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Este libro compara los temas, las tendencias y las oportunidades de la internacionalizacion en paises latinoamericanos seleccionados en los niveles institucional, nacional y regional. Enfrenta los elementos especificos del proceso de internacionalizacion, tales como movilidad, curriculo, vinculos y redes. En vez de investigar estos temas en detalle, sin embargo, los examina como parte de una vision mas global de politicas, programas y actividades en los tres niveles. El volumen examina estos elementos en el proceso mas amplio de internacionalizacion en el contexto del desarrollo global de la educacion superior. Analiza la contribucion potencial de la internacionalizacion a la construccion de la institucion y de la nacion, examinando temas tales como las repercusiones del comercio, nuevas formas de entrega, nuevos proveedores y la relevancia de la acreditacion y de la certificacion de calidad para la educacion superior y sus dimensiones internacionales.

Academic Exchange --- Degrees --- Education Sector --- Spanish Translation --- Students

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International Finance Corporation (IFC), a member of the World Bank Group, is the largest global development institution focused exclusively on leveraging the power of the private sector to tackle the world's most pressing development challenges. Working with private enterprises in more than one hundred countries, IFC uses its capital, expertise and influence to help eliminate extreme poverty and promote shared prosperity. Expanding access to quality and affordable education is a central element to eliminate poverty and reduce inequality. In developing countries, private education providers play a critical role in the delivery of education, skills, and training that is affordable and relevant to the needs of the labor markets. The IFC education practice is developing four case studies that showcase success stories in the IFC education portfolio around scale, skills, affordability, and innovation. This case study highlights how IFC clients have contributed to meeting IFC's strategic goals in education of: (1) developing skills and enhancing employability of graduates and trainees and (2) increasing reach and impact at all levels of education.

Education --- Education For All --- Education Sector Strategy and Lending --- Tertiary Education

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This study evaluates the impact of a community-based information campaign on school performance from a cluster randomized control trial. The campaign consisted of eight to nine public meetings in each of 340 treatment villages across three Indian states to disseminate information to the community about its state mandated roles and responsibilities in school management. The findings from the first follow-up 2-4 months after the campaign show that providing information through a structured campaign to communities had a positive impact in all three states. In two states there was a significant and positive impact on reading (14-27 percent) in one of the three grades tested; in the third state there was a significant impact on writing in one grade (15 percent) and on mathematics in the other grade tested (27 percent). The intervention is associated with improvement in teacher effort in two states. Some improvements occurred in the delivery of certain benefits entitled to students (stipend, uniform, and mid day meal) and in process variables such as community participation in each of the three states. Follow-up research needs to examine whether there is a systematic increase in learning when the impact is measured over a longer time period and whether a campaign sustained over a longer time is able to generate greater impact on school outcomes.

Education --- Education for All --- Education sector --- Effective Schools and Teachers --- Human development --- Human resource development --- Learning --- Learning outcomes --- Papers --- Primary Education --- Schools --- Teacher --- Teachers --- Tertiary Education --- Workers

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There has been a proliferation of non-state providers of education services in the developing world. In Bangladesh, for instance, Bangladesh Rural Advancement Committee runs more than 40,000 non-formal schools that cater to school-drop outs from poor families or operate in villages where there's little provision for formal schools. This paper presents a rationale for supporting these schools on the basis of their spillover effects on female enrollment in secondary (registered) madrasa schools (Islamic faith schools). Most madrasa high schools in Bangladesh are financed by the sate and include a modern curriculum alongside traditional religious subjects. Using an establishment-level dataset on student enrollment in secondary schools and madrasas, the authors demonstrate that the presence of madrasas is positively associated with secondary female enrollment growth. Such feminization of madrasas is therefore unique and merits careful analysis. The authors test the effects of the Bangladesh Rural Advancement Committee primary schools on growth in female enrollment in madrasas. The analysis deals with potential endoegeneity by using data on number of the number of school branches and female members in the sub-district. The findings show that madrasas that are located in regions with a greater number of Bangladesh Rural Advancement Committee schools have higher growth in female enrollment. This relationship is further strengthened by the finding that there is, however, no effect of these schools on female enrollment growth in secular schools.

Curriculum --- Education --- Education for All --- Education sector --- Education services --- Effective Schools and Teachers --- Female Education --- Female enrollment --- Gender --- Gender and Education --- Human Development --- Primary Education --- Primary schools --- Reading --- Schooling --- Schools --- Tertiary Education

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This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on variation in test scores among peers owing to exogenous exposure to arsenic contaminated water wells at home. The results suggest that the peer effect is significant, and school selection plays little role in biasing peer effects estimates.

Business School --- Education --- Education for All --- Education sector --- Effective Schools and Teachers --- Graduation rate --- Human Development --- Industry --- Learning --- Learning outcomes --- Literature --- Papers --- Primary Education --- School quality --- Student Achievement --- Tertiary Education --- Water and Industry --- Water Resources