In recent years, unemployment protection systems based on individual savings have been instituted in several developing countries. Chile was one of the first to establish such a system, which at the time was widely cited as a model for other countries. This article discusses the particular political context in which the Chilean system was created before examining how it works in terms of coverage and levels of benefits received by unemployed workers. The authors undertake a detailed analysis of the administrative data produced by the system and conclude that the insurance covers only a small proportion of the unemployed, as most workers generally had precarious jobs that did not allow them to contribute to the system consistently. The Chilean case illustrates how difficult it is to establish functioning unemployment insurance in developing countries with precarious labour markets. Based on the interaction between employment characteristics and the conditions imposed by the benefit system, the article assesses the efficacy of the Unemployment Insurance Savings Accounts (UISA) system and analyses whether it can indeed serve as a model for other developing countries.The authors would like to thank

In this paper we bridge the gap between two different approaches to measure inequality: one based on household surveys and summary measures such as the Gini, and the other focused on taxable income and top income shares. We explore how these approaches adjust the Gini for equivalised household income in 26 European countries over . On average, the Gini increases by around 2.4 points as a result of the WID adjustment, for both gross and disposable income, with notable differences across countries, affecting rankings, despite limited impact on trends. We find that differences in inequality depend less on the adjustment method and more on whether it relies on external data sources such as tax data. In fact, SILC countries that rely on administrative register data experience relatively small changes in inequality after the WID adjustment. For recent years, we find that the Gini for 'non-register' countries increases by 2.8 points on average while in 'register' countries it does so by 0.9 points. We conclude by proposing ways in which household surveys can improve their representativeness of income and living conditions. 2003-2017 using the EU-SILC, focusing on the World Inequality Database (WID) adjustment as proposed in

This article studies the effects of the neighborhood in which a school is located on children's mathematics achievement in Chile. It uses data taken from a sample of 127,020 sixth grade students measured by the National Education Quality Measurement System [Sistema Nacional de Medición de la Calidad de la Educación]. The incorporation of a measurement of socio-economic polarization of the geographic environment, which is innovative in urban studies, allows us to qualify some critical aspects suggested in the academic discussion. A lagged dependent variable model is used, controlling for the score obtained by the same students in fourth grade. Using multilevel linear regressions, the results show positive effects related to participation in neighborhood organizations. One critical finding is that socio-economic polarization has a negative and significant impact on the educational achievement of sixth graders. The conclusions highlight the repercussions associated with acute inequalities in the neighborhoods, and speak to the importance of accessing dimensions which are more closely linked to cities' social structure.

We examine how different spatial compositions affect the educational achievement in mathematics of 16-year-old students in Chile, a Latin American country with high inequality and one of the most segregated education systems in the world. Conceptually, we complement the literature on ‘neighbourhood effects’, which typically addresses the influence of concentrated disadvantage, by focusing on concentrated advantage and its influence on educational outcomes. We construct a panel with all school students who took a national standardized mathematics test in 2010, 2014 and 2016 in the Metropolitan Region of Santiago, Chile. We complement it with survey data for the 52 districts of the Metropolitan Region, clustering the districts based on factors such as unemployment, economic inequality, access to services, experiences of violence and stigmatization. Our different identification strategies consistently show that concentrated poverty and affluence are both relevant for explaining educational achievement in mathematics above and beyond individual and school characteristics.