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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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Universal Secondary Education (USE) in GuyanaIn 2002, Guyana adopted a broadly-based
 five year plan (2003-2007) to achieve universal secondary
 education (USE), with a strategy to convert secondary
 classes in primary schools and grade 7-10 community high
 schools into General Secondary Schools (GSS) in which all
 students could present for the Caribbean Examination
 Certificate (CXC) or an alternative competency-based
 Certificate. Current status of secondary education (chapter
 one) summarizes the performance of public schools in Guyana
 against the Ministry of Education (MOE) policy on universal
 secondary education (2002), trends evident in the annual
 statistical digests, and the broad issues presented to
 Senior MOE officers on 13 December and to the Minister on 19
 December 2007. Improving secondary student participation
 (chapter two) examines national and regional trends in
 population, enrollment, low levels of apparent transition
 from primary to secondary schools, poor secondary school
 entry examination (SSEE) results and issues related to the
 "size" of secondary schools. Upgrading and
 qualifying teachers (chapter three) identifies small school
 enrollment issues in earlier chapters with the enrollment
 required to offer a viable secondary curriculum, improve
 teacher qualification/training and reduce attrition rates.
 Student learning outcomes (chapter four) links poor student
 attendance, poor primary (SSEE) examination outcomes,
 limited secondary curriculum offerings, low rates of
 survival from grade 7 to grade 11 to the reported CXC
 results for Guyana. Schools and infrastructure (chapter
 five) presents the assessment that low student
 "demand" and a shortage of qualified teachers
 prevents Guyana achieving USE. Increasing the
 "supply" of secondary school places would not
 achieve USE unless other investments are made to improve the
 pool of suitably qualified students. Secondary education
 resources and budgets (chapter six) reviews education
 expenditure as aproportion of budget and the
 salary/non-salary recurrent expenditure for primary
 ("Tops") and secondary schools.
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China Early Child Development : Early Childhood Education in YunnanYunnan is a medium-sized and relatively
 poor Chinese province on the southwestern border of China.
 In 2012, the Yunnan department of education formally
 requested Bank support in conducting a review of early
 childhood education policies and programs in order to gain
 an in-depth and evidence-based understanding of the
 challenges the province faces in expanding early childhood
 education-in particular to rural and mountainous regions.
 The Bank's China education team embarked on raising
 funds, designing and implementing a rather elaborate
 research agenda around early childhood education. The goal
 was to investigate key challenges, and to propose policy
 interventions for expanding the Early Child Development
 (ECD) coverage in rural Yunnan. This report presents the
 findings from the background studies, and draws potential
 policy implications for improving the access to and quality
 of preschool education in Yunnan province. China has now
 almost achieved universal 9-year basic education. Over the
 last decade, the country has devoted increasing attention to
 policy development in early childhood education. Even though
 China does not yet have a specific early childhood education
 law, it has established a rather elaborate set of guidelines
 and regulations pertaining to early childhood education.
 Early childhood education has expanded significantly within
 the last few years. There are two main types of preschool
 programs for 3-6 year olds including: a regular 3-year
 program which is called kindergarten, and a one-year program
 attached usually to primary schools. The rapid growth of
 preschool teacher supply has contributed to the drop in
 pupil-teacher ratios across the nation. In Yunnan in
 particular, the ratio has decreased from approximately 30 to
 20 in recent years. However, urban areas still enjoy a more
 favorable pupil-teacher ratio, as well as a higher
 proportion of qualified teachers compared to rural areas.
 Rural areas account for 50 percent of total preschool
 enrollment, but only 22 percent of all trained teachers
 serve in rural areas.