“We cannot aspire to quality education without quality teachers. If we want education to be a factor that fosters the socio-economic development of our country, we must review our teacher policies. Particularly, we must focus on three basic areas: (1) the labor context; (2) the process of recruitment, training and entry into the teaching profession; and (3) management of teachers.”
By Eduardo Velez Bustillo
Recently I had the opportunity to discuss informally with officials from the Ministry of Education (MOE) some of their ideas on how to improve the quality of rural education in Colombia. I was surprised to see that their agenda did not include strengthening of the Escuela Nueva Model (EN) that was fully supported by the MOE some years ago. Read more
By Federico Sucre
Evidence suggests that schools in Central America and the Dominican Republic do not provide the education that children and youth need. Despite the importance of teachers for learning, in most countries the systems of recruitment, training, retention and support of teachers, in addition to their management and monitoring systems, still have serious shortcomings.
An Interview with Silvia Montoya (SM) by Ariel Fiszbein (AF)
Ariel Fiszbein interviews Silvia Montoya, the new Director of the UNESCO Institute of Statistics, about her experience as Director in charge of evaluation in the Ministry of Education in the City of Buenos Aires, the lessons she learned about learning assessments and education statistics, and her expectations about her new job.
By Sarah Swig
The most recent Policy Brief “ICTs and Teacher Training: Initial Training and Professional Development” discusses teacher training in the use of Information and Communications Technologies (ICTs) in the classroom, based on the 2014 SITEAL publication ICT Policies in Education Systems in Latin America (available in Spanish). Read more
By Maria Oviedo
There is an alarming gap between the skills that the Latin American workforce offers and the skills that companies in the region demand. While educational coverage, tertiary education enrollment, and per-capita public expenditure on education in the region have all grown significantly in the last 30 years, the efforts have not translated into higher productivity levels. Read more
An interview with Sergio Fajardo (SF) by Federico Sucre (FS)
In an effort to understand the fundamental role of political leadership in the implementation of effective educational policies, Federico Sucre (Program Assistant for Education at the Inter-American Dialogue) interviewed Sergio Fajardo, who in his time as mayor of Medellin and now governor of Antioquia has made the achievement of quality education a top priority. Read more
By Ariel Fiszbein
In this document, entitled “Hacia una educacion de calidad para todos” and prepared for the first meeting of the Commission for Quality Education for All, we present our view on the five priority areas to improve the quality of education in Latin America
By Salvador Paiz
When we bake cookies there are two aspects of the process that are crucial: the oven temperature and the time it takes for the dough to finish baking. If the temperature is insufficient or the cookies do not remain in the oven long enough, surely we will have raw cookies.
According to the analogy of the cookies, the temperature at which we are baking refers to educational quality, and the baking time to the school year. Read more
The OECD Development Centre, the Commission for Latin America and the Caribbean (UN-ECLAC), and CAF – Development Bank of Latin America launched the Latin American Economic Outlook 2015. The report forecasts a slowdown in the region’s rate of growth and argues that reforms to strengthen education, skills, and innovation are necessary if countries in Latin America are to escape the middle income trap. Read more