REGIONAL SURVEY “THE TEACHERS’ VOICE”
Regional Survey “The Teachers’ Voice” The regional survey “The Teachers’ Voice: For the right to a just and inclusive education for Latin America and the Caribbean”, is an initiative led by SUMMA, in collaboration with the Organization of Eastern Caribbean States (OECS) and the KIX LAC Regional Center. The survey was held in 21 countries in Latin America and the Caribbean, and had the participation of nearly 200,000 teachers.
What is it?
The Regional Survey “The Teachers’ Voice” is a large-scale exploratory study that collects the responses of nearly 200,000 teachers in 21 countries of Latin America and the Caribbean (LAC) during the year 2021.
The central questions that guided this study were the following: How has the exercise of teaching and the right to education been affected as a consequence of the pandemic? What actions can educational systems implement to face the resulting challenges?
The participating countries were: Anguilla, Antigua and Barbuda, British Virgin Islands, Chile, Colombia, Dominica, Ecuador, El Salvador, Grenada, Guatemala, Guyana, Honduras, Mexico, Montserrat, Nicaragua, Panama, Peru, Saint Vincent and the Grenadines, Saint Lucia, Saint Kitts and Nevis and Uruguay.
Main results
School closures and suspension of face-to-face classes have a strong negative impact on access to education and student participation.
Educational rights violated due to learning backwardness that compromises the future of students.
Negative impacts of the pandemic on teacher and student well-being that highlight the socioemotional dimension of education.
Increased pedagogical complexity in pandemic forces teachers to make adaptations and innovations in their practices to provide continuity to learning processes
Insufficient ministerial and local support and accompaniment for online learning.
Insufficient access to Internet and digital equipment that prevent the continuity of education.
Data
Challenges and recommendations
Recovery of learning, especially for children and teenagers who were most vulnerable and excluded from the school system during the pandemic, taking advantage of the learning provided by international evidence.
Strengthening of support mechanisms and pedagogical accompaniment for schools and their teaching and management teams.
Care and well-being of school communities, especially in their socioemotional dimension.
Incorporation of technology as a complementary tool in the teaching-learning and teacher training processes.
Strengthening a formative evaluation perspective at the policy and classroom levels.
Safeguard the right to education by increasing and sustaining public spending on education and its efficient use.
Generate an ecosystem of innovation and collaboration to strengthen fairer and more inclusive education in Latin America and the Caribbean.
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