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dc.titlePrimary Education in Latin America: The Unfinished Agenda
dc.contributor.authorWolff, Laurence
dc.contributor.authorSchiefelbein, Ernesto
dc.contributor.authorSchiefelbein, Paulina
dc.contributor.orgunitSustainable Development Department
dc.coverageBrazil
dc.coverageChile
dc.coverageCosta Rica
dc.coverageHonduras
dc.coverageCentral America
dc.coverageSouth America
dc.date.available2011-07-29T00:00:00
dc.date.issue2002-05-01T00:00:00
dc.description.abstractThis paper asks a deceptively simple question. After over a decade of concern about and investment in primary education, what have been the results and how much further does the region need to go before it has achieved a primary education of quality for all children? The paper creatively reviews available data for four countries (Brazil, Chile, Honduras, and Costa Rica) as well as for the region as a whole. The critical policies and investments identified over ten years ago have only been partially implemented. Their full implementation is still needed. They include building up teacher knowledge, pedagogy, and commitment; increasing enrollment in pre-schooling, especially of at-risk children; providing adequate and appropriate teaching materials; targeting resources to disadvantaged children; articulating clear national learning goals; and improving the technical quality and utilization of testing programs.
dc.format.extent26
dc.identifier.doihttp://dx.doi.org/10.18235/0008792
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Primary-Education-in-Latin-America-The-Unfinished-Agenda.pdf
dc.language.isoen
dc.mediumAdobe PDF
dc.publisherInter-American Development Bank
dc.subjectPrimary and Secondary Education
dc.subjectYouth and Children
dc.subject.keywordsEducation;Youth;Education;Publications;Social Development;Sustainable Development;Training;primary education
dc.typeTechnical Notes
idb.identifier.pubnumberTechnical Notes
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