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ID 50530
file
creator
Stanton, Sarah
Guzmán, Michelle
Malnatti, Lucila
abstract
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.
journal title
Journal of international cooperation in education
volume
Volume 22-23
issue
Issue 2
start page
57
end page
70
date of issued
2020-12-31
publisher
Center for the Study of International Cooperation in Education
issn
1344-2996
1344-7998
ncid
language
eng
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
© 2020 CICE All rights reserved.
department
Center for the Study of International Cooperation in Education
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