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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. The publications stemming from this project have been supported by a wide range of stakeholders, such as 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.
 
This document specifically represents an effort to further the analysis of specific relevant issues in each of the four areas considered by the Regional Teaching Strategy. These areas are: initial training; ongoing training and professional development; careers in education; and education policy institutions and processes. The discussion addresses the critical hubs that generate most of discussion or questions:

• Initial teacher training systems and standards applied for teacher training.  
• Professional teacher development based on collaborative learning.
• Performance evaluation, and,
• the institutional, political and economic aspects of education policies.

Six experts from Latin America were called in to execute this task -  Paula Louzano (Brazil), Lorena Meckes (Chile), Gloria Calvo (Colombia), Silvia Schmelkes (Mexico), Francisco Esquivel (Costa Rica) and José Weinstein (Chile). These experts have formulated documentation that provides a diagnosis with systematized regional information, together with compared evidence from developed countries regarding the different issues analysed.

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