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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

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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