"Higher education in Latin America and the Caribbean has expanded dramatically in the past 15 years, as the average gross enrollment rate has more than doubled, and many new institutions and programs have been opened. Although higher education access has become more equitable, and higher education supply has become more varied, many of the 'new' students in the system are, on average, less academically ready than are their more advantaged counterparts. Furthermore, only half of higher education students, on average, complete their degree, and labor market returns to higher education vary greatly across institutions and programs. Thus, higher education is at a crossroads today. Given the region's urgency to raise productivity in a low-growth, fiscally constrained environment, going past this crossroads requires the formation of skilled human capital fast and efficiently. 'At a Crossroads: Higher Education in Latin America and the Caribbean' contributes to the discussion by studying quality, variety, and equity of higher education in Latin America and the Caribbean. The book presents comprehensive evidence on the recent higher education expansion and evolution of higher education labor market returns. Using novel data and state-of-the-art methods, it studies demand and supply drivers of the recent expansion. It investigates the behavior of institutions and students and explores the unintended consequences of large-scale higher education policies. Framing the analysis are the singular characteristics of the higher education market and the market segmentation induced by the variety of students and institutions in the system. At this crossroads, a role emerges for incentives, information, accountability, and choice."

This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.

"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website.

Following the so-called "Golden Decade" (2003-2013) of rapid development and strong improvements in social indicators, economic growth has stalled in Latin America and the Caribbean region (LAC). Today, the external environment no longer provides tailwinds to foster an economic rebound. Foreign direct investment has moderated, trade has slowed amid elevated tensions, financing conditions are tightening, and commodity prices are expected to remain flat in the short and medium term. The region therefore needs to find internal sources of growth and focus on a productivity-enhancing reform agenda. The report analyzes the structural transformation process in LAC and evaluates if the "premature de-industrialization" patterns observed in the data are a result of distortive policies or if they represent an efficient (i.e. growth maximizing) reallocation of resources responding to the underlying drivers of structural transformation. An important message of the report is that policy makers should not focus on sectoral size but rather on productivity growth. The emergence of new technologies--under the banner of the "4th Industrial Revolution"--suggests that opportunities for further industrialization or re-industrialization are likely to be limited in many developing countries. Looking forward, the region needs to develop a productivity agenda with a special focus on the services sector. Already the largest employer in the region with over 60 percent of the workforce, the services sector is expected to grow even further and play an increasingly crucial role as an input provider to the larger economy. In short, there is a need for a comprehensive set of service-sector oriented policies. The report concludes that three major economic forces are changing the nature of work and the demand for skills. First, the structural transformation process, in general, and the de-industrialization pattern observed for the economies in the region, in particular, imply that future job growth will occur mainly in the services sector. Second, the shift in economic structure is being accompanied by a transformation of the occupational structure within broad economic sectors. The importance of service occupations--those that produce intangible value added such as marketers, managers, designers--is increasing in all sectors of the economy. Third, as machines replace humans in carrying out simpler, more routine tasks, workers will have to adapt and perform a different set of tasks in the workplace. What may become more important as new automation technologies are adopted in LAC countries, is adult learning and re-training.

Short-cycle higher education programs (SCPs) form skilled human capital in two or three years. Through original empirical research, this book explores SCPs? outcomes and returns, their supply, and what makes them good. It draws attention towards a higher education sector that has been typically overlooked in research and policy.