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1. The Future of Work(ers) in the Age of Technological Revolution

Author:
Andrés César
Publication Date:
01-2025
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
This chapter reviews key literature on the determinants and implications of technological change associated with the Third and Fourth Industrial Revolutions, which have spread globally since the late 20th century, and presents descriptive evidence. The main conclusion is that while technological progress has not significantly threatened overall employment opportunities, it has clearly contributed to rising income inequality. Consequently, a future devoid of employment is not anticipated, although the prospects for equality remain uncertain. I argue that to maximize the benefits of technological advancement, education must evolve in tandem with technology, equipping individuals to work alongside new innovations throughout their lives. This would enable workers to fully leverage automation of routine tasks and augmentation of abstract and cognitive tasks, fostering teamwork, problem-solving, flexibility, creativity, and social intelligence. Furthermore, productivity growth driven by technological progress is likely to increase demand for both traditional and new goods and services, generate income gains that increase demand for quality, accelerate structural change, and exert pressure on resource utilization.
Topic:
Education, Science and Technology, Income Distribution, Jobs, Technological Revolution, and Resource Utilization
Political Geography:
Global Focus

2. Navigating Educational Disruptions: The Gender Divide in Parental Involvement and Children’s Learning Outcomes

Author:
Matias Ciaschi, Johanna Fajardo-Gonzalez, and Mariana Viollaz
Publication Date:
06-2024
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
This study analyzes the adjustment in time allocation to school support activities by mothers and fathers during the pandemic across 22 Latin American and Caribbean countries, exploring the repercussions on labor market outcomes and children’s learning losses. Our analysis reveals that mothers experienced a disproportionate increase in time dedicated to children’s educational support compared to fathers, particularly when mothers could work from home. The results suggest that these effects were more pronounced in countries with stringent school closure measures and limited access to in-person instruction. Even as mobility restrictions eased and schools reopened, the additional responsibilities taken on by mothers remained above pre-pandemic levels. Mothers also significantly increased the time spent on non-educational childcare, though to a lesser extent than educational support. We also show evidence indicating a decline in maternal labor force participation and a rise in flexible labor arrangements as mothers allocated more hours to child-related duties. Our study also provides descriptive evidence that children’s learning losses were less severe in countries where the gender disparity in pandemicrelated school support was greater.
Topic:
Education, Labor Issues, COVID-19, Parenting, and Childcare
Political Geography:
Latin America and Caribbean

3. The Impact of COVID-19 on Education in Latin America: Long-Run Implications for Poverty and Inequality

Author:
Jessica Bracco, Matias Ciaschi, Leonardo Gasparini, Mariana Marchionni, and Guido Neidhöfer
Publication Date:
01-2024
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
The shock of the COVID-19 pandemic affected the human capital formation of children and youths. As a consequence of this disruption, the pandemic is likely to imply permanent lower levels of human capital. This paper provides new evidence on the impact of COVID-19 and school closures on education in Latin America by exploiting harmonized microdata from a large set of national household surveys carried out in 2020, during the pandemic. In addition, the paper uses microsimulations to assess the potential effect of changes in human capital due to the COVID-19 crisis on future income distributions. The findings show that the pandemic is likely to have significant long-run consequences in terms of incomes and poverty if strong compensatory measures are not taken soon.
Topic:
Education, Poverty, Inequality, Human Capital, COVID-19, and Income
Political Geography:
Latin America

4. Gender Inequality in Latin America

Author:
Inés Berniell, Leonel Fernández, and Sonya Krutikova
Publication Date:
07-2024
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
This paper examines gender inequality focusing on two critical spheres in which gender inequality is generated: education and work. Our objective is to provide a snapshot of gender inequality across key indicators as well as a dynamic perspective that highlights successes and failures. We also facilitate a cross-country comparison by grouping countries within Latin America by their level of economic development and drawing comparisons with countries outside the region. Finally, we reflect on differences in the ways that gender inequalities play out across different socio-economic groups, particularly those that highlight other sources of inequality
Topic:
Education, Inequality, Labor Market, Gender Wage Gap, and Gender Equality
Political Geography:
Latin America

5. The Effects of Differential Exposure to COVID-19 on Educational Outcomes in Guatemala

Author:
Andres Ham, Emmanuel Vazquez, and Monica Yanez-Pagans
Publication Date:
05-2023
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
This paper studies the effects of differential exposure to COVID-19 on educational outcomes in Guatemala. The government adopted a warning index (ranging from 0 to 10) to classify municipalities by infection rates in 2020, which was then used by the Ministry of Education in 2021 to establish a “stoplight” system for in-person instruction. Using administrative panel data for all students in Guatemala, the study employs a difference-in-differences strategy that leverages municipal differences over time in the warning index to estimate the effects of the pandemic on dropout, promotion, and school switching. The results show that municipalities with a higher warning index had significantly larger dropout, lower promotion rates, and a greater share of students switching from private to public schools. These effects were more pronounced during the first year of the pandemic. The findings show differential effects by the level of instruction, with greater losses for younger children in initial and primary education. The results are robust to specification choice, multiple hypothesis adjustments, and placebo experiments, suggesting that the pandemic has had heterogeneous consequences.
Topic:
Education, Government, COVID-19, and Schools
Political Geography:
Central America and Guatemala

6. Intergenerational Mobility in Latin America: The Multiple Facets of Social Status and the Role of Mothers

Author:
Matias Ciaschi, Mariana Marchionni, and Guido Neidhöfer
Publication Date:
12-2023
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
In this paper we assess intergenerational mobility in terms of education and income rank in five Latin American countries—Brazil, Chile, Ecuador, Mexico, and Panama—by accounting for the education and occupation of both parents. Based on the method proposed by Lubotsky and Wittenberg (2006), we find that intergenerational persistence estimates increase by 26% to 50%when besides of the education of parents we consider also their occupation. The increase is partic-ularly strong when education is more evenly distributed in the parents’ generation. Furthermore, we evaluate the changing importance of each single proxy for parental background to explain inter-generational mobility patterns in each country and over time, and find that the relative importance of the characteristics of mothers have been increasing over the last decades, in line with rising women’s average years of education and labor market participation. Interesting heterogeneities across countries and cohorts are observed.
Topic:
Education, Occupation, Social Status, Social Mobility, and Mothers
Political Geography:
Latin America

7. Extended School Day and Teenage Fertility in Dominican Republic

Author:
Santiago Garganta, María Florencia, and Joaquín Zentner
Publication Date:
08-2023
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
This paper investigates the potential impact of extended school days in reducing teenage fertility. We study the Jornada Escolar Extendida program, which doubled the school-day length from 4 to 8 hours in the Dominican Republic, and exploit the geographic and time variation induced by its gradual implementation. We find evidence that a higher exposure to JEE in the municipality, measured as the percentage of secondary students covered by the program, reduces the incidence of teenage pregnancies, and that the effect is stronger after the program has reached at least half of secondary students in the municipality. The estimates are robust to various specifications and alternative checks. These results suggest that extended school-day policies can have spillover effects regarding teenagers’ fertility choices.
Topic:
Education, Fertility, Risky Behavior, and Teen Pregnancy
Political Geography:
Latin America, Caribbean, and Dominican Republic

8. The Short-Term Labor Market Impact of Venezuelan Immigration in Peru

Author:
Celia P. Vera and Juan Pablo Jiménez
Publication Date:
10-2022
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
Peru is the second-largest recipient of Venezuelans worldwide. We combine newly available data on Venezuelans living in Peru and the Peruvian Household Survey to assess the impact of Venezuelan migration on natives’ wages and employment. The initial regression analysis exploits the variation in supply shifts across education-experience groups over time. It indicates that immigration in Peru had no adverse impact on native wages. However, the paper highlights that in Peru immigrants and natives with similar education and experience are likely to work in different occupations. The subsequent analysis based on occupational clustering confirms the null effect on wages and indicates that a 20% increase in immigrants decreases formal employment by 6%. We do not find evidence for changes in employment composition toward informality so that migration operates through the extensive margin of employment. We report evidence in favor of immigrants being a close substitute to the least productive natives, suggesting that firms substitute native formal labor for low-cost immigrant informal labor.
Topic:
Education, Immigration, Labor Market, and Informal Economy
Political Geography:
South America, Venezuela, and Peru

9. Scalable Early Warning Systems for School Dropout prevention: Evidence from a 4.000-School Randomized Controlled Trial

Author:
Francisco Haimovich, Emmanuel Vazquez, and Melissa Adelman
Publication Date:
08-2021
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
Across many low- and middle-income countries, a sizable share of young people drop out of school before completing a full course of basic education. Early warning systems that accurately identify students at risk of dropout and support them with targeted interventions have shown results and are in widespread use in high-income contexts. This paper presents impact evaluation results from an early warning system pilot program in Guatemala, a middle-income country where nearly 40 percent of sixth graders drop out before completing ninth grade. The pilot program, which was implemented in 17 percent of Guatemala’s primary schools and largely leveraging existing government resources, reduced the dropout rate in the transition from primary to lower secondary school by 4 percent (1.3 percentage points) among schools assigned to the program, and by 9 percent (3 percentage points) among program compliers. Although the effect size is relatively modest, the low cost of the program (estimated at less than US$3 per student) and successful implementation at scale make this a promising and cost-effective approach for reducing dropout in resource-constrained contexts like Guatemala.
Topic:
Education, Management, Schools, Dropout Prevention, Early Warning, and Impact Evaluation
Political Geography:
Central America and Guatemala

10. A decomposition method to evaluate the ‘paradox of progress’ with evidence for Argentina

Author:
Javier Alejo, Leonardo Gasparini, Gabriel Montes-Rojas, and Walter Sosa-Escudero
Publication Date:
12-2021
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
The ‘paradox of progress’ is an empirical regularity that associates more education with larger income inequality. Two driving and competing factors behind this phenomenon are the convexity of the ‘Mincer equation’ (that links wages and education) and the heterogeneity in its returns, as captured by quantile regressions. We propose a joint least-squares and quantile regression statistical framework to derive a decomposition in order to evaluate the relative contribution of each explanation. The estimators are based on the ‘functional derivative’ approach. We apply the proposed decomposition strategy to the case of Argentina 1992 to 2015.
Topic:
Economics, Education, Inequality, Quantile Regression, and Paradox of Progress
Political Geography:
Argentina and South America