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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

Educational Assessment in Latin America

By Ariel Fiszbein

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The following article by Ariel Fiszbein was originally written for Bastión Digital, which has given the Inter-American Dialogue permission to reproduce the text on the PREAL blog. To read the original article in Spanish, click here.

A basic principle of good management is that if clear objectives are not set and we do not measure to what extent they are being met, it is very difficult to obtain results. In the case of education this entails the existence of learning goals and assessment systems. Read more

Nicanor Restrepo Santamaría: Business Leader Committed to Education

By Jeffrey Puryear

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Nicanor Restrepo Santamaria, one of Latin America’s most distinguished civic and business leaders and a major figure in the business-for-education movement, died recently in Medellin, Colombia. As president of Suramericana de Inversiones (now Grupo Empresarial SURA), Restrepo played a crucial role in establishing a nationwide network of business leaders committed to improving education, and education policy. The business-for-education network soon spread to nearly all of Colombia’s departamentos and became a strong voice for improving education policy in the country. Read more

Producing High-Quality Teachers in Latin America

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By Jeffrey Puryear

We are pleased to share with you our most recent PREAL Policy Brief, “Producing High-Quality Teachers in Latin America.” The brief reviews the global debate on how to produce high-quality teachers, and connects that debate with conditions prevailing in Latin America. It discusses diverse approaches to the selection of teacher trainees, the content and regulation of training programs, and the assessment whether trainees are competent to teach. The brief summarizes some of the most commonly recommended strategies, and argues for an experimental, results-oriented approach.

Photo credits: l’interrogazione /  mbeoCC BY-NC-ND 2.0 (with modifications).

We Cannot Aspire to Quality Education Without Quality Teachers

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“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.”

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No One is a Prophet in His Own Land: Escuela Nueva in Colombia

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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

The State of Teacher Policies in Central America and the Dominican Republic

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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.

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Evaluation as a Management Tool: Interview with Silvia Montoya

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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.

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PREAL Publications: ICTs and Teacher Training in Latin America

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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

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