![By Pontificia Universidad Católica de Chile from Santiago, Chile [CC-BY-SA-2.0 (http://creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons](http://prealblog.files.wordpress.com/2014/04/pisa-photo.jpg?w=652&h=300&crop=1)
Apr 17
By Ariel Fiszbein and Eduardo Velez Bustillo
Last month we conducted a regional survey on what Latin Americans interested in educational issues thought should be the new indicators to monitor progress in the education sector, especially in the context of the post-2015 Development Agenda. Read more
More than 15 years of work with PREAL, service as an English teacher in the Peace Corps, and my own children’s experience in school have shown me just how critical good teachers are to the success of any education system. Read more
By Alexandra Solano, with Scott Odell and T’Nia Crutchfield
The results of the 2012 PISA examination were released on December 3, 2013, immediately prompting reactions. Several actors, including PREAL, reported on the main takeaways for Latin America. Governments released statements, gave interviews, and offered press briefings. Read more
The Varkey Gems Foundation recently published a study that compares the status of teachers in 21 countries worldwide. All of the countries had participated in the PISA examination; only one—Brazil—was from Latin America. The study found major differences in the way teachers are perceived by the public. Read more
In a recent article on the 2013/14 UNESCO Education for All Global Monitoring Report, “Teaching and Learning: Achieving quality for all,” Dr. Marco Fernández, Director of Research at México Evalúa, discusses the importance of quality education in Mexico and the challenges the country faces to attain it. Read the complete text (in Spanish) here. Read more
I recently had the opportunity to hear Secretary of Education Claudia Costin speak about the series of reforms implemented in Rio de Janeiro’s education system since 2009. The Rio approach—system-wide reform with a strong focus on results—appears to have had significant positive outcomes and may offer useful lessons for reformers elsewhere in Latin America.
We are pleased to share with you an article written by our friends from OREALC/UNESCO Santiago on learning goals and the global agenda. It follows up on Ariel Fiszbein and Eduardo Vélez Bustillo’s recent blog post on the same subject.
By Moritz Bilagher, Mauricio Holz, and Juan Luis Iturria*
The recent launch of the 2013-2014 UNESCO Global Monitoring Report (GMR), which tracks worldwide progress in achieving Education for All (EFA), once more reminds us of the central importance of quality education for international development. Read more
On Wednesday, February 19, the Foro Educativo Nicaragüense (EDUQUEMOS) and the Consejo Superior de la Empresa Privada (COSEP), with the support of PREAL and IBIS Dinámica, presented the 2014 Report Card on Education in Nicaragua, “Quality and Equity for Human Development” (in Spanish). Read more
By Ariel Fiszbein and Eduardo Vélez Bustillo
The Millennium Development Goals endorsed by member countries of the United Nations in the year 2000 emphasized improving access to primary education. The targeted end date for these goals—2015—presents a clear opportunity to achieve a similar international commitment to improving learning for all children.
Each time PISA results are released, those of us who analyze them focus on the average performance of countries and, given our line of work, the most disadvantaged groups (women, rural students, and the poor). Yet the finding that never ceases to surprise my Argentine audiences is this: the most privileged students perform much worse than the public would expect. Read more
Ariel Fiszbein
Alejandro Ganimian
Alex Solano
Eduardo Vélez Bustillo
Jeff Puryear
PREAL
Scott Odell
Tamara Ortega Goodspeed
![By Pontificia Universidad Católica de Chile from Santiago, Chile [CC-BY-SA-2.0 (http://creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons](http://prealblog.files.wordpress.com/2014/04/pisa-photo.jpg?w=94&h=94&crop=1)
