Abstract: The adoption of teleworking as a work modality in organizations has grown exponentially due to the current COVID-19 pandemic crisis. This phenomenon has allowing the development of remote activities that are normally carried out in person. However, there is a concern among managers and employers due to the apparent absence of control and decreased productivity when using teleworking. For this reason, this article reviews, through two case studies of teleworkers surveillance and control software, the way in which their use provide support to the theory of formal and informal control, and how it can improve perception about the teleworking application and offer guarantees to employers. Similarly, the manuscript discusses the effects on the quality of life and personal behavior of employees who are involved within this modality. Resumen: La adopción del teletrabajo como modalidad laboral en las organizaciones ha crecido exponencialmente debido a la crisis actual de pandemia por COVID-19. Esto ha permitido el desarrollo de actividades a distancia que normalmente se realizan de forma presencial. Sin embargo, existe una preocupación en los gerentes y empleadores por la aparente ausencia del control y disminución de la productividad en su uso. Por tal razón el presente artículo revisa, a partir de dos casos de estudio de softwares de vigilancia y control de teletrabajadores, la forma en que su utilización brinda soporte a la teoría del control formal e informal, y cómo puede mejorar la percepción en la aplicación del teletrabajo al ofrecer garantías a los empleadores. De igual manera, se discuten las afectaciones en la calidad de vida y comportamiento personal de los empleados involucrados en esta modalidad.

Abstract: Purpose: The aim of this study is to understand the role performed and the challenges faced by emergent groups and spontaneous volunteers during the response of Covid-19 emergency. Moreover, this study seeks to examine if structural social capital wealth is related or no with spontaneous volunteerism during Covid-19 outbreak. To be able to assess and compare if the variation between bonding, bridging and linking social networks from place to place impact volunteers´ management the study will be conducted in United Kingdom and Colombia. Design/methodology/approach: This study comprises of qualitative and quantitative methodological approaches. A comprehensive literature review was undertaken alongside an online survey with volunteers in Colombia and United Kingdom and online interview. Analyze survey results: Descriptive statistics, t-test and data visualization and qualitative data analysis were implemented to. Findings: Spontaneous volunteerism during Covid-19 was not relate with structural social capital wealth. A centralized management and communication sharing can improve emergency response and volunteers' performance. The more common volunteering activity was food distribution and the biggest challenge was fear of contagion. Practical implications: The author provide insights to improve spontaneous emergency response in the future. In addition, present the excellent opportunity that official organizations are facing to formally work and train spontaneous volunteers. Originality/value: The author introduces a different of social capital and volunteering relationship. Additionally, offer suggestions to improve volunteers´ management from the strengthening of structural social capital.

Abstract: Latin America was in turmoil in 2019. Protests raged across different countries and against governments across the political spectrum. Widespread mobilisation from social organisations denounced corruption and voiced various demands, including greater political freedoms, better and affordable public services, and the urgent need to tackle corruption and inequality in Mexico, Guatemala, Nicaragua, Honduras, Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile and Brazil. The region ended the year with unfulfilled promises of a new social pact, and the promise of intensified mobilisations.

Abstract: South Africa remains one of the most unequal countries in the world. The current levels of inequality are the legacy of the segregation and marginalization of the vast majority of its citizenry in every aspect of South Africa’s socio- economic development before and during apartheid. Contemporary inequality literature is unambiguous about the fact that such extremely high levels of inequality are detrimental to a country’s development path and stifle a country’s potential in multiple dimensions (Wilkinson and Pickett 2010). In South Africa, poverty and inequality are often mentioned in the same breath. This elides over important conceptual differences between poverty (measured by incomes at a particular threshold) and inequality (measured by gaps between groups or individuals). Poverty is analysed as an individualized metric, the income level of a person or the level of a multi- dimensional index relative to an income or multidimensional poverty line (for a fuller discussion on poverty in South Africa see chapter 8 of this volume). On the other hand, inequality is a relational concept; one is more or less equal in relation to another (Tilly 1998). As such the analysis of poverty cannot necessarily explain the forces reproducing intergenerational inequality or poverty. Analysing inequality is better suited to unveiling the societal processes driving the provision and allocation of assets, and services and the determinants of well- being, and can better describe the forces reproducing intra-generational and intergenerational inequality. This is the task of this chapter.

Abstract: The promotion of education as a human right became part of the discourse of international aid agencies and banks since the end of WWII. Consequently, studies of development have examined the conditions under which education becomes a driver of socio-economic progress under three theories: “modernization”, “human capital”, and “dependency”. Previous research has not agreed on the impact of education on inequalities and mainly adopted a quantitative approach. This dissertation implements a mixed-methods approach to examine context-specific variables in comparative education with the “dependency” theory. The outbreak of COVID-19 in 2020 generated great losses in human capital accumulation. In Latin America, one of the most unequal regions in the world, the impact of school disruption increased drop-out rates and forced governments to generate measures to mitigate learning losses. This dissertation examines through a comparative analysis to what extent remote learning policies implemented during COVID-19 reduced inequality gaps in Chile and Colombia, with a particular focus on secondary education. Moreover, as intervening variables, it selects two neoliberal characteristics: privatization and government intervention. Colombia and Chile implemented multimodal education policies during COVID-19. However, in Colombia, school closures lasted longer than in Chile. The PISA exam forecast of the World Bank also suggests that education inequality gaps in secondary education increased after the pandemic, with greater inequalities in Colombia. Moreover, the Gini coefficient shows that Colombia has been more unequal than Chile before and after COVID-19. Lastly, the analysis of the intervening variables shows that remote learning policies were unable to reduce inequalities and mainly favoured private institutions and urban areas. Finally, as part of the lessons, this research suggests that the neo-liberal characteristics of both countries marked a difference in the implementation of policies. Moreover, the lack of information incentivised the adoption of good practices that become suitable policy alternatives when adapted to local needs. Lastly, this research evidences the need for LAC to include technological tools in their education systems to respond to future crises.

Resumen: Las restricciones derivadas de la pandemia por el coronavirus 2019 instauraron un contexto prolongado de implementación forzosa de teletrabajo en diversas organizaciones e instituciones. El presente estudio examina el impacto ejercido por la intensidad en la adopción de dicho esquema laboral sobre la satisfacción de los colaboradores del sector de la educación superior. Para ello, se aplicó un instrumento transversal sobre una muestra de 154 colaboradores de una universidad colombiana, cuyos datos fueron analizados mediante un modelamiento de ecuaciones estructurales. Los resultados obtenidos sugieren la existencia de una asociación significativa entre las variables en cuestión. Se observa además que tanto los individuos mayores de 40 años como aquellos que cuentan con un lugar aislado para teletrabajar tienden a favorecer dicha relación. Abstract: The restrictions derived from the pandemic by the coronavirus 2019 created a prolonged context of forced implementations of telework in several organizations and institutions. This study examines the impact exerted by the intensity of the adoption of this work scheme on the satisfaction of employees in the higher education sector. To do this, the study applies a cross-sectional instrument to a sample of 154 employees of a Colombian university, and the data obtained was subsequently analyzed by structural equation modeling. Results suggest the existence of a significant association between the variables in question. It is also observed that both individuals over 40 years of age and those who have an isolated place to telework tend to favor this relationship.

Abstract: Evidence about the effectiveness of school closures as a measure to control the spread of COVID-19 is controversial. We posit that schools are not an important source of transmission; thus, we analyzed two surveillance methods: a web-based questionnaire and a telephone survey that monitored the impact of the pandemic due to COVID-19 cases in Bogotá, Colombia. We estimated the cumulative incidences for Acute Respiratory Infection (ARI) and COVID-19 for each population group. Then, we assessed the differences using the cumulative incidence ratio (CIR) and 95% confidence intervals (CI95%). The ARI incidence among students was 20.1 times higher when estimated from the telephone survey than from the online questionnaire (CIR: 20.1; CI95% 17.11–23.53). Likewise, the ARI incidence among choolteachers was 10 times higher in the telephone survey (CIR: 9.8; CI95% 8.3–11.5). The incidence of COVID-19 among schoolteachers was 4.3 times higher than among students in the online questionnarie (CIR: 4.3, CI95%: 3.8–5.0) and 2.1 times higher in the telephone survey (CIR = 2.1, CI95%: 1.8–2.6), and this behavior was also observed in the general population data. Both methods showed a capacity to detect COVID-19 transmission among students and schoolteachers, but the telephone survey estimates were probably closer to the real incidence rate. Resumen: La evidencia sobre la efectividad del cierre de las instituciones educativas como una medida para controlar la transmisión del COVID-19 es controversial. Nosotros postulamos que los colegios no son una fuente importante de transmisión, por lo tanto, se analizaron dos métodos de vigilancia: un cuestionario en línea y una encuesta telefónica que monitoreaba el impacto causado por los casos de la pandemia de COVID-19 en Bogotá, Colombia. Se estimó las incidencias acumuladas por infección respiratoria aguda (IRA) y COVID-19 para cada grupo poblacional. Posteriormente, se evaluaron las diferencias usando la tasa de incidencias acumuladas (TIA) con intervalos de confianza del 95%. La incidencia de IRA en los estudiantes fue 20.1 veces más alta cuando se estimó a partir de la encuesta telefónica frente al cuestionario en línea (TIA: 20.1; IC95% 17.11–23.53). Igualmente, la incidencia de ARI entre los docentes fue 10 veces más alta en la encuesta telefónica (TIA: 9.8; IC95% 8.3–11.5). La incidencia de COVID-19 en los docentes fue 4.3 veces más alta que la de los estudiantes de acuerdo con el cuestionario en línea (TIA: 4.3, IC95%: 3.8–5.0) y 2.1 veces más alta en la encuesta telefónica (CIR = 2.1, CI95%: 1.8–2.6), y este comportamiento también se observó en los datos de la población general. Ambos métodos de vigilancia mostraron ser capaces de detectar la transmisión del COVID-19 entre los estudiantes y los docentes, pero las estimaciones derivadas de la encuesta telefónica fueron probablemente más cercanas a las tasas de incidencia reales.

Abstract: The urban projects proposed by subsequent administrations from Bogota with thepurpose of solving concerns regarding homeless youth have been developed as aresponse to physical and spatial issues, as well as public health difficulties associated withdrug use. The crisis addressing the current global health emergency proves that theseprojects associate power technologies that seek despacialization trend. Besides studying the problem area previously described, the present article analyzes a series of spatial components adapted to the spatialization for homeless youth exposed to covid-19. Resumen: Los proyectos urbanos propuestos por sucesivas administraciones de Bogotá con el propósito de resolver la problemática de los/as jóvenes habitantes de calle han sido formulados como respuestas a problemas físico-espaciales y de salud pública asociados con el consumo de drogas. La actual coyuntura de emergencia sanitaria global evidencia que estos proyectos vehiculizan tecnologías de poder que procuran el fenómeno de desespacializacion. Además de estudiar la problemática descrita, en el presente artículo se analiza una serie de elementos espaciales adecuados a la espacialización de los/as jóvenes habitantes de calle expuestos al covid-19.

Reorganizar e innovar la escuela, o reinventarla, es la urgencia actual para poder garantizar un servicio educativo a través del modelo de alternancia para la asistencia presencial de los estudiantes y teniendo como condición necesaria la implementación de estrategias sanitarias con altos estándares de bioseguridad, así como identificar lo esencial en la atención de los alumnos en cuanto a sus aprendizajes y aspectos relacionados con la formación integral y desarrollo socioemocional, que al lado de los bajos niveles de aprendizaje académico y desarrollo cognitivo se vienen afectando por la contingencia de un aprendizaje remoto en casa.

30 hojas : ilustraciones, fotografías a color.