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It is very likely that electronic means of data collection will become a standard for socio-economic surveys in the near future. As surveys move from paper form to personal digital assistants (PDAs) or tablets, there is a need to evaluate if such a shift will affect the quality of the data. To explore the potential biases that data collection through PDAs may generate, we use the third wave of Young Lives-Peru to randomly assign survey respondents between PDA-based questionnaires and paper-based questionnaires. The study shows that data collected through PDAs has a higher level of agreement when compared to paper-based responses. However, there are a number of situations where paper-based questionnaires do not easily translate to PDA-based questionnaires. In addition, the study highlights the need to improve training as different surveyor’s characteristics (age, gender, education, etc.) may also be correlated with some observed differences between PDA and paper-based questionnaires. [ABSTRACT FROM PUBLISHER]

Copyright of Reading Research Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apuntes: Revista de Ciencias Sociales is the property of Universidad del Pacifico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper delves into the complexities of assessing educational performance and efficiency in the context of education governance. We propose a novel perspective on how governing features of educational systems influence their efficiency, focusing on the key features of public bodies responsible for local education management in Peru, known as UGELs. We characterize the educational production function using three inputs: planning conditions, human resources, and accountability mechanisms; and two outputs: student achievement and educational progress. Our efficiency estimation utilizes Robust Free Disposal Hull, Robust Data Envelopment Analysis, and Stochastic Non-parametric Envelopment approaches, leveraging unique government data from 2014. Additionally, we explore potential factors like infrastructure and internet access that could improve UGELs' efficiency through conditional DEA analysis. Our findings highlight the need for nuanced methodologies in evaluating educational performance and reveal a significant gap in existing literature. This paper addresses this gap by offering a comprehensive evaluation framework, emphasizing the importance of thorough assessments for gauging educational institution efficiency. As policymakers increasingly rely on evidence-based decision-making, our research provides valuable insights that can inform and shape education policy decisions, making it a significant contribution to the field of education policy and governance. • Aim : Assessing educational performance and efficiency from governance perspective. • Focus : Local bodies (UGELs) in Peru. • Analysis : Inputs (planning, resources, accountability) & outputs (achievement, progress). • Advanced methods : FDH, DEA, StoNED & conditional DEA. • Impact : Comprehensive evaluation framework for educational governance assessment. [ABSTRACT FROM AUTHOR]

This paper explores how one teacher working in an intercultural bilingual school in rural Peru implemented an ethic of care through three key actions: the incorporation of funds of knowledge, the focus on revitalising and repurposing Indigenous knowledge and local materials and the instruction and use of both Quechua and Spanish. The paper also examines how the focal teacher embodied an ethic of care as reflected in her relationships with students and their families. [ABSTRACT FROM PUBLISHER]

The existing macro-historical scholarship tends to assert rather than demonstrate the wider impact of nationalism. Yet, state-sponsored national ideologies permeate the broader reaches of society to varying degrees. To investigate variations in the consolidation of official nationalism, this paper combines the content analysis of school textbooks as state-regulated and picture postcards as primarily market-driven sources. Building on this novel methodological approach, we find that textbooks published in mid-twentieth-century Argentina, Mexico, and Peru promoted a similar popular nationalism that portrayed the lower classes as "true" national subjects. However, picture postcards from the same period demonstrate that the consolidation of this official national ideology varied. In Mexico and Peru, the new state-sponsored conceptions of nationhood gained presence in public life, but they did not to take hold in Argentina. We conclude that studying the top-down nationalist messages promoted by states should not be equated with studying their ideological impact in public life. [ABSTRACT FROM AUTHOR]

Increasing rates of school enrolment have changed childhoods in the global South, so that it is now the norm for children to attend at least some years of primary school. This paper explores the extent to which valuing of children as educational projects and outcomes may be displacing previous valuations of children as contributors to the domestic economy. The paper draws on qualitative interview data from Young Lives, a longitudinal study of children growing up in four developing countries, using a case study approach to explore the experiences of four children in rural Andhra Pradesh, India. The paper suggests that children are balancing expectations for the future with responsibilities to their families in the present, and concludes that the over-valuing of formal qualifications and the under-valuing of forms of work such as agriculture risk being internalised by children, leaving those who do not succeed feeling they are 'a waste'. [ABSTRACT FROM AUTHOR]

This paper focuses on rural and indigenous girls and their mothers in Peru, examining how they position schooling and education in their current life and future aspirations, in order to better understand girls' increasing participation in education. It is argued here that the high educational aspirations girls and their families have are not only related to the desire to overcome poverty and marginalisation but also to oppressive gender relations. The widening of female roles available to young rural women is impacting on their identities and life projects. The paper shows that these processes are not purely individual but intertwined with intergenerational agreements, family projects, and shared understandings of the changes needed to improve the life of young women, revealing important transformations in rural and indigenous families. The paper analyses qualitative data from boys and girls in three settings and focuses in more detail on three in-depth case studies. [ABSTRACT FROM PUBLISHER]

Copyright of Revista de la Facultad de Medicina Humana is the property of Instituto de Investigaciones en Ciencias Biomedicas de la Universidad Ricardo Palma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This is the background paper for the productivity extension of the World Bank's Long-Term Growth Model (LTGM). Based on an extensive literature review, the paper identifies the main determinants of economic productivity as innovation, education, market efficiency, infrastructure, and institutions. Based on underlying proxies, the paper constructs indexes representing each of the main categories of productivity determinants and, combining them through principal component analysis, obtains an overall determinant index. This is done for every year in the three decades spanning 1985-2015 and for more than 100 countries. In parallel, the paper presents a measure of total factor productivity (TFP), largely obtained from the Penn World Table, and assesses the pattern of productivity growth across regions and income groups over the same sample. The paper then examines the relationship between the measures of TFP and its determinants. The variance of productivity growth is decomposed into the share explained by each of its main determinants, and the relationship between productivity growth and the overall determinant index is identified. The variance decomposition results show that the highest contributor among the determinants to the variance in TFP growth is market efficiency for Organisation for Economic Co-operation and Development countries and education for developing countries in the most recent decade. The regression results indicate that, controlling for country- and time-specific effects, TFP growth has a positive and significant relationship with the proposed TFP determinant index and a negative relationship with initial TFP. This relationship is then used to provide a set of simulations on the potential path of TFP growth if certain improvements on TFP determinants are achieved. The paper presents and discusses some of these simulations for groups of countries by geographic region and income level. In addition, as a country-specific illustration, the paper presents simulations on the potential path of TFP growth for Peru under various scenarios. An accompanying Excelbased toolkit, linked to the LTGM, provides a larger set of simulations and scenario analysis at the country level for the next few decades. [ABSTRACT FROM AUTHOR]

Abstract Mercury use in artisanal and small-scale gold mining (ASGM) has captured global attention and concern for decades. Policy makers and development practitioners routinely promote awareness campaigns and technical assistance to address mercury use in ASGM; however, this focus obscures other barriers that stand in the way of addressing mercury emissions from the sector. Focused on the town of Relave, in the Ayacucho Region of Southwestern Peru, this paper examines the perspectives and practices of some of the community members who are involved with ASGM activities. It highlights their own views of the challenges related to ASGM and explores the ways in which they are addressing these challenges. Despite their efforts, this paper reveals that there are two key barriers to controlling mercury use in Relave, which lie outside of the communities' lack of awareness and technological capabilities. These include the deprioritization of mercury use and pollution among community members as compared to other community and public health concerns and inequities in the supply chain that position miners and mineral processors with little to no control over the distribution, use, and emissions of mercury. The implications of these findings for policy decisions, regulatory schemes, and development initiatives are not only relevant to Peru, but are also significant for other countries committed to addressing mercury emissions from ASGM. Highlights • Small-scale gold miners are not aware of the exact mechanisms of mercury exposure. • Small-scale gold miners have challenges and priorities outside of mercury emissions. • The supply chain poses barriers to addressing mercury use in small-scale mining. [ABSTRACT FROM AUTHOR]

Policy initiatives that seek to account for ethno-cultural differences in education and schooling have become increasingly popular over the past few decades. These include affirmative action measures and bilingual education models. The rationale for the implementation of these policies focuses on their potential to rectify historical discrimination by both levelling horizontal inequalities and granting equal value to different cultures and languages in the schooling process. In this framework, however, ethnic communities are often treated as discrete and static social aggregates, and social heterogeneity and spillover effects between groups are disregarded. This paper draws on empirical case studies from Colombia and Peru to show how identity policies of education can increase inter-ethnic competition, leading to protracted social conflicts. These outcomes, beyond negatively impacting local communities, raise important dilemmas surrounding the theoretical and operational foundations of these popular policy measures. [ABSTRACT FROM AUTHOR]

This paper explores the changing governance of education in two distinct contexts: England and Peru. While there are major differences between these two cases, the paper argues that a common agenda can be identified where an increasing degree of organizational hybridity is patent—where the traditionally distinct goals and rationales of public and private sectors are being recombined. Although this agenda has been very differently enacted in the two contexts, it has generated similar outcomes, which include an increasing degree of fragmentation of educational services and a consequent depolitization of education. In this process, education has been transformed from a contested space of knowledge and identity formation to a commodity bought, sold, and administered through the rules of the market and has been recast as a private rather than public good. This, it is argued, is contributing to the emergence of more segregated education systems and to the rise of equally segregated societies. [ABSTRACT FROM PUBLISHER]

Using Young Lives longitudinal data from Peru, this paper explores the relationship between socioeconomic status (SES) measured at the age of one, opportunities to learn (OTL) and achievement in mathematics ten years later. Four variables of OTL were measured: hours of class per year, curriculum coverage, quality of teachers’ feedback, and level of cognitive demand. The last three were measured through an analysis of the exercises attempted by fourth grade students in their notebooks and workbooks. Multivariate analysis showed a robust association of one of the OTL variables (curriculum coverage, more specifically number of exercises attempted by students) with achievement in mathematics. Moreover SES at the age of one was significantly associated with this variable and with achievement by the time students were ten years old. Overall, the findings of the paper illustrate a highly unequal education system in which relatively poor children have fewer OTL in school. [ABSTRACT FROM PUBLISHER]

This paper offers an ethnographic analysis of indigenous Peruvian Amazonian youth pursuing higher education through urban migration to contribute to the resilience of their communities, place‐based livelihoods, and indigenous Amazonian identities. Youth and their communities promoted education and migration as powerful tools in the context of educational inequality, racial discrimination, and threats to their communities' ways of life from colonization and natural resource extraction. [ABSTRACT FROM AUTHOR]

In measuring human development, one of the main concerns relates to the inclusion of a measure that penalizes inequalities in the distribution of achievements across the population. Using indicators from nationally representative household surveys and census data, this paper proposes a straightforward methodology to estimate a household-based distribution-sensitive human development index aggregated through generalized means. The evidence shows that the losses in human development due to inequality reach up 22, 29 and 57% in Mexico, Peru and Nicaragua, respectively. Among dimensions, the loss in the income index reaches up 61% in Nicaragua, while the education index appears as the most sensitive in the case of Mexico and Peru, with a percentage of loss between 38 and 48%. The importance of household-level calculations is highlighted when we compare the indices computed from the entire distribution with those existing indices computed for quintiles of the distribution, which minimizes the losses due to inequality. Overall, the estimations evidence a higher sensitivity of the index to inequality, and therefore an important space for public action to reduce inequality that could involve positive development returns. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The issue of financial inclusion considers access to and use of quality financial services by household members and different types of companies around the world, allowing us to reach the opportunities that the globalized world offers us. The objective of this research was to identify the socioeconomic factors that determined the inclusion of households in the financial system in Peru in the period of 2021. A quantitative approach was considered, which was non-experimental with a descriptive and correlational design and in which 81,441 pieces of data were obtained from the National Household Survey (ENAHO) of the National Institute of Statistics and Informatics, applying a logit binomial regression. It was determined that 47.02% of households were included in the financial system; 61.93% of those surveyed had their residence in the urban area; on average, respondents had incomplete secondary education; the age of the respondents on average was from 25 to 44  years; the average economic income of the household was less than $251 per month; 72.18% were represented by men as heads of the household and the rest by women; most of the respondents had a cohabiting marital status; the social conditions showed that 23.82% were in the group of being poor; and the majority of households did not have a property title. The determinants of financial inclusion in Peruvian households for 2021 were the area of residence, educational level, age of the respondent, economic income, gender of the respondent, marital status, social status, and property title. [ABSTRACT FROM AUTHOR]

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Changing pedagogical practices is a promising, cost-effective avenue for improving education in developing countries, especially when done without changing current inputs such as teachers and instruction time. This article presents the results of a randomized evaluation of a program that aimed at changing the pedagogical approach used to teach the existing national mathematics curriculum. The program provides tools to regular preschool teachers to use an inquiry- and problem-based learning approach to tailor instruction to preschoolers in Peru. The results show an improvement of overall mathematics outcomes, which persist for some content areas even one year after the program ended. In contrast to results from previous research that suggest mathematics programs are biased along gender and socioeconomic lines, there is no evidence of differential effects by gender, language spoken at home, or proxies for socioeconomic status. Results also imply persistent stronger impacts on students whose teachers have university degrees. [ABSTRACT FROM AUTHOR]

This brief article describes the recognition process of foreign professional degrees in Peru. A documentary review of the Peruvian regulations regarding the recognition process and its legal origin is carried out. Supreme Decrees, Laws and directorial resolutions were used as inputs. Flexibility was found in the recognition process of accepting foreign degrees in Peru. Recognizing foreign professional titles is based only on an administrative procedure and not on any academic criteria. An academic evaluation of professional qualifications is lacking in the recognition process as it is simply an administrative evaluation. The academic evaluation process could be based on a knowledge examination to ensure that the professionals to be recognized have a high level of knowledge. Several academic requirements must be incorporated to ensure entry into the labor market for suitable professionals of a high academic level. [ABSTRACT FROM AUTHOR]

The Dakar Conference Declaration in 2000 endorsed the aim of universal access to education. Following Dakar Declaration, the improvement of education and schooling was to be engineered and steered by a mix of governmental and non-governmental agencies. But this quasi-governmental rhetoric masks the possibility that schooling can be re-organised (re-formed) in such a way that public services are outsourced to private or global agencies which operate according to neo-liberal assumptions. At this point, we can assert that policy proposals in education and at the social, cultural, economic, political levels (especially in countries receiving international donor-aid) are no longer rooted in democratic decisions taken by national, regional or local communities. The influence of international and supranational organizations, such as the OECD and others (see Rizvi & Lingard, 2010), creates an emergent global educational policy arena but this creates another set of political problems. In this paper, this overall framework is analysed following the developments in education in the Great Peru in South America, or seen otherwise, in Peru, Chile and Argentina. [ABSTRACT FROM AUTHOR]

Copyright of Propósitos y Representaciones is the property of Universidad San Ignacio de Loyola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyzes the material, discursive, and biophysical dimensions of fuelscapes, or energy landscapes. Ethnographic and ecological fieldwork was conducted in the Machu Picchu Historic Sanctuary, Peru. Andean land use studies have focused on agricultural patterns such as vertical production zones. Fuelscapes are an important, energy-based means of producing and representing landscape. They show how uncultivated lands fit into livelihood strategies and reflect historic sedimentation of landscape. Fuelscapes are shaped by ecological characteristics, historic settlement patterns and property rights, gendered and intergenerational divisions in household labor, and state conservation policies. Conservation policies delimit fuelscapes to privilege live trees, but the resultant denudation of dead wood may carry implications for ecosystem health. This study elucidates how official policies intersect with household and communal resource use strategies to produce Andean fuelscapes. It provides insight into how uncultivated ecosystems fit into land use politics, practices, and representation. [ABSTRACT FROM AUTHOR]

Primary enrolment rates are very high in Peru, but so are the failure and drop-out rates. Thus an understanding of the nature of child schooling should consider school progression from primary to secondary and higher levels, taking account of the conditional sequence with the previous level and self-selection into the next higher level of schooling. Using a unique correlated sequential probit model with unobserved heterogeneity the present paper does so and obtains richer results, argued to be better than the standard static estimates. It is shown that the same set of individual/parental/household characteristics may affect different levels of schooling differently. [ABSTRACT FROM AUTHOR]

Background: Despite global interest in gender disparities and social determinants of hypertension, research in urban areas and regions with a high prevalence of hypertension, such as Latin America, is very limited. The objective of this study was to examine associations of individual- and area-level socioeconomic status with hypertension in adults living in 230 cities in eight Latin America countries. Methods: In this cross-sectional study, we used harmonized data from 109,184 adults (aged 18–97 years) from the SALURBAL (Salud Urbana en America Latina/Urban Health in Latin America) project. Hypertension was assessed by self-report. Individual-, sub-city- and city-level education were used as proxies of socioeconomic status. All models were stratified by gender. Results: Higher individual-level education was associated with lower odds of hypertension among women (university education or higher versus lower than primary: odds ratio [OR] = 0.67, 95% confidence interval [CI] = 0.61–0.74) but higher odds among men (OR = 1.65; 95%CI 1.47–1.86), although in men an inverse association emerged when measured blood pressure was used (OR = 0.86; 95%CI 0.76–0.97). For both genders, living in sub-city areas with higher educational achievement was associated with higher odds of hypertension (OR per standard deviation [SD] = 1.07, 95%CI = 1.02–1.12; OR = 1.11 per SD, 95%CI = 1.05–1.18, for women and men, respectively). The association of city-level education with hypertension varied across countries. In Peru, there was an inverse association (higher city level education was associated with lower odds of hypertension) in women and men, but in other countries no association was observed. In addition, the inverse association of individual-level education with hypertension became stronger (in women) or emerged (in men) as city or sub-city education increased. Conclusion: The social patterning of hypertension differs by gender and by the level of analysis highlighting the importance of context- and gender-sensitive approaches and policies to reduce the prevalence of hypertension in Latin America. [ABSTRACT FROM AUTHOR]

This paper refers to the relationship between child work and education in Brazil, Colombia, Ecuador, Guatemala, and Peru. These countries aspire balanced, equitable, and sustainable development, with benefits that should be widely shared. Unfortunately, economic growth in the region has resulted too often in maldistribution of means and fruits of development between and among classes, cities and countrysides, and the indispensable natural resource base has been damaged or pilfered. Only too late is it recognized that the stability arising from a more balanced and equitable development is important for general social progress. Lack of attention to education by most Latin American governments has limited capacity to compete in the international markets, where the comparative advantages are increasingly defined by a productivity based on scientific and technological advances. As is known, the high concentration of income in this region of the world is a result of combining traditional discriminatory patterns of property with the decline of the labor market and levels of remuneration, the regressive nature of the tax structure, and the rapid impairment and elimination of social services. Social polarization has increased with the middle classes suffering heavy losses.

Tackling global health challenges demands the appropriate use of available technologies. Although digital health could significantly improve health care access, use, quality, and outcomes, realizing this possibility requires personnel trained in digital health. There is growing evidence of the benefits of digital health for improving the performance of health systems and outcomes in developed countries. However, significant gaps remain in resource-constrained settings. Technological and socio-cultural disparities between different regions or between provinces within the same country are prevalent. Rural areas, where the promise and need are highest, are particularly deprived. In Latin America, there is an unmet need for training and building the capacity of professionals in digital health. This viewpoint paper aims to present a selection of experiences in building digital health capacity in Latin America to illustrate a series of challenges and opportunities for strengthening digital health training programs in resource-constrained environments. These describe how a successful digital health ecosystem for Latin America requires culturally relevant and collaborative research and training programs in digital health. These programs should be responsive to the needs of all relevant regional stakeholders, including government agencies, non-governmental organizations, industry, academic or research entities, professional societies, and communities. This paper highlights the role that collaborative partnerships can play in sharing resources, experiences, and lessons learned between countries to optimize training and research opportunities in Latin America. [ABSTRACT FROM AUTHOR]

This paper presents a descriptive study of two topics: 1) the correspondence between conceptions on co-teaching and the teaching practices of teachers at the School of Education in a private university in Lima; 2) the conditions that favor and restrict co-teaching, from the teachers' perspective. Through interviews and documentary analysis, the idea of co-teaching as "team teaching" was found to be dominant, even though in practice, autonomy was favored, and teachers are beginning to use a combination of the "station teaching" and "one teach, one drift" models. The courses praised most highly by students were one course developed as "team teaching" and two developed with different degrees of autonomy. The main facilitating factors were personal ones; the main restricting factors were students' ability and aspects relating to management. [ABSTRACT FROM AUTHOR]

This paper goes further in the discussion on the determinants of school attainment in developing countries. To properly estimate the effects of school resources on academic achievement, we need to take into account the large geographical inequalities in the distribution of school resources and the supply constraints faced by students living in poor areas. We do so by implementing a two-step correction that accounts for the constraints in school choice. Our findings suggest that failing to account for these constraints leads to an underestimation of the effect of school resources on school achievement of about 100%. This underestimation is particularly important for girls and in Math. Additionally, the contribution of school resources in explaining the gap in test scores between rich and poor students is doubled once we account for the constrained choices. [ABSTRACT FROM AUTHOR]

This paper analyses the effects of the Peruvian 2005 Juntos Conditional Cash Transfer, program on higher education attainment and by gender. Based on the Young Lives Survey and using matching techniques, we find that Juntos has a positive effect on higher education attainment. Recipients are 8.5 percentage points more likely to attain technical studies, and this positive result remains regarding the matching technique used. Moreover, after controlling for community and cognitive test variables, recipients are 11.4 percentage points more likely to attain university studies. The positive effect of Juntos, however, is only for men and not for women revealing a gender gap in higher education attainment among Juntos recipients. • Juntos' recipients are more likely to attain technical studies. • Juntos benefits higher education attainment for men but not women. • There is a gender higher education attainment gap among Juntos recipients. • Juntos helps offset potential negative effects of having a less educated mother. • All household descriptive characteristics disadvantage Juntos women compared to men. [ABSTRACT FROM AUTHOR]

Copyright of Dyna is the property of Universidad Nacional de Colombia, Medellin, Facultad de Minas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Authentic research experiences (AREs) are a powerful strategy for inspiring and retaining students in science, technology, engineering, and math (STEM) fields. However, recent demand for virtual learning has emphasized the need for remote AREs that also foster a sense of community and interpersonal connections among participants. Here, we describe an ARE activity that leverages digitized diet data from natural history collections to provide students with collaborative research experience across any learning environment. Using magnified photographs of frog stomach contents collected in the Peruvian Amazon, we designed an open‐source "bowl game" competition that challenges students to identify, measure, and compare diet items across vouchered frog specimens ("Batrachian Barf Bowl"). To demonstrate learning outcomes, we ran this activity with 39 herpetology class students from the University of Notre Dame and the University of Michigan. We used pre‐ and post‐activity assessments to evaluate effectiveness, scientific accuracy of results, and impact on student well‐being. With minimal preparation and training in invertebrate identification, students were successful in identifying hundreds of frog diet items to taxonomic order, although accuracy varied among clades (global accuracy ~70%). While we found no difference in science identity, community, or self‐efficacy between the two institutions at either time point (pre‐ and post‐activity), we found that well‐being was significantly higher for both sets of students after the activity. Overall, this approach offers a model for combining active learning with museum collections to provide experiential research opportunities that highlight the power of scientific collaboration. [ABSTRACT FROM AUTHOR]

Copyright of Revista de la Facultad de Medicina Humana is the property of Instituto de Investigaciones en Ciencias Biomedicas de la Universidad Ricardo Palma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The knowledge and expertise contribute to the development of society. Tourism provides new insights for the advancement of the world, but for the adequate development and achievement of this activity it is necessary an integral, holistic and systematic view. Therefore, it is necessary to have a qualified human capital especially in management. The aim of this paper is to determine the relationship between vocational training provided by universities of tourism in La Libertad Region and the training needs of the sector. The methods used are ethnographic and analytic-synthetic, using interviews and surveys at the responsible sector. The results demonstrate that the universities in the region are focused on technical training-operational and that the sector has a limited view of their real needs regarding the capabilities and skills with which workers must have. [ABSTRACT FROM AUTHOR]

For the first Jesuits, the Peruvian Province has been a place of experimentation of educational practices and inculturation. The presence of a culture as complex as that of the Incas posed to the Society some crucial theological and political problems. To solve these problems, some of its members undertook grammatical, anthropological and historical studies that are still essential for understanding the peoples of the Andes. Among these studies, they are to be counted those of José de Acosta (1540-1600), who was provincial of Peru, and Blas Valera (1544- 1597?/1619?), first Jesuit mestizo to be ordained a priest. Both were opposed to the policy of forced conversion of the Indios, but they proposed two different ways to educate the natives to Christianity. This paper aims at investigating the plots of these pathways, understanding them as two pedagogies strategically different, but not in opposition to each other. [ABSTRACT FROM AUTHOR]

In May 2010, Julián Miranda, an Indigenous Asháninka shaman, died hours after killing a jaguar-shaman. Despite knowing that it could kill him, he killed a jaguar-shaman to protect his cows, an investment to support the much-desired progreso ('progress') of his children and grandchildren through education. Julián's choice was one of personal sacrifice driven by the hardships he experienced in the degraded forests of the Bajo Urubamba valley in the Peruvian Amazon. My examination of his decision to kill the jaguar-shaman engages with the multi-disciplinary literature on how local peoples engage with the expanding extractive frontier in Latin America. The emphasis most literature places on social movements and – to a lesser extent – on the ontological characteristics of these conflicts needs to be counterbalanced by individual experiences like Julián's for a deeper understanding of the multiple local experiences of large-scale resource extraction and the different strategies through which people pursue their desired futures. [ABSTRACT FROM AUTHOR]

Abstract: This paper analyses a ‘critical moment’ in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children''s language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance. [Copyright &y& Elsevier]

This paper analyzes the current relationship between Peruvian teenagers and television. The information accessed from various sources concluded that adolescents are consuming television extensively, especially the poorer within the country. Teens appreciate the cable television as a source of learning, and its variety and ability to relate it with the world. The interest in cartoons, movies and series -fiction genre in general- affirms the value of this media in society as well as the possibility to make them more familiar with their environment. Information about what happens beyond their localities is a source of reference in their perception of the country. Beyond the cultural conflict from which is generally assessed from the effects that television may have on the rural world, television has a positive sign for the visual deterritorialization, which dissolves the natural relationship between culture and territory. In rural areas, parents and teenagers evaluate television positively because it offers more than just the school itself. In the midst of academic and professional criticism on television, adolescents do not distinguish between traditional media and new media, they are all integrated into their daily lives. [ABSTRACT FROM AUTHOR]

Peru has experienced during the last decades a significant increase in educational coverage at all levels, including higher education. However, currently high unemployment and underemployment rates cast doubt about the profitability of investments in education that have been undertaken. This paper estimates the evolution of the returns to education in the last two decades in Peru and finds mixed evidence on the profitability of higher education in the Peruvian labor market. Due to the convexification of returns, university education shows average private and social rates of return estimated between 12% and 15%. On the contrary, non-university higher education shows on average rather low private and social rates of return, even close to zero. Therefore, a thorough evaluation of the effectiveness and relevance of that education level seems warranted. [ABSTRACT FROM AUTHOR]

The instrumental variables (IV) method has recently become widely popular in applied econometrics. However, recent work in the literature has shown that if instruments do not hold the relevance and exogeneity conditions at least in a «strong» way, the estimation results could be quite different from the population parameters, and an interpretation of the results would be meaningless. This paper presents this problem and shows some recent tests to verify the validity of the instruments employed. Additionally, I apply those tests to the estimation of the effects of child labor and household work on school attainment, by using a sample of 913 children from the Peruvian Living Standard Measurement Survey (LSMS) of 1997 and 2000. In this estimation, the instruments selected passed all the tests of exogeneity and relevance, so we can trust the consistency of these results. They show that household work performed by children has a positive impact on the children's observed educational performance three years later. In addition, the impact of child labor is negative, but it is not significantly different from zero. [ABSTRACT FROM AUTHOR]

The volume of human and economic as well as material resources put into action by the mining industry in rural spaces has given this industry the most powerful force to the diffusion of the industrial society in the traditional rural societies. The mobilized human resources include all levels, from high qualified executives to unqualified labor with low schooling level. The economic resources are of different types and are reflected in the circulation of goods, salaries, the changes in consumption patterns, and incomes received by the local governments. The direct/ indirect mobility of the material resources leads to the building of service's infrastructure, the appearance of new urban centers and industrial plants at the most backward places of Peru, where poverty and State absence are dominant characteristics. Taking into account the cultural realms of the rural societies in the high mountains of Peru, where most of the mining operations are located, and given the variety of resources mobilized by the mining operations, we may identify interacting cultural, economic, social and environmental spaces that define a complex relationship between man and his geographical settings. This paper offers a geographical approach, both from physical and cultural points of view, through descriptive models. The objective is to recognize some underlying dynamic components attached to each space directed to the management of the local and industrial development. This study is based on a research carried out during 2005 in a medium size mine in the Central Andes of Peru, above 4.200 meters of altitude, in the Huancavelica region. The social realm is made of traditional peasant communities, Quechua speakers who live in extreme socio-economic conditions. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Indigeneity is a complex social construct that can be defined in multiple ways using diverse markers traditionally based on the characteristics of individuals. Survey-based studies have used language, self-identification or location information to operationalise Indigeneity. Yet, as suggested by Walter and Andersen (2013), Gillborn et al. (2018) and others, few scholars reflect on how the Indigeneity variable is specified and whether this operationalisation may impact results. This article examines this issue empirically using the case of Indigeneity in Peru. First, survey-based empirical studies are identified to explore the ways in which Indigeneity has been operationalised. Then, using the Young Lives study, we present diverse operationalisations of Indigeneity and outline how these may lead to different educational outcomes for children. We show that quantitative researchers using surveybased data should engage more deeply with different operationalisations of Indigeneity as these can lead to different educational outcomes for children categorised as Indigenous. [ABSTRACT FROM AUTHOR]

In the past decades two International Summits, namely the Education for All Conference in Jomtien, Thailand (1990) and the Framework for Action in Dakar, Senegal (2000), have assessed and summarised the status and goals of primary and secondary education and drawn comparisons on prospects and problems between developed and developing countries. The Framework for Action, as its title suggests, sought to put in place a framework for goal realisation in education planning and practice primarily, but not exclusively, in developing countries. This paper assesses the extent to which global goals and summaries of progress mask the difficulties faced in local education delivery, focusing on access to and use of spatial data in the education planning process. Attention is focused on the situation in Peru in general and in the District of Independencia in the Cono Norte of Lima in particular. The quality of spatial and other data resources and the technical difficulties in assembling these into a form that can support local decision making in education planning and governance suggests that there remain significant obstacles in achieving a quality education for all, especially in developing countries. [Copyright &y& Elsevier]

Both public and private resources contribute to the nutritional status of children. In addition, the investments made by one household may contribute to the health of other households in the neighborhood through improvements in the sanitation environment and through increases in shared knowledge.This paper measures the externalities of investments in nutrition by indicating the impact of the education of women in Peruvian neighborhoods on the nutrition of children in other households, after controlling for the education and income of those households. We find that in rural areas this shared knowledge has a significant impact on nutrition, with the coefficient of an increase in the average education of women in the neighborhood being appreciable larger than the coefficient of education in isolation.In addition, we indicate the impact of the water and sanitation environment in the neighborhood, again controlling for the household''s own access to sanitation and water. In both urban and rural areas, we observe externalities from investments in such household level infrastructure with the evidence particularly strong for sanitation made by neighboring households. [Copyright &y& Elsevier]

Introduction: Early-life educational experiences are associated with cognitive performance in aging. Early literacy seems to improve executive control mechanisms, however, it is not clear whether early education would still be an advantage in countries like Peru, where access to and quality of education is highly variable. Aim: Our objective was to analyze the association of literacy level with executive control factors. Method: We evaluated 93 healthy older adults with a clinical protocol that included the Mini-Mental State Examination, the Geriatric Depression Scale and Global Dementia Staging. We also used a neuropsychological executive function battery which included the Trail-Making Test parts A and B, the Stroop Test, phonological and semantic verbal fluency tasks, Forward and Backward Digits, Numbers and Letters of the Wechsler Scale, and the Go/No-Go task. We used a principal component analysis for the dimensional reduction of the variables. To measure the level of literacy we used the word accentuation test (WAT). Results: We observed statistically significant correlations between the principal components (PCs) of working memory, cognitive flexibility and inhibitory control with the WAT scores. Furthermore, we observed that processing speed and WAT predict the scores on PCs factors better than years of education and age. Conclusions: Literacy level correlates more closely with better cognitive performance than years of education and thus, might improve executive control factors that could compensate and protect against brain changes in cognitive decline and dementia. [ABSTRACT FROM AUTHOR]

This paper investigates how community characteristics moderate the influence of individual characteristics on completed fertility in Peru. Although the median community education level did not condition the influence of women's education on completed fertility as hypothesized, this contextual variable exerted a significant negative effect on fertility. Thus, the social climate in which women make decisions about family formation does affect reproductive behaviour above and beyond what one would predict on the basis of individual characteristics alone; but it operates to set boundaries on the range of feasible alternatives rather than to amplify the influence of individual characteristics. We explore the policy implications of this finding. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Studies in Population is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, historical reference is made about legal provisions for recognition of the training and certification of medical specialists in Peru through university programs provided since 1928 and culminating in 1973 with the legal authorization by the relevant state authority to implement the Second Specialization Program in Human Medicine and to grant the Certification of Specialist in the Name of the Nation upon completion of a university residency program and specialized training by the "regular modality", and the recognition by the university with the "non-regular modality". In Peru it has been established to the present that the Professional Certifications of Specialists in Human Medicine "in the Name of the Nation", both in "regular modality" as well as in "non-regular modality", can only be granted by public or private universities authorized for this mission and, besides, no other public or private institution can claim this role that corresponds exclusively for the Peruvian University. [ABSTRACT FROM AUTHOR]