Abstract
This chapter sets the context in Latin America to which four specific chapters in the Handbook refer. Using data from the most recent regional evaluation of educational achievement, four types of countries are distinguished in terms of their learning results in the curricular areas measured. Results are linked to per capita income, but also show an effect of schools and their conditions. Within this context, the main thrust of papers related to countries with high per capita income such as Chile and with low income such as the Dominican Republic in terms of school and teacher leadership is highlighted. The overall characteristics of the monitoring and supervisory roles of government (national and state) are the subject of a third paper centred on the need for appropriate mediations between state authority and school leadership, while the fourth paper is analysed briefly in its presentation of the characteristics of school principals in the Latin American region.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
