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Great Teachers : How to Raise Student Learning in Latin America and the Caribbean--OverviewWhile the importance of good teaching
 may be intuitively obvious, only over the past decade has
 education research begun to quantify the high economic
 stakes around teacher quality. In a world where the goals of
 national education systems are being transformed, from a
 focus on the transmission of facts and memorization to a
 focus on student competencies for critical thinking, problem
 solving and lifelong learning the demands on teachers are
 more complex than ever. Governments across the world have
 put teacher quality and teacher performance under increasing
 scrutiny. The Latin America and the Caribbean (LAC) region
 is no exception to these trends; indeed, in some key areas
 of teacher policy, the region is at the vanguard of global
 reform experience. The study aims to benchmark the current
 performance of LAC s teachers and identify key issues. It
 shares emerging evidence on important reforms of teacher
 policy being implemented in Lac countries. The study also
 analyzes the political room for maneuver for further reform
 in Lac. They focus on teachers in basic education
 (preschools, primary and secondary education) because the
 quantitative and qualitative challenges of producing
 effective teachers at these levels differ in key ways from
 university-level education, which has been addressed in
 other recent World Bank publications.
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Chile - Institutional Design for an Effective Education Quality AssuranceThe main objective of this report is to
 present the Government of Chile with policy options related
 to the institutional distribution of roles and
 responsibilities for effective quality assurance in
 education. Following the introduction, the report is
 structured as follows. Chapter II presents background
 information on the evolution of Chile's education
 system since 1980. This information, together with an
 analysis of the current situation of the education sector,
 describes the motivation for the study and demonstrates the
 urgent need to shift the focus in education policy to
 quality assurance. Chapter III describes the conceptual
 framework developed for the analysis of how successful
 systems carry out education quality assurance. The framework
 developed identifies education participants, including:
 students; teachers; principals and school administrators;
 schools; local governments (districts, municipalities);
 regional governments (states, provinces); and the national
 government. Chapter IV applies the framework to the nine
 education systems selected as comparisons and presents a
 summary of the quality assurance functions and institutions
 in each selected education system. Chapter V describes the
 four alternative instructional visions for quality assurance
 in education developed as a result of the international
 review. Finally, Chapter VI presents policy options for the
 distribution of roles and responsibilities for education
 quality assurance across individuals and/or institutions,
 which vary depending on the instructional vision followed.
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Diversos Caminhos para o Sucesso Educacional : Boas Praticas e Desempenho dos Alunos na Prova Brasil - Identificando Casos bem Sucedidos nas Redes Municipais de EnsinoThe importance of education to the socioeconomic and political development of nations is widely discussed in the education policy literature. This study seeks to identify the good policies and practices that lead students in some municipal school systems in Brazil to obtain better results than would be expected based purely on socioeconomic factors. This report is divided into four sections. The next section, section two, explains in detail the rationale and motivation for the study. Section three explains the conceptual framework for the qualitative field research. It provides a succinct but detailed explanation of the methodology used, elaborating on issues such as the definition of study samples and the design of the field research instruments. Section four presents the main results of the analysis and identifies the principal education policy factors that appeared to help some municipal school systems obtain better-than-expected Prova Brasil results. Section five presents 12 municipal 'success stories' in a loose narrative format. These narratives serve as examples of how different combinations of good practices can translate into results in a variety of actual situations. Lastly, we offer some final considerations in closing.