Accountability educacional : posibilidades y desafíos para América Latina a partir de la experiencia internacional

Recoge algunos trabajos seleccionados de entre las varias ponencias presentadas en el “Seminario Accountability educacional: posibilidades y desafíos para América Latina a partir de la experiencia internacional”, una iniciativa conjunta del Preal y el CIDE desarrollada en Santiago de Chile bajo los auspicios de la USAID y la Fundación Tinker. El concepto, de aplicación reciente en América Latina, remite a la necesidad de asignar responsabilidades por las acciones propias y los resultados de las mismas. Se lo usa en el mundo financiero para aludir a los resultados de quienes resultan responsables por el manejo de dineros encomendados por terceros. Ellos están obligados a informar a sus clientes sobre los movimientos de recursos y a rendir cuentas sobre cómo se han utilizado y qué se ha logrado con ellos. Esto no sucede en el mundo de las políticas públicas y, menos aún, en aquel de la educación y la enseñanza. De hecho, los conceptos de transparencia, rendición de cuentas y responsabilidad por los resultados son relativamente novedosos cuando se refieren al quehacer de personeros que administran o manejan recursos públicos y que deben responder por el desempeño de personas y organizaciones bajo su control. En el campo educativo el concepto remite a los resultados del aprendizaje escolar y a la responsabilidad que le cabe a las escuelas –y dentro de ellas a la comunidad escolar– por los resultados que obtienen sus alumnos. Entre las acciones orientadas a lograr estos propósitos resulta prioritario evaluar periódicamente los resultados del aprendizaje y el cumplimiento de metas curriculares; alinear estas evaluaciones con estándares de contenido, desempeño y oportunidades de aprendizaje, dentro y fuera del aparato escolar; premiar o castigar el buen desempeño de los actores del sistema y, tan importante como esto, cuidar que estos ejercicios de medición y regulación no acaben distorsionando el contenido y orientación de la práctica educativa y permitan –paralelamente– fortalecer las capacidades de gestión en los establecimientos rezagados y prestar, a los maestros, el respaldo técnico necesario para realizar sus proyectos educativos con resultados de excelencia

Friedrich Hayek and his visits to Chile

F. A. Hayek took two trips to Chile, the first in 1977, the second in 1981. The visits were controversial. On the first trip he met with General Augusto Pinochet, who had led a coup that overthrew Salvador Allende in 1973. During his 1981 visit, Hayek gave interviews that were published in the Chilean newspaper El Mercurio and in which he discussed authoritarian regimes and the problem of unlimited democracy. After each trip, he complained that the western press had painted an unfair picture of the economic situation under the Pinochet regime. Drawing on archival material, interviews, and past research, we provide a full account of this controversial episode in Hayek’s life

Inter-American dialogue : policy brief; an agenda for educational reform in Latin America and the Caribbean

Spanish version available in IDRC Digital Library: Dialogo interamericano : resumen ejecutivo de política; una agenda para la reforma educacional en América Latina y el Carib

Dialogo interamericano : resumen ejecutivo de política; una agenda para la reforma educacional en América Latina y el Caribe

Versión en inglés disponible en la Biblioteca Digital del IDRC: Inter-American dialogue : policy brief; an agenda for educational reform in Latin America and the Caribbea

La educación en la era de la informática: Qué da resultado y qué no

En este libro se presentan los temas discutidos durante el Seminario "La educación en la era de la informática", realizado en Cartagena, Colombia en julio de 1997. El evento fue organizado por el BID y la Comisión Mundial para la Infraestructura de la Información.

Phenylketonuria Scientific Review Conference:State of the science and future research needs

New developments in the treatment and management of phenylketonuria (PKU) as well as advances in molecular testing have emerged since the National Institutes of Health 2000 PKU Consensus Statement was released. An NIH State-of-the-Science Conference was convened in 2012 to address new findings, particularly the use of the medication sapropterin to treat some individuals with PKU, and to develop a research agenda. Prior to the 2012 conference, five working groups of experts and public members met over a 1-year period. The working groups addressed the following: long-term outcomes and management across the lifespan; PKU and pregnancy; diet control and management; pharmacologic interventions; and molecular testing, new technologies, and epidemiologic considerations. In a parallel and independent activity, an Evidence-based Practice Center supported by the Agency for Healthcare Research and Quality conducted a systematic review of adjuvant treatments for PKU; its conclusions were presented at the conference. The conference included the findings of the working groups, panel discussions from industry and international perspectives, and presentations on topics such as emerging treatments for PKU, transitioning to adult care, and the U.S. Food and Drug Administration regulatory perspective. Over 85 experts participated in the conference through information gathering and/or as presenters during the conference, and they reached several important conclusions. The most serious neurological impairments in PKU are preventable with current dietary treatment approaches. However, a variety of more subtle physical, cognitive, and behavioral consequences of even well-controlled PKU are now recognized. The best outcomes in maternal PKU occur when blood phenylalanine (Phe) concentrations are maintained between 120 and 360 Rtnol/L before and during pregnancy. The dietary management treatment goal for individuals with PKU is a blood Phe concentration between 120 and 360 [tmol/L. The use of genotype information in the newborn period may yield valuable insights about the severity of the condition for infants diagnosed before maximal Phe levels are achieved. While emerging and established genotype-phenotype correlations may transform our understanding of PKU, establishing correlations with intellectual outcomes is more challenging. Regarding the use of sapropterin in PKU, there are significant gaps in predicting response to treatment; at least half of those with PKU will have either minimal or no response. A coordinated approach to PKU treatment improves long-term outcomes for those with PKU and facilitates the conduct of research to improve diagnosis and treatment. New drugs that are safe, efficacious, and impact a larger proportion of individuals with PKU are needed. However, it is imperative that treatment guidelines and the decision processes for determining access to treatments be tied to a solid evidence base with rigorous standards for robust and consistent data collection. The process that preceded the PKU State-of-the-Science Conference, the conference itself, and the identification of a research agenda have facilitated the development of clinical practice guidelines by professional organizations and serve as a model for other inborn errors of metabolism.</p