Teacher Policy

This post is also available in: Spanish

The Inter-American Dialogue leads a project designed to strengthen civil society support for improving teacher policy in Latin America. The goal is to raise the profile of education reform, stimulate debate, and help build the consensus necessary to enable the region’s governments to adopt new and more effective teacher policies.

The first phase of the project (2013-2015) focused on teacher policies in Guatemala, Honduras, El Salvador, and the Dominican Republic. The second phase of the project (2016-2018) focuses on teacher policies in Argentina, Costa Rica, Panamá and Perú, and will also produce a report that analyzes the lessons from Shanghai-China’s education system. This project is 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).

Teacher Policy Report Cards

In order to build awareness among leaders and decision-makers regarding the importance of teacher policy, the Dialogue partners with organizations in the region to produce a series of teacher policy report cards. The report cards seek to strengthen the capacity of national groups to analyze education policy and create a group of energized leaders – governmental and nongovernmental – capable of promoting reforms.

Our partners for the current stage of this project are:

  • Argentina: Organización de Estados Iberoamericanos (OEI)
  • Costa Rica: Programa Estado de la Nación (PEN
  • Panamá: Unidos por la Educación (Unidos)
  • Perú: Instituto de Estudios Peruanos (IEP)

The following report cards from the current phase (available in Spanish) have been published:


Our partners from the first phase of the project are:

  • Dominican Republic: Acción Empresarial por la Educación (EDUCA
  • El Salvador: Fundación Salvadoreña para el Desarrollo Económico (FUSADES)
  • Guatemala: Centro de Investigaciones Económicas Nacionales (CIEN
  • Honduras: Fundación Ricardo Ernesto Maduro Andreu (FEREMA

The following are the four report cards from the first phase of the project (available in Spanish). In addition, we prepared a comprehensive report card that analyzes the most important trends, synthesizes the most relevant findings, and proposes areas of improvement at the regional level.

El Salvador RC Guatemala Honduras RC RD RC Front Cover Eng


Policy Briefs

PREAL Policy Briefs provide non-technical summaries of key topics in the field of education policy. The following series offers eight policy briefs that aim to promote informed debates on how to improve the quality and effectiveness of teacher policies Latin America.

1. What Great Teachers Do (Puryear)What Great Teachers Do - Cover
2. Evaluating Teachers (Ortega & Crutchfield)Evaluating Teachers for Effectiveness - Cover
 3. Use of Classroom Time (Ortega)Managaing Classrooms to Support Learning - Cover
 4. Teacher Perceptions & Practices (Cumsille)Teacher Perceptions & Practices - Cover
5. School Principals in Chile (Weinstein & Muñoz)Principals in Chile - Cover
6. ICT and Teacher Training (Swig)ICT and Teacher Training - Cover
7. Producing High-Quality Teachers (Puryear)Producing High-Quality Teachers - Cover
8. Teacher Policy in CA & DR (Sucre & Fiszbein)Teacher Policies in Central America - Cover

Teacher Policy Seminar

The Inter-American Dialogue, in collaboration with the national partners and the Inter-American Development Bank, hosted a high-level seminar on emerging issues in teacher policy in Central America and Dominican Republic. The seminar took place in Panama City on March 4, 2015 and convened civil society individuals, academics, government officials, and education experts. A video of the seminar is available below. Pictures are available here.

Speaker Presentations: