 2015 Teacher Survey. OECD Education Working Papers, No. 168
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Mostafa, Tarek, and Pál, Judit
- Abstract
In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student, and school characteristics are related to science teachers' satisfaction in 19 PISA-participating countries and economies. The findings show that the most satisfied science teachers tend to be those who are initially motivated to become teachers. The results also highlight the positive relationship between science teachers' satisfaction and teacher collaboration, good disciplinary climate in science classes, availability of school resources, and the opportunity to participate in professional-development activities.
- Published
- 2018
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26. Smart Matching Platforms and Heterogeneous Beliefs in Centralized School Choice. Working Paper 28946
- Author
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National Bureau of Economic Research, Arteaga, Felipe, Kapor, Adam J., Neilson, Christopher A., and Zimmerman, Seth D.
- Abstract
Many school districts with centralized school choice adopt strategyproof assignment mechanisms to relieve applicants of the need to strategize on the basis of beliefs about their own admissions chances. This paper shows that beliefs about admissions chances shape choice outcomes even when the assignment mechanism is strategyproof by influencing the way applicants search for schools, and that "smart matching platforms" that provide live feedback on admissions chances help applicants search more effectively. Motivated by a model in which applicants engage in costly search for schools and over-optimism can lead to under-search, we use data from a large-scale survey of choice participants in Chile to show that learning about schools is hard, that beliefs about admissions chances guide the decision to stop searching, and that applicants systematically underestimate non-placement risk. We then use RCT and RD research designs to evaluate scaled live feedback policies in the Chilean and New Haven choice systems. 22% of applicants submitting applications where risks of non-placement are high respond to warnings by adding schools to their lists, reducing non-placement risk by 58% and increasing test score value added at the schools where they enroll by 0.10 standard deviations. Reducing the strategic burden of school choice requires not just strategyproofness inside the centralized system, but also choice supports for the strategic decisions that inevitably remain outside of it.
- Published
- 2021
27. Birthplace Diversity, Income Inequality and Education Gradients in Generalised Trust: The Relevance of Cognitive Skills in 29 Countries. OECD Education Working Papers, No. 164
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, and Pokropek, Artur
- Abstract
The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD's Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals' literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.
- Published
- 2017
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28. Association between Literacy and Self-Rated Poor Health in 33 High- and Upper-Middle-Income Countries. OECD Education Working Papers, No. 165
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Kakarmath, Sujay, Denis, Vanessa, Encinas-Martin, Marta, Borgonovi, Francesca, and Subramanian, S. V.
- Abstract
We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250,000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.
- Published
- 2018
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29. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Working Paper 28581
- Author
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National Bureau of Economic Research, Berlinski, Samuel, Busso, Matias, Dinkelman, Taryn, and Martínez A., Claudia
- Abstract
Grade retention and early dropout are two of the biggest challenges facing education systems in middle-income countries today, representing waste in school resources. We investigate whether reducing parent-school information gaps can improve outcomes that are early-warning signals for grade retention and dropout. We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. We find some evidence of positive classroom spillovers. Leveraging existing school inputs to implement a light-touch, cost-effective information intervention can improve education outcomes in lower-income settings. [Funding for this report was provided by The Abdul Latif Jameel Poverty Action Lab and a Chilean FONIDE grant.]
- Published
- 2021
30. Measuring the Effect of Student Loans on College Persistence. Working Paper 27269
- Author
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National Bureau of Economic Research, Card, David, and Solis, Alex
- Abstract
Governments around the world use grant and loan programs to ease the financial constraints that contribute to socioeconomic gaps in college completion. A growing body of research assesses the impact of grants; less is known about how loan programs affect persistence and degree completion. We use detailed administrative data from Chile to provide rigorous regression-discontinuity-based evidence on the impacts of loan eligibility for university students who retake the national admission test after their first year of studies. Those who score above a certain threshold become eligible for loans covering around 85% of tuition costs for the duration of their program. We find that access to loans increases the fraction who return to university for a second year by 20 percentage points, with two-thirds of the effect arising from a reduction in transfers to vocational colleges and one-third from a decline in the share who stop postsecondary schooling altogether. The longer-run impacts are smaller but remain highly significant, with a 12 percentage point impact on the fraction of marginally eligible retakers who complete a bachelor's degree.
- Published
- 2020
31. Wandering Astray: Teenagers' Choices of Schooling and Crime. NBER Working Paper No. 26858
- Author
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National Bureau of Economic Research, Fu, Chao, Grau, Nicolás, and Rivera, Jorge
- Abstract
We build and estimate a dynamic model of teenagers' choices of schooling and crime, incorporating four factors that may contribute to the different routes taken by different teenagers: heterogeneous endowments, unequal opportunities, uncertainties about one's own ability, and contemporaneous shocks. We estimate the model using administrative panel data from Chile that link school records with juvenile criminal records. Counterfactual policy experiments suggest that, for teenagers with disadvantaged backgrounds, interventions that combine mild improvement in their schooling opportunities with free tuition (by adding 22 USD per enrollee-year to the existing voucher) would lead to an 11% decrease in the fraction of those ever arrested by age 18 and a 17% increase in the fraction of those consistently enrolled throughout primary and secondary education. [This report was financially supported by Centre for Social Conflict and Cohesion Studies (CONICYT/ FONDAP/15130009) and partially supported by the supercomputing infrastructure of the NLHPC (ECM-02).]
- Published
- 2020
32. '(Un)informed College and Major Choice': Verification in an Alternate Setting. CEDR Working Paper. WP #2015-11
- Author
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Center for Education Data & Research (CEDR) and Huntington-Klein, Nick
- Abstract
The decision to pursue formal education has significant labor market implications. To approach the decision rationally, a student must consider the costs and benefits of each available option. However, mounting empirical evidence suggests that reported expectations of costs and benefits are uncertain and vary across students. Hastings et al. (2015) (hereafter HNRZ) provide a basic theoretical frame-work for differences in student beliefs based on the costs of information gathering. Students who value financial outcomes less or who must pay a high cost to gather information are likely to gather less information. Based on this model, HNRZ highlights five predictions, detailed in this report. Each prediction is an implication of differing costs of information across groups or student preferences. HNRZ evaluated these predictions using Chilean data and and support for them. As they note, there is a need for the model to be tested in alternate settings. This paper evaluates four of these predictions using the data set from Huntington-Klein (2015) (hereafter HK), which comes from a 2012 survey of 1,224 high school juniors and seniors near Seattle, Washington, and focuses on differing levels of education rather than major choice. More details about survey design, survey administration, and response rates are in Huntington-Klein (2015).
- Published
- 2015
33. Comparative analysis on the indicators from Latin American countries with more scientific paper publications in the SIR Iber 2020.
- Author
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Crissien, Tito, Cardozo, Marisabel Luna, and Stanescu, Carmen Vásquez
- Subjects
ELECTRONIC publications ,SOCIAL innovation ,GROSS domestic product ,SOCIAL impact ,COMPARATIVE studies ,UNIVERSITIES & colleges - Abstract
The SIR Iber highlights the geographical location of Ibero-American universities by positioning them according to the indicators grouped into three main factors: research, innovation and social impact. The 2020 edition highlights the formation of three groups of countries according to the production capacity of higher education institutions. In group 1 we have: Brazil, Mexico, Chile, Argentina, and Colombia as Latin American countries that managed to publish more than 60,000 papers in the period 2014-2018. This paper analyzes and compares the indicators from the five (05) Latin American countries in group 1 of the SIR Iber 2020 referring to investment in I+S as a percentage of its Gross Domestic Product (PIB), the number of full-time equivalent researchers (Inv JCE), the production (%) of scientific works in the university education sector, to name a few. A conglomerate formed with the Normalized Impact (NI) of public and private IESs is presented, regarding the global average of citation, with the data published in the SIR IBER 2020 Report, and highlights that Chile has a normalized impact above the World average for both public and private IES publications. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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34. Citizenship Education in Latin America: Priorities of School Curricula. IBE Working Papers on Curriculum Issues No. 14
- Author
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International Bureau of Education (IBE) (Switzerland), Cox, Cristián, Bascopé, Martín, Castillo, Juan Carlos, Miranda, Daniel, and Bonhomme, Macarena
- Abstract
What are the key contents related to democratic life in the curricula of civic and citizenship education in Latin American countries? What values and dimensions are most emphasized? This document summarizes the results of a comparative analysis of civic/citizenship curricula for primary and secondary education in six Latin American countries (Colombia, Chile, the Dominican Republic, Guatemala, Mexico and Paraguay) that participated in the International Civic and Citizenship Study (ICCS-2009) conducted by International Association for the Evaluation of Educational Achievement (IEA). The document comprises four parts. The first section takes stock of the state of democratic belief in the region, drawing upon the most significant opinion studies of the past decade, so as to offer broader meaning bases for curriculum analysis and, more generally, for educational work in the field of citizenship. The second section describes the organizational (or structural) characteristics of the curricula of the six countries and presents a framework of categories for their comparative analysis. The subsequent section describes and analyses the contents of the six curricula examined and how they deal with the values, institutions and citizenship relations in their civic (political) and civil (coexistence) dimensions. On the basis of the most significant findings, the closing section includes some reflections regarding curriculum development with regard to citizenship. A list of the official curriculum documents of the six countries included in the analysis is provided in an annex. A bibliography is included.
- Published
- 2015
35. SN 2012ij: A Low-luminosity Type Ia Supernova and Evidence for a Continuous Distribution from a 91bg-like Explosion to Normal Ones* This paper includes data gathered with the 6.5 m Magellan Telescopes located at Las Campanas Observatory, Chile.
- Author
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Li, Zhitong, Zhang, Tianmeng, Wang, Xiaofeng, Sai, Hanna, Zhang, Jujia, Chen, Juncheng, Zhao, Xulin, Yan, Shengyu, Wang, Bo, Phillips, Mark M., Hsiao, Eric Y., Morrell, Nidia, Contreras, Carlos, Burns, Christopher R., Ashall, Christopher, Stritzinger, Maximilian, Krisciunas, Kevin, Prieto, Jose, Zou, Hu, and Wang, Jiali
- Subjects
- *
TYPE I supernovae , *CONTINUOUS distributions , *LIGHT curves , *TELESCOPES , *OBSERVATORIES - Abstract
In this paper, we present photometric and spectroscopic observations of the subluminous Type Ia supernova (SN Ia) 2012ij, which has an absolute B -band peak magnitude M B , max = â' 17.95 ± 0.15 mag. The B -band light curve exhibits a fast postpeak decline with Î" m 15(B) = 1.86 ± 0.05 mag. All the R - and I / i -band light curves show a weak secondary peak/shoulder feature at about 3 weeks after the peak, like some transitional subclass of SNe Ia, which could result from an incomplete merger of near-infrared (NIR) double peaks. The spectra are characterized by Ti ii and strong Si ii λ 5972 absorption features that are usually seen in low-luminosity objects like SN 1999by. The NIR spectrum before maximum light reveals weak carbon absorption features, implying the existence of unburned materials. We compare the observed properties of SN 2012ij with those predicted by the sub-Chandrasekhar-mass and the Chandrasekhar-mass delayed-detonation models and find that both optical and NIR spectral properties can be explained to some extent by these two models. By comparing the secondary maximum features in the I and i bands, we suggest that SN 2012ij is a transitional object linking normal SNe Ia to typical 91bg-like ones. From the published sample of SNe Ia from the Carnegie Supernova Project II, we estimate that the fraction of SN 2012ijâ€"like SNe Ia is not lower than âĽ2%. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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- View/download PDF
36. The Disk Veiling Effect of the Black Hole Low-mass X-Ray Binary A0620-00 * This paper includes data gathered with the 6.5 m Magellan Telescopes located at Las Campanas Observatory, Chile.
- Author
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Zheng, Wan-Min, Wu, Qiaoya, Wu, Jianfeng, Wang, Song, Sun, Mouyuan, Guo, Jing, Liu, Junhui, Yi, Tuan, Zhang, Zhi-Xiang, Gu, Wei-Min, Wang, Junfeng, Gou, Lijun, Liu, Jifeng, Callanan, Paul J., Ho, Luis C., Longa-Peña, Penélope, Orosz, Jerome A., and Reynolds, Mark T.
- Subjects
- *
X-ray binaries , *BLACK holes , *STELLAR black holes , *LIGHT curves , *STELLAR radiation , *OBSERVATORIES , *TELESCOPES - Abstract
The optical light curves of quiescent black hole low-mass X-ray binaries often exhibit significant nonellipsoidal variabilities, showing the photospheric radiation of the companion star is veiled by other sources of optical emission. Assessing this “veiling” effect is critical to the black hole mass measurement. Here in this work, we carry out a strictly simultaneous spectroscopic and photometric campaign on the prototype of black hole low-mass X-ray binary A0620-00. We find that for each observation epoch, the extra optical flux beyond a pure ellipsoidal modulation is positively correlated with the fraction of veiling emission, indicating the accretion disk contributes most of the nonellipsoidal variations. Meanwhile, we also obtain a K2V spectral classification of the companion, as well as the measurements of the companion’s rotational velocity v sin i = 83.8 ± 1.9 km sâ'1 and the mass ratio between the companion and the black hole q = 0.063 ± 0.004. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
37. The Physical Parameters of Four WC-type Wolfâ€"Rayet Stars in the Large Magellanic Cloud: Evidence of Evolution * This paper includes data gathered with the 6.5 meter Magellan Telescopes located at Las Campanas Observatory, Chile.
- Author
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Aadland, Erin, Massey, Philip, Hillier, D. John, and Morrell, Nidia
- Subjects
- *
LARGE magellanic cloud , *EARLY stars , *WOLF-Rayet stars , *STELLAR atmospheres , *SUPERGIANT stars , *TELESCOPES - Abstract
We present a spectral analysis of four Large Magellanic Cloud (LMC) WC-type Wolfâ€"Rayet (WR) stars (BAT99-8, BAT99-9, BAT99-11, and BAT99-52) to shed light on two evolutionary questions surrounding massive stars. The first is: are WO-type WR stars more oxygen enriched than WC-type stars, indicating further chemical evolution, or are the strong high-excitation oxygen lines in WO-type stars an indication of higher temperatures. This study will act as a baseline for answering the question of where WO-type stars fall in WR evolution. Each star’s spectrum, extending from 1100 to 25000 Ă..., was modeled using cmfgen to determine the star’s physical properties such as luminosity, mass-loss rate, and chemical abundances. The oxygen abundance is a key evolutionary diagnostic, and with higher resolution data and an improved stellar atmosphere code, we found the oxygen abundance to be up to a factor of 5 lower than that of previous studies. The second evolutionary question revolves around the formation of WR stars: do they evolve by themselves or is a close companion star necessary for their formation? Using our derived physical parameters, we compared our results to the Geneva single-star evolutionary models and the Binary Population and Spectral Synthesis (BPASS) binary evolutionary models. We found that both the Geneva solar-metallicity models and BPASS LMC-metallicity models are in agreement with the four WC-type stars, while the Geneva LMC-metallicity models are not. Therefore, these four WC4 stars could have been formed either via binary or single-star evolution. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
38. Guidelines in Low and Middle Income Countries Paper 2: Quality assessment of Chilean guidelines: need for improvement in rigor, applicability, updating, and patients' inclusion.
- Author
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Loezar C, Pérez-Bracchiglione J, Arancibia M, Meza N, Vargas M, Papuzinski C, Rada G, Ondarza C, Jahr C, Cadena C, and Madrid E
- Subjects
- Chile, Cross-Sectional Studies, Humans, Quality Improvement, Reproducibility of Results, Stakeholder Participation, Developing Countries, National Health Programs, Practice Guidelines as Topic standards
- Abstract
Objectives: The Chilean health system mandates providers to ensure assistance under a guaranteed system, the Explicit Guarantees in Healthcare (EGH) program. The Health Ministry has developed clinical practice guidelines (CPGs), but independent assessment of their quality is lacking., Study Design and Setting: We assessed all CPGs of the EGH program using Appraisal of Guidelines for Research & Evaluation II (AGREE II) tool for appraising quality, validity period, and last update., Results: Eighty-six CPGs were published between 2005 and 2016. Only 15 (17.4%) were updated. The overall mean raw score was 4.18 (±0.98). The scaled scores for each domain were: Scope and objectives 79.7%, Stakeholder involvement 46.2%, Rigor of development 36.3%, Clarity of presentation 82.8%, Applicability 23.5%, and Editorial independence 39.2%. The highest items were: overall objectives described, population described, options for management clearly presented, and key recommendations easily identifiable. The worst evaluated items were: views and preferences of the target population, strengths and limitations of the body of evidence, methods for formulating the recommendations, external review by experts, and description of facilitators and barriers to application., Conclusion: Most Chilean CPGs included in the EGH program are outdated and show items that should be improved, mainly through a more rigorous methodology, the inclusion of patients in its development, and appropriate consideration of its applicability., (Copyright © 2020 Elsevier Inc. All rights reserved.)
- Published
- 2020
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39. Guidelines in Low and Middle Income Countries Paper 1: Scoping clinical practice guidelines in Chile and the Philippines.
- Author
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Dans AL, Dans LF, and Lanas F
- Subjects
- Chile, Health Care Rationing, Health Resources organization & administration, Humans, Philippines, Sustainable Development, Universal Health Care, Developing Countries, Practice Guidelines as Topic
- Published
- 2020
- Full Text
- View/download PDF
40. Epidemiology of Meningococcal Disease in Four South American Countries and Rationale of Vaccination in Adolescents from the Region: Position Paper of the Latin American Society of Pediatric Infectious Diseases (SLIPE).
- Author
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Villena, Rodolfo, Safadi, Marco Aurelio, Gentile, Ángela, Pujadas, Mónica, De la Maza, Verónica, George, Sergio, and Torres, Juan Pablo
- Subjects
COMMUNICABLE diseases ,MENINGOCOCCAL infections ,VACCINATION ,COVID-19 pandemic ,MENINGOCOCCAL vaccines ,VACCINATION status - Abstract
Surveillance of meningococcal disease (MD) is crucial after the implementation of vaccination strategies to monitor their impact on disease burden. Adolescent vaccination could provide direct and indirect protection. Argentina, Brazil, and Chile have introduced meningococcal conjugate vaccines (MCV) into their National Immunization Programs (NIP), while Uruguay has not. Here, we analyze the epidemiology of MD and vaccination experience from these four South American countries to identify needs and plans to improve the current vaccination programs. Methodology: Descriptive study of MD incidence rates, serogroup distribution, case fatality rates (CFR), and MCV uptakes during the period 2010–2021 in Argentina, Brazil, Chile, and Uruguay. Data were extracted from national surveillance programs, reference laboratories, NIPs, and Pubmed. Results: MD overall incidence from 2010 to 2021 have a decreasing trend in Argentina (0.37 [IQR = 0.20–0.61]), Brazil (0.59 [IQR = 0.54–1.22]), and Chile (0.45 [IQR = 0.40–0.77]), while a significant increase in Uruguay (0.47 [IQR = 0.33–0.69]) was found from 2016 to 2019. During the COVID-19 pandemic, all countries sharply reduced their MD incidence. The highest incidence rates were observed among infants, followed by children 1–4 years of age. No second peak was evident in adolescents. A reduction in serogroup C, W, and Y cases has occurred in Argentina, Brazil, and Chile after introduction of MCV, serogroup B becoming predominant in all four countries. Median CFR was 9.0%, 21%, 19.9%, and 17.9% in Argentina, Brazil, Chile, and Uruguay, respectively. Median uptake of MCV for Argentina and Brazil were 66.6% and 91.0% for priming in infants; 54.7% and 84.5% for booster in toddlers; and 47.5% and 53% for adolescents; while for Chile, 95.6% for toddlers. Conclusions: Experience after the implementation of MCV programs in South America was successful, reducing the burden of MD due to the vaccine serogroups. High vaccine uptake and the inclusion of adolescents will be crucial in the post-pandemic period to maintain the protection of the population. The increase in the proportion of serogroup B cases emphasizes the importance of continuous surveillance to guide future vaccination strategies. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
41. Assessing wild fish exposure to ligands for sex steroid receptors from pulp and paper mill effluents in the Biobio River Basin, Central Chile.
- Author
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Orrego R, Hewitt LM, McMaster M, Chiang G, Quiroz M, Munkittrick K, Gavilán JF, and Barra R
- Subjects
- Animals, Bioreactors, Chile, Cytochrome P-450 CYP1A1 metabolism, Endocrine Disruptors analysis, Environmental Monitoring methods, Female, Fishes growth & development, Industrial Waste analysis, Industry, Ligands, Liver drug effects, Liver enzymology, Reproduction drug effects, Seasons, Water Pollutants, Chemical analysis, Water Purification methods, Endocrine Disruptors toxicity, Fishes metabolism, Industrial Waste adverse effects, Receptors, Androgen metabolism, Receptors, Estrogen metabolism, Rivers chemistry, Water Pollutants, Chemical toxicity
- Abstract
Bioactive substances in the Biobio River Basin in Chile were examined by deploying Semi Permeable Membrane Devices (SPMDs) upstream and downstream of 4 pulp mill effluent discharges. Androgenic and estrogenic activity of SPMD extracts were then evaluated using in vitro fish sex steroid receptor binding assays. The results indicated the occurrence of estrogenic type compounds associated with one of the mill discharges. A significant correlation among the presence of these compounds, an increase in gonadosomatic index GSI and induction of hepatic EROD activity of two native fish species was observed. However, no significant presence of mature oocytes in female gonads was detected. Although EROD induction was observed in sites impacted by mill effluents, an increase of its activity occurred towards the downstream areas, suggesting other non-mill sources. More research is needed to understand the environmental changes in context of the new technological improvements in treatment systems to MBBR (Moving Bed Biofilm Reactor) recently implemented by the pulp mill industries., (Copyright © 2018 Elsevier Inc. All rights reserved.)
- Published
- 2019
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42. Potential of the paper industry as system flexibility provider for an electrical system with high renewable energy share in Chile.
- Author
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Valdes, Javier, Camargo, Luis Ramirez, Poque, Axel, Masip, Yunesky, and Dorner, Wolfgang
- Subjects
- *
LOAD management (Electric power) , *PAPER industry , *ELECTRIC power production , *INDUSTRIAL location , *WIND power , *ELECTRIC power distribution grids , *SOLAR energy - Abstract
Chile has a very ambitious energy transition agenda and massive challenges ahead to accomplish it. To integrate the high solar energy potential in the north an the high wind power potential of the south of the country, considerable investments in the electrical grid and new balancing mechanism and storage capacities are necessary. This study addresses the potential of individual industries, particularly the paper industry, to provide flexibility to the electrical system on-site. To achieve this, an optimization model that minimizes energy provision costs is proposed. The model considers the demand of a company including its demand side management potential, combined heat and power generation capacities, as well as on-site renewable energy generation location potential from photovoltaics and wind power. The model is computed under multiple parametrization scenarios to estimate under which conditions it would be advantageous for the company to use renewable electricity. This allows to evaluate how much of the renewable electricity produced in high peaks can be used by the company, and in how far, demand side management and combined heat and power can compensate low generation periods of renewable electricity. The model is feeded with typical hourly electricity and heat demand profiles of a prototypic paper producing company, which were statistically derived from one and a half years of measurements. Moreover, electricity generation time series from photovoltaics and wind power are derived from physical models that rely on ERA5 reanalysis data. The latter data set allows to compute the model in locations all around Chilean territory in a 30 km x 30 km spatial grid. Results are presented in the form of maps of the shares of renewables that would be enabled at avery location by industries of the same characteristics. [ABSTRACT FROM AUTHOR]
- Published
- 2019
43. The impact of kraft pulping effluent on egg survival and hatching success in two species of Clupeiformes (Teleostei).
- Author
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Llanos-Rivera A, Castro LR, Vásquez P, Silva J, and Bay-Schmith E
- Subjects
- Animals, Chile, Environmental Exposure analysis, Seawater, Toxicity Tests, Embryo, Nonmammalian drug effects, Fishes embryology, Industrial Waste, Paper, Water Pollutants, Chemical toxicity
- Abstract
The anchoveta (Engraulis ringens) and sardine (Strangomera bentincki) are coastal pelagic species with important spawning areas off the coast of Chile. The discharge of secondary-treated effluents from a kraft pulp plant near one of these spawning areas has raised environmental concerns. Therefore, effluent effects on the development of anchoveta and sardine eggs were assessed by in vitro exposure. Eggs were sampled between 2007 and 2010 off Talcahuano, Chile. Subsequent toxicity tests (96 h duration, 12 °C) were performed using increasing effluent concentrations, a filtered seawater control, and two potassium dichromate concentrations (to verify consistent embryonic sensitivity). Egg mortality and hatching success were evaluated. For anchoveta, mortality (9.9 ± 7.1%) did not significantly differ among groups in five toxicity tests except the final toxicity test that showed significant differences in mortality (5.6% control vs 27.8% in 100% effluent). For sardines, no differences in mortality existed between the effluent dilutions (2.6 ± 3.6%) and control (6.3 ± 3.9%). Notably, anchoveta egg survival and hatching success rates were inconsistent, i.e., the highest rates of hatching failure occurred on the same sampling date with the highest rates of survival for the 100% effluent group (72%). In conclusion, the obtained results indicate that (i) anchoveta egg mortality and hatching failure increase only under 100% effluent exposure, coinciding with decreased egg quality near the end of spawning season and (ii) high effluent dilutions not significantly increase sardine and anchoveta egg mortalities. Nevertheless, the recorded adverse effects to the hatching process should be studied in greater detail, particularly considering interspecific variability and the complexity of reproductive processes, especially during early development.
- Published
- 2018
- Full Text
- View/download PDF
44. Critical CALL: Proceedings of the 2015 EUROCALL Conference (22nd, Padova, Italy, August 26-29, 2015)
- Author
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Research-publishing.net (France), Helm, Francesca, Bradley, Linda, Guarda, Marta, and Thouësny, Sylvie
- Abstract
The 22nd EUROCALL conference was held at the University of Padova from the 26th to the 29th of August 2015, the first time that EUROCALL has been held in Italy. The event was organized in collaboration with the University Language Centre and the support of the Department of Political Science, Law and International Studies. Over 300 delegates travelled from over 37 different countries to attend. The theme of the conference this year was Critical CALL, drawing inspiration from the work carried out in the broader field of Critical Applied Linguistics. The term "critical" has many possible interpretations, and as Pennycook (2001) outlines, has many concerns. It was from these that the conference theme was decided, in particular the notion that assumptions that lie at the basis of a field's praxis should be questioned, ideas that have become "naturalized" and are not called into question. Another concern of Critical Applied Linguistics is the relationship between the macro and the micro, an engagement with issues of power and inequality and an understanding of how classrooms and conversations are related to broader social, cultural and political relations. Over 200 presentations were delivered in 68 different sessions, both in English and Italian, on topics related specifically to the theme and also more general CALL topics. 94 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)
- Published
- 2015
45. Bloody Paper Trail in Chile.
- Author
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KORNBLUH, PETER
- Subjects
CRIMES against humanity ,TERRORISM ,TORTURE - Abstract
Once Allende was overthrown, Kissinger became the leading enabler of Pinochet's repressive new regime. FEATURES AS HENRY KISSINGER REACHES 100 YEARS OF AGE ON May 27, Chileans are preparing to commemorate the 50th anniversary of the bloody military coup that the former US national security adviser helped orchestrate in September 1973. The declassified historical record leaves no doubt that Kissinger was the chief architect of US efforts to destabilize the democratically elected government of Socialist Party leader Salvador Allende. [Extracted from the article]
- Published
- 2023
46. Out of Sight Out of Mind? An Uneasy Compromise: Commentary on Dr. Carla Fischer's Paper "Psychoanalysis and Dictatorship in Chile: A Non-Existing Relationship".
- Author
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Mailer, Susan
- Subjects
- *
PSYCHOANALYSIS , *DICTATORSHIP , *HUMAN rights , *POLITICAL participation - Abstract
My comment on Dr. Carla Fischer's paper begins with a personal description of moving to Chile in 1980, during the height of Pinochet's dictatorship, and my attempts to contact the Chilean Psychoanalytic Association. I describe how the Chilean Psychoanalytic handled the harsh reality of the country by means of dissociation and denial and explore whether this attitude could have been any different given the national situation. I touch on the lasting repercussions this lack of involvement has had on the institution and the legacy it has left for future generations of analysts in the country. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
47. For the Greater Good of Psychoanalysis: Response to Carla Fischer's Paper "Psychoanalysis and Dictatorship in Chile: A Non-Existing Relationship".
- Author
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Boulanger, Ghislaine
- Subjects
- *
PSYCHOANALYSIS , *DICTATORSHIP , *DECISION making , *SOCIAL order - Abstract
My response to Carla Fischer's paper enlarges upon one of the powerful subthemes she introduces. Beginning with the rise of the Third Reich, there is a long history in psychoanalysis in which questionable decisions furthering the interests of the institution itself have been made at the expense of individual psychoanalysts. These conscious and unconscious choices have established an unfortunate precedent; they have had a profound effect on the culture of psychoanalysis as a whole, with technical and theoretical consequences that continue to reverberate throughout the profession. The "submission and castration" of the institution of psychoanalysis, as Fischer puts it so succinctly, have led to a loss of integrity and the sacrifice of the founding principles of a discipline that had privileged understanding, an investigative discipline that sought the truth even if that truth was a threat to the social order. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
48. A prospective randomized blister prevention trial assessing paper tape in endurance distances (Pre-TAPED).
- Author
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Lipman GS, Ellis MA, Lewis EJ, Waite BL, Lissoway J, Chan GK, and Krabak BJ
- Subjects
- Adult, Australia, Chile, China, Egypt, Female, Humans, Male, Nepal, Prospective Studies, Surveys and Questionnaires, Treatment Outcome, Bandages, Blister prevention & control, Running
- Abstract
Objective: Friction foot blisters are a common injury occurring in up to 39% of marathoners, the most common injury in adventure racing, and represent more than 70% of medical visits in multi-stage ultramarathons. The goal of the study was to determine whether paper tape could prevent foot blisters in ultramarathon runners., Methods: This prospective randomized trial was undertaken during RacingThePlanet 155-mile (250-km), 7-day self-supported ultramarathons in China, Australia, Egypt, Chile, and Nepal in 2010 and 2011. Paper tape was applied prerace to one randomly selected foot, with the untreated foot acting as the own control. The study end point was development of a hot spot or blister on any location of either foot., Results: One hundred thirty-six participants were enrolled with 90 (66%) having completed data for analysis. There were 36% women, with a mean age of 40 ± 9.4 years (range, 25-40 years) and pack weight of 11 ± 1.8 kg (range, 8-16 kg). All participants developed blisters, with 89% occurring by day 2 and 59% located on the toes. No protective effect was observed by the intervention (47 versus 35; 52% versus 39%; P = .22), with fewer blisters occurring around the tape on the experimental foot than under the tape (23 vs 31; 25.6% versus 34.4%), yet 84% of study participants when queried would choose paper tape for blister prevention in the future., Conclusions: Although paper tape was not found to be significantly protective against blisters, the intervention was well tolerated with high user satisfaction., (Copyright © 2014 Wilderness Medical Society. Published by Elsevier Inc. All rights reserved.)
- Published
- 2014
- Full Text
- View/download PDF
49. Wine quality and pricing in the global wine export market: the case of Chilean wines.
- Author
-
Nishiyama, Yasuo
- Subjects
WINE marketing ,WINE ratings ,EXPORT marketing ,PRICES ,WINES ,MONOPOLISTIC competition ,VINEYARDS ,PRODUCT differentiation - Abstract
This paper hypothesizes that, from 1985 to 1999, Chilean export wine producers achieved significant quality improvements, which led to successful product differentiation in the global export market. Concomitantly – as the monopolistic competition theory predicts – they increased their wine prices, which represent the value wine consumers attach to the wine attributes (including the quality). Using the wine rating score as an approximation of quality, the paper tests this hypothesis using the nonparametric Wilcoxon rank-sum test. The results strongly support the hypothesis. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
50. BTG Chile appoints ED for project finance.
- Author
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Ganic, Adrian
- Subjects
PROJECT finance ,PUBLIC transit ,PAPER pulp ,TRANSPORTATION industry ,CIVIL engineering ,MERGERS & acquisitions - Abstract
Sebastián Mardones Silva has been appointed as the executive director for investment banking at BTG Pactual Chile, with a focus on project finance transactions in Latin America. Mardones has been with BTG Chile for over 6 years and has experience in M&A, ECM, and DCM transactions in the energy, transport, and telecommunication sectors. Prior to joining BTG, he worked as a management analyst at Chilean pulp and paper firm Cmpc. Mardones holds a degree in civil engineering from Pontificia Universidad Católica de Chile. In other news, Chile's ministry of transport and telecommunications has announced plans to tender parts of Santiago's public transport system, Red Movilidad, in the second half of 2024. The project will involve a 10-year concession period for fleet operation and 14-year contracts to modernize associated infrastructure. [Extracted from the article]
- Published
- 2024
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