Claudia Uribe

Dr. Claudia Uribe is a distinguished education analyst with experience in international education policy development. Her work and research have focused on the intersection of education, equity, and social development, emphasizing improving access to quality education in underserved communities.

Earlier in her career, she was a lead education specialist at the Inter-American Development Bank (IDB) for over 12 years (2003-2015), where she was responsible for leading, designing, and implementing education projects and programs across Latin America, conducting research and analysis to improve educational outcomes, and continuously engaging in policy dialogue with authorities and stakeholders to promote better education policies. She was based in Mexico from 2008 to 2014 and Jamaica from 2014 to 2015. Before joining IDB, she served as the director general of school organization at the National Ministry of Education in Colombia and was also co-director of the Center for the Support of Women and Families in Colombia.

From 2018 to 2024, she served as UNESCO Director of the Regional Office for Education in Latin America and the Caribbean (OREALC in Spanish), and the representative in Chile. In these roles, she led initiatives to advance the UN Sustainable Development agenda in Latin America, particularly SDG4, to promote quality and equitable education and lifelong learning in the region.

She has collaborated with organizations like the World Bank and UNICEF, and various governments and institutions globally, most recently with Mexico’s National Institute for the Evaluation of Education (INEE).

Claudia Uribe joined Tecnológico de Monterrey as Distinguished Professor in Education for the School of Humanities and Education.

• Doctorate in Education (Ed.D.), Administration, Planning and Social Policy, Harvard Graduate School of Education
• Master in Education (Ed.M.), Human Development, Harvard Graduate School of Education
• B.A., Anthropology, Tulane University
   

• Uribe, C., Murnane, R. J., & Willett, J. B. (2003). Why do students learn more in some classrooms than in others? Evidence from Bogotá. Harvard Graduate School of Education.
• Uribe, C., Murnane, R. J., Willett, J. B., & Somers, M. (2006). Expanding School Enrollment by Subsidizing Private Schools: Lessons from Bogotá. Comparative Education Review, 50(2), 241–277. https://doi.org/10.1086/500695
• Uribe, C. (2000). Políticas e incentivos que contribuyen al mejoramiento del desempeño y motivación docente. In J. C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las Américas. Harvard Institute for International Development, BID, USAID.