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Regional Strategic Project on Teachers in Latin America and the Caribbean

Photo credit: Un estudio aborda la relación profesor-alumno desde la perspectiva de estudiantes UC / Pontificia Universidad Católica de Chile / CC BY-NC-SA 2.0

Lea en español

We are pleased to share with our readers some recent publications of the Proyecto Estratégico Regional sobre Docentes (Regional Strategic Project on Teachers), led by UNESCO/OREALC and the Center for Studies in Education Policy and Practice (CEPPE), from the Catholic University of Chile, PUC.

The following documents were publicly released on November 27 at the Casa Central of the Catholic University of Chile, with the participation of representatives from the teachers’ union, church organizations, senior government officials, and civil society organizations. Below is a brief summary of each publication, along with the links (in Spanish) to access them:

  1. Background and Criteria for the Development of Teacher Policies in Latin America and the Caribbean (Spanish)

This publication aims to develop a “state of the art” analysis of teacher policies in Latin America and the Caribbean, along with recommendations for change, considering the following dimensions: initial training, continuing education, the teaching career, and institutions and processes of teacher policies. The proposed contents are intended to contribute to creating contextualized discussions within the reality of each country among the different actors involved in teaching policy in the region, in order to move towards educational systems with well-prepared, committed, and socially recognized teachers required to assure educational quality and equity.

  1. Registry of Relevant Experiences in Teacher Policy in Latin American and the Caribbean (Spanish)

In order to create a Registry of Experiences covering the four dimensions mentioned above, the examples of experiences mentioned in the state-of-the-art analysis were used as a starting point, including many valuable initiatives in terms of their innovation and response to problematic issues, which were developed in the region but are not sufficiently known. Other equally interesting experiences from many different countries have been added to this list.

  1. Critical Themes for Formulating New Teacher Policies in Latin America and the Caribbean: The Current Debate (Spanish)

The second phase of the Regional Strategic Project (2012-2013) considers the elaboration of specific relevant themes in each of the four areas identified above. It deals with critical issues that generated further discussion and questions during the initial phase, which were judged to require a second effort. To this effect, it was requested that working papers be produced to provide an assessment with systemic regional information and comparative evidence from the first world about the themes, in order to contribute with updated and wide-ranging information, as an analysis of the key or “generative” issues, to the design and implementation of public policies related to the teaching profession.

Finally, we share a recent report on “School Leadership in Latin America and the Caribbean: A State-of-the-Art Analysis Based on Eight School Systems in the Region” (Spanish), prepared by José Weinstein at the Doctorate of Education of Diego Portales University and Alberto Hurtado University in Chile.

Photo credit: Un estudio aborda la relación profesor-alumno desde la perspectiva de estudiantes UC / Pontificia Universidad Católica de Chile / CC BY-NC-SA 2.0 (with modifications)

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