Teacher Policy Report Cards

In 2015, the Inter-American Dialogue began publishing a series of country-level report cards on teacher policies in Latin America. The policy papers, written in partnership with organizations in the region, seek to build awareness among leaders and decision-makers regarding the importance of teacher policy, strengthen the capacity of national groups to analyze education policy and create a group of energized leaders – governmental and nongovernmental – capable of promoting reforms.

Argentina

In partnership with the Organización de Estados Iberoamericanos (OEI).

Costa Rica

In partnership with Programa Estado de la Nación (PEN).

El Salvador

In partnership with Fundación Salvadoreña para el Desarrollo Económico (FUSADES).

Guatemala

In partnership with Centro de Investigaciones Económicas Nacionales (CIEN).

Honduras

In partnership with Fundación Ricardo Ernesto Maduro Andreu (FEREMA).

Panama

In partnership with Unidos por la Educación (Unidos).

Peru

In partnership with Instituto de Estudios Peruanos (IEP).

Dominican Republic

In partnership with Acción Empresarial por la Educación (EDUCA).

Recent decades have seen significant attempts to reform teacher policies in an effort to create a more meritocratic and competitive teaching force. Although there has been significant progress in establishing clear standards for teachers, increasing pay and building awareness of the need to improve the quality of the teaching force, there are still significant barriers to ensuring that every student has a excellent teacher.

This project was made possible by support from the Inter-American Development Bank’s Institutional Capacity Strengthening Thematic Fund (ICSF), established with contributions from the government of the People’s Republic of China. The report on Argentina was produced with support from the Organization of Ibero-American States (OEI).

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