18.03.2013 - UNESCO Office in Santiago

Background and Criteria for Teachers’ Policies Development in Latin America and the Caribbean

This book is an important product of the UNESCO “Regional Strategy on Teachers in Latin America and the Caribbean”, as well as part of the worldwide “Teachers for Education for All” strategy. A team from the Centre for the Study of Educational Policies and Practices (CEPPE) of the Universidad Católica de Chile has acted as the technical secretariat in the development of this regional strategy and in the elaboration of the present text.

The objective of this book is to formulate a state of the art and guidelines for teaching policies in the countries of Latin America and the Caribbean, considering the following aspects: initial training, professional development, the teaching profession and teaching policy institutions and processes.

For the production of this book, OREALC/UNESCO Santiago defined a work method based on both the input of Latin American experts on teaching policies and the contributions of eight national consultation and deliberation groups from Argentina, Brazil, Chile, Colombia, Guatemala, Mexico, Peru and Trinidad and Tobago, composed of representatives from the government, academic sphere and teachers’ unions. The result is the product of the interaction between two sources and types of knowledge and action criteria: one specialised regarding teaching challenges at the national level, and the other based on the experience of related national groups.

The text will allow those concerned with policies related to the teaching sector – including decision-makers, researchers or actors in the field of education – to have access to relevant information, to understand the main critical challenges faced in their different dimensions and to discuss the general criteria and guidelines which have been proposed. Likewise, the contents proposed are meant to contribute to the generation of contextualised discussions regarding the reality of each country among the different educational policy actors in the countries of the region in order to advance towards educational systems that have teachers who are well-prepared, committed and socially recognised, as needed to ensure educational quality and equality.

At the same time, the text outlines the dilemmas and tensions that demonstrate a need for more in-depth research, reflection and discussion of crucial topics in order to design policies that allow for transformations to promote the strengthening of the teaching profession, based upon the improvement of initial training, professional development, and teaching practices, as well as the regulations and conditions under which these are developed.

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