Artificial Intelligence - AI Adoption in Latin America and the Caribbean

While AI adoption is moving fast in other parts of the world, Latin America and the Caribbean face a more basic challenge: access

By Liliana Serrano Pájaro

What comes to mind when you hear the words “artificial intelligence”? When we posed this question to students at two public schools in Colombia, their answers ranged from giggles to thoughtful silence—and one unforgettable response: 
 
“AI is like a unicorn-duck. It doesn’t exist.  It’s just something made up on computers or phones.” 

Her words captured something that many students across Latin America and the Caribbean are feeling: AI may be a hot topic, but it still feels distant – mythical, even.  Yes, it’s making its way into classrooms, but it hasn’t yet taken root in education systems across the region.

Without Access, There’s No Transformation 

While AI adoption is moving fast in other parts of the world, Latin America and the Caribbean face a more basic challenge: access.  In the U.S., nearly 40% of young people were already using generative AI tools by late 2022 – a much faster uptake than for the internet or computers.

In the region, 1 in 10 students still doesn’t have a computer at school, and 2 in 10 lack internet access.  This digital divide makes it hard to integrate AI into classrooms meaningfully.  Compared to OECD countries, where more than 90% of schools have internet for learning, the gap is clear.  The truth is, reliable internet, electricity, and devices remain out of reach for many schools in our region, making it impossible to unlock AI’s full potential.  That’s why our new publication urges a realistic approach: drawing on decades of experience, it provides a roadmap to help countries harness AI responsibly and equitably. 

Turning AI into Real Opportunity

Even as AI unlocks new possibilities, we must ask: Who truly benefits?  Can rural students without internet benefit as much as their urban peers?  Are we training teachers well enough, not just buying tech?  Are we protecting students’ data as carefully as we protect their safety?

These questions brought global experts and regional leaders together for the event “AI & Education: Challenge Accepted!” hosted by the IDB.  This was more than a conference – it was a call to rethink how AI can build inclusive, future-ready education systems in Latin America and the Caribbean.

The Carvajalino Sisters, three young entrepreneurs and co-founders of The Biz Nation, opened the event with an inspiring talk about empowering thousands of young people across Latin America and the Caribbean through skills and innovation.  Throughout the event, speakers highlighted that AI could help personalize learning, make education systems more efficient, and support decision-making, but it should complement teachers, not replace them.  Some of the key takeaways from the event included: 

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• Equity comes first.  Without equity, there is no true digital transformation.  The lack of reliable internet, devices, and even electricity in many public schools across the region threatens to leave millions of students behind. Building up basic infrastructure is the first step. 

• Teachers must be at the heart of the strategy.  AI should enhance, not replace, educators.  Innovative models like Alpha School, 2-Hour Learning, and Minerva University show how AI can help optimize learning time, while tools created by organizations like Eedi and Stanford University’s National Student Support Accelerator emphasize the importance of keeping teachers at the center – guiding, supporting, and connecting with students. 

• Clear policies are critical.  Countries need strong regulatory frameworks, robust student data protection, and public policies that align with their education goals.  System-level strategies like Uruguay’s EduIA Lab and Brazil’s Gestão Presente program with Letrus provide practical roadmaps. These examples show that meaningful AI integration doesn’t start with the newest tools, but with thoughtful public investment and comprehensive data policies. 

A Long-Term Vision Is Essential.

With the rapid pace of AI development, education systems need to do more than react – they must anticipate. This means aligning education with labor market trends and fostering digital literacy, critical thinking, and adaptability.  Programs like PowerSchool in the United States and Stemi in Croatia are leading examples of how AI solutions and public-private partnerships can better connect schools with the skills that industries need. 

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• AI should be a catalyst for deeper learning, not just a shortcut for routine tasks. 
  
  
• Adopting AI must be guided by principles of inclusion, ethics, and responsibility, helping develop digital citizens who can strengthen their communities, engage in respectful dialogue, and shape public policy.  In this spirit, ISTE is redefining digital citizenship, showing that we must move beyond traditional fear-based approaches and focus on empowering responsible, proactive use.

The Road Ahead One student described AI as a unicorn-duck – something imaginary.  But AI is already here.  How we make it real, fair, and useful for everyone is what matters.  At the IDB, we’re committed to helping countries across Latin America and the Caribbean use AI to expand access, improve outcomes, and close gaps.  This event was just the beginning of a vital conversation. The real challenge isn’t whether we embrace AI, but how we do it and who we bring along. 

Source

Why do Latin America and the Caribbean have low learning levels?

If learning were a disease, we would be talking about a global pandemic

 

Understanding The Learning Crisis: Where Are Students with Learning Gaps Located?

By Mercedes Mateo

iadb Blog

The OECD (Organization for Economic Cooperation and Development) published the results of PISA 2022 in December last year.  Those results showed a global crisis in learning.

What happened in Latin America and the Caribbean?  We saw that three out of four 15-year-old students lack basic skills in mathematics, and almost half do not understand what they read.

We partnered with the World Bank to publish the report Learning Can’t Wait: Lessons for Latin America and the Caribbean from PISA 2022.  We sought to better understand the reasons behind this learning crisis in the region.

And, just as with child mortality, we know where and why.

Where? 

Also, in low—and middle-income countries, on average, 15-year-old students in the region lag five years behind the average student in OECD countries.  If we compare Latin American and Caribbean countries with those above the OECD average, the gap is 12 years of learning compared to Singapore, which leads the PISA rankings.

We not only know where the learning crisis is located and in which countries these learning challenges exist, but we also know who the lagging students are within countries.

There is an enormous inequality in learning by socioeconomic status: 88% of low-income students underperform in mathematics, compared to 55% of the wealthiest students.  That’s a difference of more than 30 percentage points between the two groups.

Why do Latin America and the Caribbean have low learning levels? 

We not only know where, but we know why: 

1. First, we are not investing enough in education.  Our countries invest, on average, three times less in education than OECD countries. 
2. There is also a relationship between investment and learning.  With the current level of investment, we could improve learning outcomes.  Therefore, there is room for efficiency.  The countries in the region are below the trend line, which means they could achieve better learning results for every dollar they invest. 
3. Third, there is a distribution problem and an equity issue. The teacher is the main input an education system has to achieve learning.  And what we see is that this main input is unequally distributed.  The highest-quality teachers are systematically in schools where the highest-income students attend.

Three keys to overcome the education crisis: solutions that work

Just as in the case of child mortality, we know where; we understand why. And we also know the solutions that work.

 

1. Measure more and better.  Measuring learning means knowing where we stand and providing a sense of purpose and direction.  It indicates where we want to be in the coming years. 

2. Investing more.  Countries in the region need to invest more. 

3. Investing better.  Investing better means generating efficiencies and spending better on the one hand.  On the other hand, it means investing in programs that we know are effective and can improve learning. 

Examples of solutions that work to enhance learning

• Early literacy programs.  We know, for instance, that if we offer good literacy programs to young children from an early age, we can improve their reading skills by 30%.  “Let’s All Learn to Read” is one such solution. 
• Intercultural bilingual education.  We also know that when we culturally contextualize the learning of mathematics, indigenous children develop 50% stronger math skills. 
• Remote tutoring.  We also know that when we provide personalized support to the most vulnerable, lagging students through highly cost-effective remote tutoring, we can accelerate their learning by 30%. 
• School feeding programs.  We also know that offering school meals to students increases their participation in school.  We see a 9% improvement in school attendance. 
• Education management and information systems.  Finally, having management and information systems is crucial.  They not only help us generate efficiencies but are also essential to ensure equity.  This data allows us to distribute resources more equitably in education systems to compensate for student differences.  

We know the magnitude of the problem.  We have studied it in depth.  We know where the problem lies and why we are facing this challenge.  And we also know the effective solutions.  We have done it before; we can do it again.  The main challenge is how to transform the region’s education systems at scale.  Because learning can’t wait, these generations of children and youth cannot wait.

Source

Bahamas: Nurse shortage could hamper nation's development

By Krystel Rolle ~ Guardian Staff Reporter ~ krystel@nasguard.com:


A severe shortage of nurses could cripple the nation's development, according to a World Bank report, which named The Bahamas among a group of Caribbean countries that suffers from the deficiency.

The report, which was released last week, noted that nursing shortages across the English-speaking Caribbean limit access to and the quality of health services and affect the region's competitiveness.

The report revealed, "According to (the study) 'The Nurse Labor and Education Markets in the English-speaking CARICOM - Issues and Options for Reform,' the region is facing a rapidly growing shortage of nurses as demand for quality health care increases due to an aging population, and high numbers of nurses emigrate, drawn by higher paying jobs in Canada, the UK and the USA."

Pointing to the severity of The Bahamas' shortage on Thursday, Minister of Health Dr. Hubert Minnis said The Bahamas has 26 nurses to every 10,000 people, while countries like the United States have 100 nurses per 10,000 people.

"And they are short," Dr. Minnis said, referring to the United States.

"The World Bank estimates that there are 7,800 nurses working in the English-speaking Caribbean (CARICOM), or 1.25 nurses per 1,000 people, roughly one-tenth the concentration in some OECD countries. In addition, demand for nurses exceeds their supply throughout the region: 3,300 or 30 percent of all positions in the sector were vacant at the time of the study."

The World Bank said such shortages can hinder the Caribbean.

"These shortages have tangible impacts that may compromise the ability of English-speaking CARICOM countries to meet their key health care service needs, especially in the areas of disease prevention and care. In addition, the shortage of highly-trained nurses reduces the capacity of countries to offer quality health care at a time when Caribbean countries aim to attract businesses and retirees as an important pillar of growth."

The World Bank said in the coming years, demand for nurses in the English-speaking Caribbean will increase due to the health needs of the aging population.

"Under current education and labor market conditions, however, supply will slightly decrease. The World Bank expects that unmet demand for nurses will more than triple during the next 15 years — from 3,300 nurses in 2006 to 10,700 nurses in 2025."

A study undertaken by an international research group and recently highlighted by Health Minister Dr. Minnis has determined that The Bahamas has an aging population.

An aging population is usually characterized by an increase in a population's mean and median ages, a decline in the proportion comprised of children and young adults, and a rise in the proportion that is elderly.

Minnis said over the next 20 years the number of young persons in the population will diminish.

"We will find that the numbers of individuals between the ages of zero to 20 will decrease, whereas the number of individuals between the ages of 45-65 and older will increase," Dr. Minnis said last week.

Meantime, the World Bank said data suggests that the number of English-speaking CARICOM trained nurses working in Canada, the UK and the US is about 21,500, which is about three times higher than the workforce in the English-speaking CARICOM.

"The new World Bank report also points to high demand for nurse education but low completion rates (55 percent) as a challenge and an opportunity in tackling nurse shortages," the report said. "Having more nurse tutors available, maximizing completion rates and accepting more students into programs would significantly bolster the number of new nurses entering the health system."

To meet the demand for nurses in the English-speaking Caribbean, the report suggests Caribbean countries increase training capacity; manage migration; strengthen data quality and availability; and adopt a regional approach.

"Given the size and the linkages of local nurse labor markets, no country in the region is in a position to efficiently tackle the challenges ahead on its own," the report said. "Therefore, countries should ideally join forces and adopt a regional approach to increasing training capacity, managing migration and strengthening the evidence-base, if possible, with technical and financial support from countries where a large part of their nurse workforce will tend to migrate to Canada, the UK and the US."

Dr. Minnis said The Ministry of Health is already working to alleviate the problem. According to him there are currently 127 high school students participating in his ministry's nursing program. He added that the ministry is looking to launch a program for junior high school students.

He said the government has provided 53 scholarships for students studying nursing. Additionally, he said there are 155 nursing students in The College of The Bahamas.

The English-speaking Caribbean includes Antigua and Barbuda, The Bahamas, Barbados, Belize, Dominica, Grenada, Guyana, Jamaica, Montserrat, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, and Trinidad and Tobago.

March 08, 2010

thenassauguardian

Bahamas Blog International