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on Central and South America |
| By: | Eduardo Levy Yeyati; Ángeles Cortesi |
| Abstract: | Artificial intelligence (AI), particularly generative AI, has evolved rapidly, capturing the attention of policy makers, and raising important questions about regulation. This primer provides Latin American lawmakers a comprehensive overview of global AI regulatory efforts, proposes a taxonomy that categorizes the diverse approaches within the region’s socio-economic context, together with a set of guidelines and a toolkit of innovative strategies to address AI regulation in a flexible and forward-thinking manner. |
| Date: | 2024–11 |
| URL: | https://d.repec.org/n?u=RePEc:udt:wpgobi:202411 |
| By: | Diego Andrés Romero Viuche (Universidad de los Andes) |
| Abstract: | Este estudio examina el impacto del programa de mérito Ser Pilo Paga, un crédito-beca para estudiantes con necesidades socioeconómicas; en él, se evalúa el acceso a etapas avanzadas de estudiantes rurales colombianos en la educación superior. Mediante un diseño de regresión discontinua, se utiliza como proxy la presentación del examen Saber Pro y se estima el efecto causal del programa utilizando datos de 214.423 egresados rurales de grado 11 en los años 2014 y 2015. Los resultados revelan que Ser Pilo Paga aumentó la probabilidad de acceso a etapas avanzadas en 33, 65 puntos porcentuales (82%) en 2014 y en 15, 10 puntos porcentuales (33, 5%) en 2015, en comparación con el grupo de control. A su vez, se estimó el efecto agrupando los años donde los resultados son un aumento de 20, 89 puntos porcentuales (48, 6%). Estos hallazgos sugieren que un programa de mérito tiene un impacto considerable en la reducción de las desigualdades educativas para los estudiantes rurales, evidenciando que es una herramienta efectiva para mejorar la equidad educativa en contextos de alta vulnerabilidad. |
| Keywords: | Ser Pilo Paga, Educación rural, Acceso a la educación superior, Crédito-beca. |
| JEL: | I22 I24 C21 |
| Date: | 2025–09 |
| URL: | https://d.repec.org/n?u=RePEc:col:000089:021545 |
| By: | Marchionni, Mariana; Pierino Pedrazzi, Julián; Pinto, María Florencia |
| Abstract: | Structural transformation—the shift from agriculture to industry and services—is key to economic development and can reshape labor market gender gaps. Yet little is known about how this process has unfolded in rural Latin America, where women face disadvantages from both gender and rurality. We document rural women’s labor market outcomes in 14 countries using harmonized household surveys, estimate motherhood effects using a pseudo-event study around first childbirth, and examine mechanisms using time-use data from Mexico. Despite educational gains, rural women still lag behind rural men and urban women in employment, hours, and earnings. While structural transformation has reduced informality and increased service and formal job participation, unpaid family work and precarious employment remain widespread among rural women. Motherhood further exacerbates disadvantages. Rural mothers face smaller employment drops than urban mothers but are increasingly pushed into unpaid work and low-skilled self-employment. Evidence from Mexico shows this stem less from childcare than from heavier household chores, home production, and limited access to labor-saving technologies. This paper provides the first evidence on how structural transformation interacts with motherhood in rural Latin America, showing that structural change alone cannot ensure inclusive opportunities for rural women. |
| Keywords: | Equidad e inclusión social, Mujer, Desarrollo Rural, Desarrollo social, Trabajo y protección social, |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:dbl:dblwop:2524 |
| By: | Aguirre, Josefa (PUC-Rio); Ramírez-Espinoza, Fernanda (PUC-Rio); Zarate, Roman Andres (University of Toronto) |
| Abstract: | This paper estimates the impact of violence perpetrated by peers and school staff on student victims. Leveraging unique administrative data from Chile that links reports of school violence to individual educational records, we address longstanding data limitations that have constrained empirical research on this issue. Using a matched difference-in-differences design, we find that exposure to school violence has persistent negative effects: absenteeism increases by 46–64\%, grade retention rates double, and both grades and test scores decline significantly, with impacts lasting up to four years. In the longer term, victims are substantially less likely to graduate from high school or enroll in university, with violence perpetrated by adults having more severe consequences than peer violence. Complementary survey evidence reveals that reported incidents are associated with increased perceptions of violence and discrimination, as well as decreases in school belonging and teacher expectations. While these psychological and perceptual effects tend to fade after one year, the adverse educational consequences persist, underscoring how brief traumatic experiences can lead to long-lasting educational disadvantages. |
| Keywords: | educational outcomes, school violence |
| JEL: | I21 I28 |
| Date: | 2025–09 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp18126 |