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Latin America & Caribbean

Evolución de la capacitación de los directores de escuelas: enseñanzas de las experiencias de América Latina

Melissa Adelman's picture
Also available in: English
Foto: World Bank

Para enfrentar la crisis mundial de aprendizaje (i) es necesario mejorar la experiencia de los estudiantes jóvenes, y así ayudarlos a aprender y avanzar más en su educación. Los directores son centrales en esa experiencia: desde la limpieza de la escuela, hasta la manera en que los estudiantes y los maestros interactúan y la motivación y el esfuerzo que estos últimos muestran en las aulas. Por ello, no es sorpresivo que se considere a los directores, después de los maestros, como el insumo escolar más importante para el aprendizaje de los estudiantes (consulte este artículo y este sitio web). (i) Sin embargo, en muchos países de ingreso mediano y de ingreso bajo, solo recientemente las maneras de seleccionar, capacitar, apoyar e incentivar a los directores de escuelas han pasado a primer plano en los debates sobre las políticas educativas.

Evolution of school principal training: Lessons from Latin America

Melissa Adelman's picture
Also available in: Español
After teachers, principals are considered to be the most important school input to student learning. Photo: World Bank

Addressing the global learning crisis requires improving the experience of young students, to help them learn more and progress further in their education.  Principals are at the heart of shaping that experience – from the cleanliness of the building, to the way that students and teachers interact with each other, to the motivation and effort teachers make inside their classrooms.    So it is no surprise that, after teachers, principals are generally considered to be the most important school input to student learning (see here and here).  Yet principals – how they are selected, trained, supported, and incentivized – have only recently come to the forefront of education policy discussions in many middle and lower income countries. 

Teach: Enfrentar a crise da aprendizagem, uma sala de aula de cada vez

Ezequiel Molina's picture
Also available in: French | English | Español | Arabic



Apesar do enorme progresso feito para que mais crianças estejam em sala de aula, estamos no meio de uma crise global de aprendizagem, onde um grande número de crianças conclui o ensino primário sem sequer possuir competencias básicas de literacia e numeraciaO que explica este fenómeno?  Para responder a esta pergunta, considere os seguintes exemplos de salas de aula onde as chances de levar os alunos ao sucesso são improváveis.

Teach: Abordando la crisis de aprendizaje, aula por aula

Ezequiel Molina's picture
Also available in: French | English | Portuguese | Arabic



A pesar del enorme progreso realizado en lograr que haya más niños en el aula, nos encontramos en medio de una crisis global de aprendizaje, donde un gran número de niños finalizan la educación primaria sin siquiera poseer las habilidades básicas de lectura, escritura y aritmética. ¿Qué explica este fenómeno?  Para responder esta pregunta, considere los siguientes ejemplos de aulas donde las posibilidades de éxito de los estudiantes son muy bajas.

Teach: Tackling the learning crisis, one classroom at a time

Ezequiel Molina's picture
Also available in: French | Español | Portuguese | Arabic
 



Despite tremendous progress in getting children into the classroom, we are experiencing a global learning crisis, where a large share of children complete primary school lacking even basic reading, writing, and arithmetic skillsWhat explains this phenomenon? To answer this question, consider the following examples of classrooms that are unlikely to put students on a path to success. 

Teachers and trust: cornerstones of the Finnish education system

Jaime Saavedra's picture
Also available in: Français | Español



Public school teachers in Brazil, Indonesia or Peru have stable jobs, enjoy high level of legal protection, and are part of teacher unions that shield them politically. Public school teachers in Finland also have stable jobs and are rarely fired. They are represented by a powerful teacher union, which is very influential among other stakeholders in policy discussions. Why do student learning outcomes among these countries vary dramatically?

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