Catastro de experiencias relevantes de políticas docentes en América Latina y el Caribe
This text is part of a systematic study developed by UNESCO with support from the Centre for Studies in Educational Policy and Practice (CEPPE) and the network of regional experts cooperating with the Regional Teaching Strategy. A wide range of stakeholders has supported the publications stemming from this project. They include representatives from the ministries of education, universities and teacher training institutions, teachers’ unions and associations and civil society, among others. These aim to contribute to the formulation of education policies in Latin America and the Caribbean.
In its second phase (2012-2013), the Regional Teaching Strategy aims to contribute to the dissemination and knowledge of significant and successful education policy experiences developed in different countries throughout Latin America. The goal is to incorporate new perspectives stemming from practice. This survey constitutes an important tool for meeting this objective.
The survey addresses initial training; ongoing training and professional development; careers in education and working conditions; as well as education policy institutions and processes. State of the Art regional experiences were taken as a starting point for formulation. (The experiences had been already mentioned in previous documents (see Background and Criteria for Teachers’ Policies Development in Latin America and the Caribbean, UNESCO-OREALC, 2013). The experiences had been studied during the first phase of the Regional Teaching Strategy. They show evidence from several valuable initiatives in terms of innovation and answers to complex problems, answers developed in the region that are not familiar to most relevant educational actors. Besides the experiences referred to in said document, other experiences that are just as valuable have been added.
This publication is offered to educational institutions and stakeholders from the countries in the region –governmental agencies, academic institutions, educational organizations, researchers and others– so that it can be useful in the design and evaluation of policy alternatives, according to the specific needs of education policy discussion, evaluation and design in each country.
In addition, this updated information can encourage live interchange (internships) or virtual interchange, contributing to the dissemination of practices conducted in different contexts which may be useful for analysis when it comes to designing policies and projects.
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