English Poverty reduction remains one of the main challenges globally. New measures indicate that poverty has declined in most Latin American countries since 2002. Some countries have pioneered new poverty policies and programs, including components of social capital. This paper explores the concept of social capital in overcoming poverty and analyzes its application in the Latin American region. French La ré duction de la pauvreté demeure un enjeu crucial à l’é chelle de la planè te. Des donné es ré vè lent que la pauvreté a diminué dans les pays d’Amé rique Latine depuis 2002. Certains pays ont mis de l’avant de nouvelles politiques anti-pauvreté , y compris des é lé ments du capital social. Cette é tude examine le concept de capital social associé à la lutte contre la pauvreté et en analyse l’application en Amé rique Latine. Spanish Reducció n de la pobreza continú a siendo un desafío globalmente. Indicadores sugieren que la pobreza ha declinado en la mayoría de los países de Amé rica Latina desde 2002. Algunos países han sido pioneros en nuevas políticas contra la pobreza que incluye componentes de capital social. Este artículo explora el concepto de capital social para la superació n de la pobreza y analiza sus aplicaciones en Amé rica Latina.

En un contexto de amplio acuerdo científico y legislativo sobre la importancia de la colaboración familia y escuela en los sistemas escolares, este estudio indaga en las nociones de colaboración que sustentan las prácticas de participación familiar en cinco establecimientos de Chile. Usando un cuestionario de involucramiento familiar y a través de entrevistas individuales y grupales, se identifican las nociones de colaboración familia-escuela, los roles, y las expectativas sobre las familias derivadas de éstas. El análisis muestra cómo las nociones de colaboración de docentes y familias privilegian cierto tipo de participación mientras invisibilizan otros. Se problematiza el hecho de que las familias, unilateralmente, sean construidas como las responsables últimas del éxito de la relación familia-escuela. Internationally there is wide scientific and legislative agreement on the relevance of school-family collaboration in education. Following this premise, this study explores the notions of collaboration that sustain participation and involvement practices in five schools in Chile. Utilizing a questionnaire based on Hoover-Dempsey & Sandler´s scales of parental involvement and individual and group interviews with teachers and families, meanings about school-family collaboration, roles and teachers´ expectations for families are explored. Results show how notions of collaboration held by teachers and families privilege certain aspects while invisiblizing others. Further results indicate accountability and blame discourses for the failure of successful school-family collaborations attributed to non-participating families by teachers and those families who do participate in school-based activities.

This paper presents the implementation and usability of a technology-based web system and the available evidence on educational engagement’s predictive capacity to influence students’ educational trajectories in Chilean schools. The web-based system was developed through collaborative work between universities, the information technology team, school communities, and stakeholders (government institutions). It is an online system composed of six steps whose axis is centered on a decision-making space between teachers-students-parents (School Engagement Board) tasked with applying online and scientifically validated school engagement and contextual factors measurement instruments, checking specific report results for each actor involved in the system (teacher, School Engagement Board coordinator, school) as well as reviewing promotion strategies relevant to the school context and managing the implementation of strategies supported by the management datasheets that the model offers to schools. The objective of this paper is to present the usability of the system through a case study of the implementation in Chilean public schools. In order to discuss about what elements should be incorporated to adjust and improve the usability of the system and to guarantee its effective implementation, the paper describes those aspects that have favored and/or hindered the use of this educational technological platform in the Chilean case. The results show that there have been more difficulties related to management aspects than IT aspects, which indicates that these conditions are critical for implementation, even when system for evaluation, monitoring and strategies for the promotion of student engagement and contextual factors (SIESE) is designed for stand-alone use. Although there are aspects to be improved, such as extending its use to other browsers, improving the intervention guidelines and other systems functionalities, this web-based system has been considered by the educational communities as a simple, useful, and intuitive platform. The paper concludes on the importance of having this type of platform in Chile and other Latin American countries, for its contribution to school management -being helpful for day-to-day educational practice- due to the different technical facilitators.

This article presents the results of the development and incremental validation of the Integrated System of Evaluation, Monitoring and Strategies for the Promotion of School Engagement and Contextual Factors developed in Chile for its potential use in Ibero-America. The web-based system has had an incremental development based on various R&D research projects and aims to contribute to one of the challenges of Latin America and the Caribbean indicated by international organizations, which is to advance towards the construction of protection systems for school paths. For its realization, an agile software development methodology called SCRUM was carried out that facilitates collaborative work between teams. The main results are a platform of high interest to schools with six steps that guides its implementation with audiovisual support resources. Given that the concept of school engagement has acquired greater relevance because of the consequences of the COVID 19 pandemic, the entire system was adjusted for a context of either face-to-face or remote classes. The current challenge is the consolidation of this platform in the national educational policy to facilitate its use and massification.

The COVID-19 pandemic changed the work-family interface dynamics in some families. For couples who kept earning a double income during the pandemic, their family demands may entail a loss of psychological resources that affect the work domain. This study explored the intra-individual and inter-individual (crossover) direct and indirect effects of family-to-work conflict (FtoWC) on psychological distress and job satisfaction in a non-probabilistic sample of 860 different-sex dual-earner parents with adolescent children from Temuco and Rancagua, Chile. Mothers and fathers answered an online questionnaire measuring FtoWC, the Depression, Anxiety, and Stress Scale, and the Overall Job Satisfaction Scale. The data were analyzed using the actor-partner interdependence model with structural equation modeling. Results showed that a higher FtoWC is linked to greater psychological distress and lower job satisfaction in both parents. In contrast, psychological distress is directly linked to lower job satisfaction in fathers. In both fathers and mothers, they and their partners’ FtoWC were indirectly linked to lower job satisfaction via the fathers’ psychological distress. These findings indicate the need for gender-sensitive social and labor policies aimed at reducing the conflict between family and work to increase job satisfaction in both parents and reduce psychological distress, particularly in fathers.

School engagement, encompassing affective, behavioral, and cognitive dimensions, is key to promoting school retention and preventing absenteeism. Previous research has shown that maintaining high engagement is crucial for a positive educational trajectory. This study investigates the individual contributions of contextual factors, including family, teacher, and peer support, on students who initially had a lower level of school engagement in one dimension and then advanced to a higher level in the same dimension over time. The study involved students enrolled in their first year of secondary education in public schools in Chile during 2021, with the same students being evaluated again the following year. We used means cluster analysis to identify a group of students who initially had low school engagement but showed high engagement by the second evaluation. This allowed us to identify profiles of school engagement longitudinally. Our results indicated that contextual factors had a stronger association with affective engagement, followed by cognitive and behavioral engagement, respectively. Among the contextual factors, family and teachers had a stronger impact compared to peers. These findings highlight the importance of adults, particularly family and teachers, in enhancing school engagement during secondary education.