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Wednesday, 26 de June de 2024
Carmela Chávez discusses the results in creative thinking according to PISA 2022
“Improving learning processes is not a job that can fall exclusively on teachers, this development has to do with training processes both from the strengthening of the national curriculum, the investment of educational resources and above all the need to understand education as a process of training people”. Carmela Chávez, Associated Researcher at GRADE, shared […]
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Wednesday, 26 de June de 2024
Carmela Chávez
Carmela Chávez Irigoyen holds a PhD in Sociology from the Pontifical Catholic University of Peru, where she also obtained a Degree in Sociology and a Bachelor’s Degree in Social Sciences. She has a Master’s Degree in Advanced Studies in Human Rights and a Master’s Degree in Fundamental Rights from the Carlos III University in Madrid. […]
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Wednesday, 19 de June de 2024
GRADE, Southern Voice and SUMMA organize the webinar “Ed-tech in Latin America and the Caribbean: building a research and development agenda”
GRADE, Southern Voice and SUMMA, with support from the International Development Research Centre (IDRC), will discuss the findings of a study exploring the landscape and challenges of educational technology, known as Ed-tech, in Latin America and the Caribbean. The research is part of a global project on global south priorities in Ed-tech for equity and […]
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Tuesday, 18 de June de 2024
Balance y pespectivas de nuestro trabajo con escuelas rurales multigrado
The authors share perspectives and scopes of the CREER Project. They address the work carried out with rural multigrade schools, highlighting the adaptations of the project in the return to face-to-face teaching, the strategies implemented for the recovery of learning and well-being, and the new collaborations to contribute to teacher training and rural education in […]
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Monday, 17 de June de 2024
Long-term effects of early life rainfall shocks on foundational cognitive skills: Evidence from Peru
Global warming is changing precipitation patterns, particularly harming communities in low-and-middle income countries (LMICs). Whilst the long-term effects of being exposed to rainfall shocks early in life on school-achievement tests are well-established, there is little population-based evidence from LMICs on the mechanisms through which these shocks operate. Executive functions (EFs) are key for children’s learning […]
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Monday, 17 de June de 2024
Education as justice: articulating the epistemic core of education to enable just futures
While education is expected to play a significant role in responding to global social challenges, sustainable development discourses often fail to attend to issues of pedagogy, purpose and process. In this paper, we argue that one way to focus arguments on educational practice is through considerations of the relationship between education as justice and education for justice. We do […]
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Tuesday, 11 de June de 2024
GRADE Conversa podcast EP 23. Ed-Tech in the Global South, featuring Santiago Cueto, María Balarin and Mauricio Saavedra
How can Ed-Tech help to advance learning and reduce inequalities in education in the developing world? In recent decades, Ed-Tech has received increasing attention on global and local policy agendas. In fact, the arrival of the pandemic accelerated its incorporation in order to address issues of access, quality and management of education systems. In this new GRADE […]
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Monday, 6 de May de 2024
Liliana Miranda via Ojo Público: challenges faced by students who lack drinking water service through public network
“Like other [sectors], the education system is affected by inequality. In urban areas, the percentage [of public premises with water, electricity and sewage services] increases to 76%, but, in rural areas, it drops to 17%. Those in the Amazon region have the largest gaps”. Our Adjunct Researcher Liliana Miranda shares her opinion in this Ojo Público’s story on the challenges faced by schools […]
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Friday, 3 de May de 2024
Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru
We estimate associations between foundational cognitive skills (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19–20 in Ethiopia and Peru, using the Young Lives data. The estimates adjust for rich sets of controls and include measurements of children’s baseline abilities. For a […]
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Thursday, 2 de May de 2024
Streaking to success: the effects of highlighting streaks on student effort and achievement
We examine whether highlighting streaks encourages 4th to 6th grade students in Peru to increase their use of an online math platform and improve learning. Sixty thousand students were randomly assigned to receive messages that i) highlighted streaks, ii) provided personalized reminders with positive reinforcement, or iii) provided generic reminders, while others were assigned to […]