ABSTRACT
Este trabajo forma parte del proyecto internacional EduCovid19, que busca describir la percepción de los docentes sobre el impacto de la COVID-19 en sus prácticas, así como la de sus estudiantes. En ese contexto, este texto se focaliza en realizar comparaciones de las percepciones docentes en diferentes variables y proyectar sus consecuencias en la carrera docente. Participaron del estudio una muestra (N=541) de profesores chilenos y peruanos de todos los niveles educativos a través de un cuestionario estructurado virtual. Los resultados muestran desigualdades en las prácticas docentes de ambos países a partir de diferencias significativas vinculadas con la desigualdad de género, brechas socioeconómicas y el grado académico de los educadores.Alternate :This paper is part of the international EduCovid19 project that seeks to describe teachers' perceptions ofthe impact ofCOVID-19 on their practices, as well as those of their students. In this context, this text focuses on making comparisons of teachers' perceptions on different variables and projecting their consequences on their teaching careers. A sample (N=541) of Chilean and Peruvian teachers of all educational levels participated in the study through a virtual structured questionnaire. The results show inequalities in the teaching practices of both countries based on significant differences linked to gender inequality, socioeconomic gaps, and the academic degree of the educators.
ABSTRACT
The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education.
ABSTRACT
BACKGROUND: The Salud Mesoamérica Initiative (SMI) is a public-private collaboration aimed to improve maternal and child health conditions in the poorest populations of Mesoamerica through a results-based aid mechanism. We assess the impact of SMI on the staffing and availability of equipment and supplies for delivery care, the proportion of institutional deliveries, and the proportion of women who choose a facility other than the one closest to their locality of residence for delivery. METHODS: We used a quasi-experimental design, including baseline and follow-up measurements between 2013 and 2018 in intervention and comparison areas of Guatemala, Nicaragua, and Honduras. We collected information on 8754 births linked to the health facility closest to the mother's locality of residence and the facility where the delivery took place (if attended in a health facility). We fit difference-in-difference models, adjusting for women's characteristics (age, parity, education), household characteristics, exposure to health promotion interventions, health facility level, and country. RESULTS: Equipment, inputs, and staffing of facilities improved after the Initiative in both intervention and comparison areas. After adjustment for covariates, institutional delivery increased between baseline and follow-up by 3.1 percentage points (ß = 0.031, 95% CI -0.03, 0.09) more in intervention areas than in comparison areas. The proportion of women in intervention areas who chose a facility other than their closest one to attend the delivery decreased between baseline and follow-up by 13 percentage points (ß = - 0.130, 95% CI -0.23, - 0.03) more than in the comparison group. CONCLUSIONS: Results indicate that women in intervention areas of SMI are more likely to go to their closest facility to attend delivery after the Initiative has improved facilities' capacity, suggesting that results-based aid initiatives targeting poor populations, like SMI, can increase the use of facilities closest to the place of residence for delivery care services. This should be considered in the design of interventions after the COVID-19 pandemic may have changed health and social conditions.
Subject(s)
Delivery, Obstetric , Health Promotion , Health Services Accessibility , Maternal Health Services , Prenatal Care , Adolescent , Adult , Female , Guatemala , Health Facilities , Honduras , Humans , Middle Aged , Nicaragua , Pregnancy , Pregnancy Outcome , Young AdultABSTRACT
[...]eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. With the inclusion of computer science in schools, known as the "technological leap" (Fuenzalida, 2005), the concern for sound and audiovisual media was replaced in many countries by massive purchases of digital devices and the creation of ICT courses, without this implying the development of teacher training policies that respond to the educommunicative tradition. [...]the inclusion of digital competence, present in all study plans in the region, suffers from an excessively prescriptive tone linked to the concrete and instrumental use of education technology (Mateus et al., 2019). [...]to explore the perception of teachers from the four countries on the challenges and opportunities of media education in this context, with the aim of thinking about a critical agenda that contributes to its development. 2.2.Procedure and sample The research was conducted in four countries: [...]two focus groups were held in each country (eight in total), made up of teachers from private and public schools in urban areas.