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Construction & Improvement Agronomy University
EN

Project Detail

Country

Chile

Project Number

CH0082

Approval Date

May 12, 1966

Project Status

Closed

Project Type

Loan Operation

Sector

EDUCATION

Subsector

HIGHER EDUCATION

Lending Instrument

Préstamo de Inversión

Lending Instrument Code

INV

Modality

ESP (Specific Investment Operation)

Facility Type

-

Environmental Classification

-

Total Cost

USD 5,000,000.00

Country Counterpart Financing

USD 0.00

Original Amount Approved

USD 5,000,000.00

Financial Information
Operation Number Lending Type Reporting Currency Reporting Date Signed Date Fund Financial Instrument
95/SF-CH Sovereign Guaranteed USD - United States Dollar Fund for Special Operations Concessional Financing
Operation Number 95/SF-CH
  • Lending Type: Sovereign Guaranteed
  • Reporting Currency: USD - United States Dollar
  • Reporting Date:
  • Signed Date:
  • Fund: Fund for Special Operations
  • Financial Instrument: Concessional Financing
Blogs
Published 2023
Discapacidad, pandemia y la transición a la educación terciaria
Durante las dos últimas décadas, Chile ha impulsado la inclusión de niños y jóvenes con discapacidad en las escuelas, ampliando las oportunidades para este grupo vulnerable que suele tener una menor participación laboral, empleo y salarios, en parte debido a la brecha educativa. En la actualidad, cerca de dos tercios de los estudiantes con discapacidad
Blogs
Published 2023
Disabilities, the Pandemic, and the Pursuit of Tertiary Education
Over the last two decades, Chile has made efforts to boost educational inclusion in schools among young people with disabilities, extending opportunities to this vulnerable group which tends to have lower labor force participation, employment and wages in part because of a significant educational gap. Today, around two-thirds of students with disabilities attend mainstream schools
Blogs
Published 2023
¿Dónde están las oportunidades para que Chile retome la senda de crecimiento?
En las últimas tres décadas, Chile ha sobresalido al llegar al mayor ingreso per cápita en América Latina y el Caribe, además de alcanzar la posición más alta en el Índice de Desarrollo Humano, en sintonía con la media de los países pertenecientes a la OCDE. Asimismo, ha liderado avances en relación con los Objetivos
Blogs
Published 2021
Text Messaging Parents to Boost Student Performance
We’ve all known kids who joke around in class, get up to mischief, and even skip school altogether, yet manage to ultimately thrive. But they are glaring exceptions. Classroom misbehavior and absenteeism, along with failing grades, are strong warning signs that a student is likely to repeat a grade or give up on school altogether
Publications
Published 2021
Perspectivas de investigación: ¿Tener compañeros sobresalientes puede influir negativamente en los resultados académicos de las alumnas?
La exposición a compañeros de alto rendimiento de ambos sexos durante la escuela secundaria reduce la probabilidad de que las alumnas sobresalientes sean admitidas en una de sus escuelas preparatorias preferidas. Los alumnos sobresalientes tienen un efecto perjudicial en la selectividad de las escuelas en las que son admitidas las alumnas de alto rendimiento. Estos efectos de asignación se deben tanto a una reducción del puntaje de admisión como al debilitamiento de las preferencias por las escuelas selectivas y académicas. La exposición a alumnas de alto rendimiento mejora los resultados de los exámenes de admisión de las alumnas de bajo rendimiento. Este efecto de protección sobre los puntajes se traduce en un aumento medio de la selectividad de las escuelas preparatorias a las que son asignadas las alumnas de bajo rendimiento.
Publications
Published 2021
The Local Human Capital Costs of Oil Exploitation
This paper explores the impacts of oil exploitation on human capital accumulation at the local level in Colombia, a resource-rich developing country. We provide evidence based on detailed spatial and temporal data on oil exploitation and education, using the number of wells drilled as an intensity treatment at the school level. To find causal estimates we rely on an instrumental variable approach that exploits the exogeneity of international oil prices and a proxy of oil endowments at the local level. Our results indicate that oil has a negative impact on human capital since it reduces enrollment in higher education. Furthermore, it generates a delay in the decision to enroll in higher education and leads students to prefer technical areas of study and programs in social science, business, and law. However, we do not find any effects on quality or tertiary education completion. Our results are robust to a number of relevant specification changes and we stress the role of local markets and spillovers as the main transmission channel. In particular, we find that higher oil production causes an increase in formal wages but that there is no premium to tertiary education enrollment.
Publications
Published 2021
Educación superior y COVID-19 en América Latina y el Caribe: financiamiento para los estudiantes
La irrupción del COVID 19 ha impactado la educación superior en América Latina. La crisis económica desatada por la pandemia tiene el potencial de afectar la matrícula universitaria en la región. De no contar con herramientas complementarias de subsidio y financiamiento, muchos estudiantes no podrán acceder o desertarán de la educación superior. Esta nota técnica recoge y analiza las medidas que los principales actores del financiamiento de la educación superior -Gobiernos, Instituciones de Crédito Educativo (ICE) e Instituciones de Educación Superior (IES)- tomaron para apoyar a los estudiantes durante el 2020, y explora diferentes alternativas y políticas para ayudar a los países a re-imaginar los sistemas de financiamiento. Para esto, se realizó una encuesta regional a Gobiernos, ICE e IES en 11 países de la región: Argentina, Brasil, Chile, Colombia, Costa Rica, El Salvador, Honduras, México, Perú, República Dominicana y Uruguay. En la región fueron desplegadas diversas estrategias financieras y no financieras de ayuda a los estudiantes. Sin embargo, condiciones estructurales de los sistemas de educación superior, como altas tasas de matrícula privada con amplias restricciones de los gobiernos para el apoyo directo a las universidades privadas, y alta dependencia de las universidades públicas a las transferencias de los gobiernos y al pago de matrículas en las privadas en un contexto económico desfavorable, limitan las acciones e imponen riesgos a la sostenibilidad de muchas iniciativas y estrategias emprendidas. Son necesarios en la región más y mejores instrumentos de financiamiento para la educación superior, que incentiven la matricula, sean financieramente sostenibles y propendan por aumentar la calidad de los programas.
Publications
Published 2021
The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic
The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
Publications
Published 2021
Curbing Grand Corruption in the Contracting Out of Public Services: Lessons from a Pilot Study of the School Meals Program in Colombia
Do targeted transparency interventions reduce corrupt behavior when corrupt actors are few and politically influential; their behavior imposes small costs on numerous individuals; and corrupt behavior is difficult to observe? Results from a study of informal audits and text messages to parents, meant to curb corruption in the School Meals Program of Colombia, suggests that they can. Theory is pessimistic that transparency interventions can change the behavior of actors who exert significant influence over supervisory authorities. Moreover, inherent methodological obstacles impede the identification of treatment effects. Results substantiate the presence of these obstacles, especially considerable spillovers from treated to control groups. Despite spillovers, we find that parental and operator behavior are significantly different between treatment and control groups. Additional evidence explains why operator behavior changed: out of concern that systematic evidence of corrupt behavior would trigger enforcement actions by high-level enforcement agencies outside of the political jurisdictions where they are most influential.
Publications
Published 2021
Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico
This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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