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• Ch.
• 1. Introduction and Summary: Skills Upgrading and Innovation Policies
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• 2. The Gaps That Matter Most
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• 3. How Technology and Skills Interact: The Evidence for Latin America and the Caribbean
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• 4. Closing the Skills Gap: Education Policies
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• 5. Closing the Skills Gap: Training Policies
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• 6. Technological Transitions and Elements of Technology Policy
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• 7. Networks and National Innovation Systems.

Investing in education, opening up to new technologies through foreign trade and investment, and encouraging private sector research and development (R&D) are the keys to unlocking the potential of technology to speed up economic growth in Latin America and the Caribbean (LAC). This work advises Latin American and Caribbean governments to address the region's deficits in skills and technology, thereby boosting productivity which is essential to improving growth prospects. To close the ""productivity gap"" in LAC, the report calls for a range of policy approaches and strategies, depending on a country's level of development. This World Bank study identifies three progressive stages in a country's technological evolution - adoption, adaptation and creation - and observes that policies should be designed to address the particular challenges that accompany each stage.
(source: Nielsen Book Data)

Investing in education, opening up to new technologies through foreign trade and investment, and encouraging private sector research and development (R&D) are the keys to unlocking the potential of technology to speed up economic growth in Latin America and the Caribbean (LAC). This work advises Latin American and Caribbean governments to address the region's deficits in skills and technology, thereby boosting productivity which is essential to improving growth prospects. To close the ""productivity gap"" in LAC, the report calls for a range of policy approaches and strategies, depending on a country's level of development. This World Bank study identifies three progressive stages in a country's technological evolution - adoption, adaptation and creation - and observes that policies should be designed to address the particular challenges that accompany each stage.
(source: Nielsen Book Data)

• Contents: Primera parte. Financiamiento de la educación y distribución del ingreso: el enfoque teórico
• Segunda parte. Políticas de desarrollo, políticas educativas y distribución del ingreso en América Latina
• Tercera parte. Los gastos públicos en la educación y la distribución del ingreso en Colombia
• Cuarta parte. Préstamos a estudiantes: evaluación de la experiencia de Colombia
• Quinta parte. Educación básica y desigualdad del ingreso en Brasil: perspectiva a largo plazo

• Part 1 Education, the state, and the economy: women and literacy in Latin America, N. Stromquist-- education, democratization, and inequality in Brazil, Fulvia Rosemberg-- the educational legitimation of women's economic subordination in Argentina, Cecilia Bravslasky-- gender , education and employment in Central America, Lisa Catanzarite.
• Part 2 Women and the formal educational system: coeducational settings and educational and social outcomes in Peru, Violeta Sara-Lafosse-- female teachers and male unions in Mexico, Reqina Cortina-- the expansion of higher education and gender inequalities in Costa Rica, Haydee Mendiola-- feminist reflections on the politics of the Peruvian university, N. Stromquist.
• Part 3 Adult women and educational efforts: nonformal education and NGO's in Central America, Marcia Fink-- vocational training and job opportunites for women in Northeast Brazil, Elena Jarry.
• Part 4 Making changes: altering sexual stereotypes through teacher training, Gloria Binder-- women and the microsocial democratization of everyday life, Beatriz Schmukler-- the women's rural school - an empowering educational experience, Ximena Valdez.
• (source: Nielsen Book Data)

Despite their extremely high rate of participation in the education system, women in Latin America evince higher levels of illiteracy than men, experience differential treatment within the system, and concentrate in only a few academic fields. This book explores the role of education - broadly defined - in reproducing inequality and sexual division of labour and finds the causes of women's inferior situation to be both ideological and material. The authors focus on four themes: the relation of education to the state and the economy, women's experience within the formal education system, their participation in emancipatory forms of "popular education", and educational efforts aimed at changing the status quo. Central to the book - and relevant to the emerging process of redemocratization - is the point that knowledge can be used to contest and transform meaning and thus to question existing authority and create new power.
(source: Nielsen Book Data)