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Education Reform in Mexico: Is It at Risk?

By Maria Oviedo

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The quality of Mexico’s education system is deficient. In the latest Program for International Student Assessment (PISA) evaluations of 2012, Mexico ranked 53 out of the 65 countries that participated in the examinations, and last out of the 35 participating OCDE countries. 55% of students in Mexico did not reach a basic competency level (Level 2) in Math, while 41% and 47% did not achieve basic proficiency in Language and Science, respectively. Read more

Committed to Improving the Quality of Education

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It is an honor to announce the appointment of Alejandro Ganimian as a Non-Resident Fellow of the Education Program at the Inter-American Dialogue. The following is an interview between our Director Ariel Fiszbein (AF) and Ganimian (AG). Read more

Mexico’s Energy Reform: Bridging the Skills Gap

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By Rebecca O’Connor and Lisa Viscidi

Firms across Latin America are complaining about the difficulties of recruiting workers with the technical skills their businesses demand. Lack of adequate skills is becoming a bottleneck for growth in technologically complex industries, harming government efforts to increase investment in strategic sectors of the economy. In Mexico, the energy reform creates opportunities to generate new jobs and educate and train workers in specialized skillsets, but the country will also face challenges in meeting additional demand for skilled labor.

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Education as a Priority in Public Administration

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Federico Sucre (FS), Program Assistant of the education program at the Inter-American Dialogue, interviews Juan Maragall (JM), Secretary of Education of the state of Miranda in Venezuela. Read more

The State of Teacher Policies in Guatemala

Por Verónica Spross

El pasado 6 de mayo el Centro de Investigaciones Económicas Nacionales (CIEN), con el apoyo del Programa de Educación del Diálogo Interamericano, presentó el estudio El estado de las políticas docentes en Guatemala. El estudio forma parte de un proyecto regional que abarca estudios similares en cuatro países, incluyendo El Salvador, Honduras y República Dominicana, además del caso guatemalteco. Read more

Global Trends and the Future of Higher Education in Chile

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By Sergio Bitar

We are pleased to share with our readers the article Global Trends and the Future of Higher Education in Chile (available in Spanish), by Sergio Bitar, Senior Fellow of the Inter-American Dialogue, who analyzes a series of global trends and the effects they could have on education policies in Chile. The article examines the implications of four specific trends: a) demographic changes, b) globalization and productivity, c) disruptive technologies, and d) governance for democracy. Read more

Learning to Read, or the Biggest Failure in Education

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By Eduardo Vélez Bustillo

The results from TERCE highlight one of the biggest issues in the education sector in Latin America. The elephant in the room, if you may, is that most children do not learn how to read at the proper age. According to TERCE, 2 out of 3 third grader students do not reach higher than Level II in the reading test. Read more

Teacher Policy in the Dominican Republic

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By Enrique Darwin Caraballo^

On April 23, EDUCA—Business Action for Education—presented the report The State of Teacher Policies in the Dominican Republic (available in Spanish) to the national education authorities, businessmen, social organizations, university presidents, the educational community, and the general public. This document, prepared as part of a project led by the Inter-American Dialogue and supported by the Inter-American Development Bank for Central America and the Dominican Republic, seeks to make teacher policy a priority on the national agenda, qualify the debate, and strengthen civil society efforts for improving the design and implementation of education policies. Read more

Achievements and Challenges: Education for All in Latin America

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April 9th marked the launch of UNESCO’s 2015 Education for All (EFA) Global Monitoring Report. These reports are designed to evaluate global progress towards the six EFA goals established in the Dakar Framework for Action in 2000, when representatives of 164 countries gathered for the World Education Forum. Since the Framework for Action set goals to be achieved by 2015, this latest report assesses the extent to which these goals have been met, and presents lessons for the development of a post-2015 educational agenda.

We are pleased to share with you the following analyses by three collaborators of the Inter-American Dialogue’s education program, on the 2015 EFA Global Monitoring Report: Read more

The Teach For All Experience and Its Lessons for Latin America

By Belen Cumsille R. and Ariel Fiszbein

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The following paper was originally written for EPAA/AAPE, a journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.

We are pleased to share a recent paper written by our Program Director Ariel Fiszbein and former intern Belen Cumsille, which  analyzes the experience of Teach For All partners in different countries around the globe in three areas: (a) Recruitment and Selection; (b) Training and Development; and (c) Placement. Read more


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