Teacher Labor Markets in Developing Countries

2000

PsycEXTRA Dataset, 2000

2005

2001

This paper examines whether teacher salary policies in the Americas can contribute to sustainable development and improve social conditions among at-risk populations. Many countries have invested in specific interventions. Chile worked to boost learning at low-performing schools. Argentina invested in new facilities to provide poor, rural schools with better learning environments. El Salvador developed community-managed schools. Countries have invested heavily in teacher training, resulting in rising enrollments, literacy, and test scores. Governments need to make such programs permanent. The cornerstone of sustained success in bringing quality education to all rests on the government's ability to attract appropriate numbers of qualified candidates to reproduce these results systemwide. This requires expanding recruitment of qualified teachers, now a scarce resource because of perceived low salaries. Increasing opportunities for the well-educated top percent of the population has resulted in soaring incomes, while teacher wages remain low. Reduction of poverty in the Americas remains a serious challenge. Many hope that education can modify this trend. However, access to quality education for all children who now identify poverty with powerlessness and lack of access to the job market requires a major revision in teacher recruitment and salary policies. (Contains 17 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

Journal of international cooperation in education, 2020

In Latin America, as in other regions of the world, the expansion of education coverage has led to concern about safeguarding the quality of instruction. In particular, the selection, training, and professional certification of teachers and the support they receive via continuous professional development remain key policy challenges. Target 4.c of the UN's Sustainable Development Goals, which prioritizes the need for a well-trained and qualified teaching force, provides a call to action and an international commitment to strengthening teacher quality. Reaching this target by 2030 will require collective action across countries and sectors within the education field. In this paper, we offer an overview of the current state of teacher policies in Latin America, propose a set of policy priorities to improve teacher quality in the region, and argue for a regional and collaborative approach to strengthening teacher policies.

2018

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Documentos De Trabajo, 2004

NORRAG News 50, 2014

A brief reference (2012-2013) on teacher policies facing gaps and challenges in Central America | Under initivatives promoted by PREAL (Inter-American Dialogue @PrealEd); UNESCO Santiago @UNESCOSantiago; OAS Teacher Education Network @ITEN_RIED, and CECC/SICA @CECCSICA.

This paper discusses performance evaluation and the introduction of incentives into education in Latin America from an analytical and methodological perspective. The aim is to describe ongoing strategies and learn from practical experiences in this field. The cases analyzed reveal that school-level evaluations and collective incentives adapt better to the characteristics of the educational process and the potential for teamwork, while individual evaluations pose some difficulties. Several evaluation systems currently in use emphasize educational inputs and, in some cases, mainly compliance with rules and procedures, irrespective of education results (output). If the factors considered in assessing school performance do not correlate well with educational achievement, the incentives vanish. Hence, the importance of emphasizing output and ensuring that if measures are included for inputs and processes, these must line up with educational achievement. #

Last March, in a PREAL's workshop on the teaching profession, a sociology professor in Central America stated: "The best education reforms will fail if they do not have sufficient quantity and quality of teachers". The phrase's meaning seems to be obvious. However, the Central American professor specified he was citing Jean Piaget 3 , who wrote that thought in a book published in 1969 4 … that means a bit more than forty years ago! I wonder what Mr. Piaget would state if he were facing the challenges of the teaching profession today. I think he could be surprised about how his 40-year old thought still remains relevant to most education systems around the world.