Interamerican Committee on Education

INTERAMERICAN COMMITTEE ON EDUCATIONOEA/Ser.W/XIII.6.7

VII MEETING OF AUTHORITIESCIDI/CECIE/INF. 3/07

AND EXECUTIVE COMMITTEE16 February 2007

February 22 – 23, 2007Original: Spanish

Washington, D.C.

PROGRESS REPORT “POLICIES AND STRATEGIES FOR A SUCCESSFUL TRANSITION OF CHILDREN TOWARDS SOCIALIZATION AND SCHOOL”

17th Street and Constitution Avenue, N.W.Washington, D.C.20006

PROGRESS REPORT “POLICIES AND STRATEGIES FOR A SUCCESSFUL TRANSITION OF CHILDREN TOWARDS SOCIALIZATION AND SCHOOL”

1.Symposium: “The First Three Years of Life: the State of the Art in Early Childhood Education” programmed for May 13-18, 2007 in Caracas, Venezuela.

With the exception of Bolivia, Ecuador, Grenada, Haiti, Jamaica, Mexico and the Dominican Republic, all the member states of the OAS through the Ministries of Education will be represented at the event; Costa Rica coordinated the participation of all 7 countries of Central America. UNICEF, the World Bank, UNESCO, BID and OPS accepted to add their efforts to the symposium. Other agencies, universities, and institutions of civil society will also participate and support the objectives of the symposium, among them: the World Association of Early Childhood Educators (AMEI); the World Organization of Pre-school Education (OMEP), the Centers of Infant Development of Monterrey (CENDI); the Network of Infant Promotion in Peru, the Center of Excellency for Early Childhood Development in Montreal, Canada, and the Van Leer Foundation.

With considerations of contributing to strengthening institutional capacity of pre-school and early childhood education national initiatives, the Agenda includes spaces for reflections and studies about the scientific, economic, and political basis which sustain the foundations of human development, the importance of early initiatives and its implications for subsequent development. With five panels, one or more of the countries of each sub region will expound on the experiences and lessons related to the themes which we promote: integral attention policies and inter-sectarian services; government agreements- private enterprises for creating services; financial program strategies; related educational curriculums and materials; diffusion campaigns; development of monitoring, follow-up and evaluation process, among others. Observation visits will be made of program services and Centers in Venezuela; bibliographies, didactic materials, and experiences will be expounded on. After group work and plenary between countries and international organizations, compromises will be made this will monitor and evaluate early childhood education permanently.

Questionnaire: The technical Committee of the Symposium is compiling information about the situation and challenges of policies and programs on attention (coverage, personal, policies and legislation, curriculum, costs, challenges, lessons learned, studies, implementation of programs of 0-3 years). The information obtained will serve as the bases for dialogue between countries in the region, among other objectives. Currently, it is being completed by those in the education, health, wellbeing and other sectors. The Technical Secretariat already has an electronic questionnaire. The analysis and comparison of the results will be presented at the symposium. http:/ww.oas.udse.dit2

Ample participation from member states On Line education television: The institution specialized in telecommunication in Venezuela in coordination with the World Association of Early Childhood Educators (AMEI, Spain) will transmit the symposium live through Education Television. The various institutions of all of the countries can participate whether in English or Spanish after registering. The various institutions of Argentina, Paraguay, Mexico/Nuevo Leon, Peru, and the Dominican Republic have already expressed interest in utilizing this form of participation. For example, the Catholic University of Santo Domingo organized 12 seats of teachers and education agents throughout the countries.

iii.Evaluation:As part of the symposium, a proposal for a global design of evaluation and follow-up was prepared. Simple instruments are being defined which can evaluate the characteristics of national, sub regional, and regional policies on early childhood education based on indicators which will be revealed during the symposium.

2.Web Page on Early Childhood Development of the DEC. With support from the World Bank, the DEC has been able to be sustainable and consistent in updating information. The DEC through its Web Page is able to provide the following information: the impacts of good education and quality early childhood attention; results of studies and successful experiences; pedagogic challenges; and other topics. Current information on important studies is being offered at the global and hemispheric level such as: “Early Childhood and Brain Development based on experiences- Scientific basis for the importance of early childhood development in a globalize world” by Fraser Mustard, edited by Brooking Institution in Canada 2006; and the series of the Lancet Forum that was accomplished January 27 2007 in London, England. With this strategy, teacher networks, specialist networks, and university teacher education of early childhood education networks are strengthening.

The OAS projects which are associated with the Van Leer Foundation and other organizations and international associations will develop an interactive Virtual Forum which will be inaugurated in the Symposium in Caracas.

3.Complementary Project with the Bernard Van Leer Foundation. Holland: The DEC along with the Van Leer Foundation collaborated on the OAS/Van Leer Project, which is associated with “Policies and strategies for a successful transition of children towards socialization and school”; studies will be conducted on the elements of transition as well as developing specific actions in indigenous, rural and border populations of Peru, Brazil, Colombia and Venezuela. The interest is focused on the analysis of the tendencies of transition policies in these four countries through studies and actions of communication and diffusion.

The Van Leer Foundation gave support for 30 months in the form of 200,000 Euros. The technical consultant of the Project OAS/Van Leer shared costs with the International Institute on Early Childhood Education of the Central University of Chile. The execution of actions will develop with institutions specialized in human development and communication within the four countries.

The first planning meeting of this project was held in Holland, December 9-15, 2006, and the OAS/Van Leer Agreement was signed in February 2007. The institutions which will participate in this experience will be the following: School for Development in Peru, the Doctorate Program of CINDE/Manizales; CECIP of Brazil, and the Venezuelan Institute.

Activities Associated with the Project:

4.Early Childhood Education Diploma. Many studies have confirmed that programs of integral attention with high quality teachers and strategies focused on children benefit children, their families, and communities. Government and social sectors have assumed political agreements and goals towards the right and universal access of quality education.

In respect to the necessity of updating teachers of service, the World Association of Early Childhood Education, AMEI of Spain has presented to the DEC a proposal of the Early Childhood Education Diploma of one year. This proposal could have a pilot phase in one or two countries selected in Latin America. The DEC will act as technical consultant and be responsible for combining the participation of universities and civil society.

The coordination of AMEI/DEC will be realized on February 12, 2007, with the assistance of personnel of the Education of the Americas Portal. It was agreed that the first activity would be for specialists of the DIT to analyze and evaluate the documents that the AMEI are offering as bibliographic material of the 11 modules which conform to the set of documents for the Diploma.

5.Support and technical assistance to member states and civil society institutions: The DEC has been invited by various institutions to support them in the organization, execution and evaluation of formal, non-formal and informal activities, programs and projects. Among those include:

i.Provide assistance along with the World Bank and the Canadian Institute for Advanced Study to participate in the Consultant Committee of the “VII Latin American Meeting and First Global Meeting of Pre-school and Early Childhood Education: Science, knowledge and early education”. This meeting is summoned by the Government of the state of Nuevo Leon, the Universal Culture Forum and the DIF of the state of Nuevo Leon.

The Universal Culture Forum, Monterrey 2007, counts on 12 themes, one of these which were executed in September 2006 is titled “Education and Knowledge”. Part of the program of the Forum integrates the VII International Meeting and the First Global Meeting on Pre-school and Early Childhood Education which will be realized in Monterrey, Nuevo Leon, Mexico on October 2-6, 2007. The purpose of this Meeting is to share global knowledge and experiences about the role which education as human capital plays, from an early age, as a catalyst for economic, human and social development

ii. The DEC was invited to participate in the “Global Congress of Educational Strategies and Methodologies in the Classroom” which will be held in Morelia on March 21-24, 2007. The state of Michoacan, UNESCO/Mexico and the AMEI are auspices of this event. For more information see

Those invited by the AMEI will form a part of the Global Committee of Experts to prepare the Declaration of Infants for Peace. This event will be realized in Albacete, Spain, on April 20-22, 2007, and will be titled “The Global Congress of Global Education of Infants for Peace”. For more information see

There exists the possibility of coordinating with delegations of member states which may be able to finance participation in the mentioned activities.

6. Preparation for the V Meeting of the Ministers of Education of the OAS, possible theme early infancy. A first contribution to this event is the preparation of the Basic Indicators of Basic Early Childhood Education which will be presented in the Annex in which there has been an attempt to consolidate the most updated data of all the countries of the hemisphere. See Annex: INDICATORS ( graphics and tables)

PANORAMA MUNDIAL Y REGIONAL. INDICADORES BÁSICOS Y EDUCATIVOS
Mundial / Norteamérica y Europa / América Latina y Caribe / Sólo América Latina / Sólo Caribe / TOTAL Promedio región ** / Países en desarrollo. Promedios
Población Total (000)/ Total population (000) / 6,374,924 / 731,046 / 548,723 / 533,295 / 15,428 / 1,828,492 / 5,094,073
Promedio ponderado alfabetos (15 y más) 2000- 2004/ Adult literacy (15 and over) weighted average / 82 / 99 / 90 / 90 / 70 / 87 / 77
Mortalidad Infantil Menores menores de 1 año (Promedio ponderado) 2004/ Infant mortality rate. Weighted average 2000-2005 / 57 / 6 / 26 / 25 / x / 19 / 63
Mortalidad infantil Menores de 5. Promedio ponderado/ Under-5 mortality rate Weighted average 2000-2005 / 86 / 7 / 35 / 33 / x / 25 / 95
Matrícula educación Inicial/ Enrolment pre-primary / 123,685 / 19,408 / 19,119 / 18,154 / 965 / 57,646 / 91,089
Porcentaje de la matrícula correspondiente a mujeres/ Women percentaje in total enrolment / 48 / 47 / 47 / 49 / 50 / 48.3 / 48
Matrícula en instituciones privadas como % total de la matrícula. Mediana / Enrolment in private institutions as % of total enrolment Median 2004 / 39 / 20 / 44 / 21 / 85 / 42.5 / 54
GROSS enrolment ratio (GER)%/ Tasa bruta de escolarización (TBE) % / 37 / 78 / 62 / 61 / 101 / 75.5 / 32
Repetition rates Grade 1/ Porcentaje de repitentes en 1 grado / 4.7 / 1 / 7.4 / 9.2 / 5.6 / 5.8 / 7.0
Dropout rates 1 grade/ Porcentaje de deserciones en 1 grado / 3.3 / x / 3.9 / 5.8 / 1.1 / 3.6 / 5.6

Fuente:

Education For All. Global Monitoring Report 2007

Strong Foundations. Early Childhood Care and Education.

UNESCO Publishing 2006. Paris, France.

** promedios no ponderados

INDICADORES BÁSICOS AÑO 2006 / BASIC INDICATORS 2006
Total population (000) 2004 / Población Total (000) 2004 UNESCO / Literacy population (15 and over) (%) 2006 OPS / Población alfabeta (15 y más). 2006.OPS/ PAHO * / Infant mortality rate %0 2000-2005 /Mortalidad infantil %0 2000-2005 UNESCO / Under-5 mortality rate %0 2000-2005 / Mortalidad infantil menores de 5 %0 2000-2005 UNESCO / Trends in basic or proxy indicators to measure EFA. ECCE. Gross enrolment in pre primary education / Tendencias en indicadores básicos para EPT. DIT. Tasa bruta de escolarización en la primera infancia
1991 / 1999 / 2004
Antigua and Barbuda / 81 / 88.5 / xx / xx / x / x / x
Argentina / 38,372 / 97 / 15 / 17 / 49 / 57 / 62
Bahamas / 319 / 95.9 / 14 / 16 / x / 12 / 31
Barbados / 269 / 100 / 11 / 12 / x / 82 / 89
Belice / 264 / 95 / 31 / 41 / 23 / 28 / 28
Bolivia / 9,009 / 88.8 / 56 / 72 / 32 / 45 / 48
Brasil / 183,913 / 89.2 / 27 / 35 / 48 / 58 / 68
Canadá / 31,958 / 99 / 5 / 6 / 61 / 67 / 68
Colombia / 44,915 / 94 / 26 / 33 / 13 / 36 / 38
Costa Rica / 4,253 / 96 / 10 / 12 / 65 / 84 / 64
Chile / 16,124 / 96.6 / 8 / 10 / 72 / 77 / 52
Dominica / 79 / xx / xx / xx / x / 80 / 65
Ecuador / 13,040 / 93.2 / 25 / 30 / 42 / 64 / 77
El Salvador / 6,762 / 81.6 / 26 / 35 / 21 / 42 / 51
Estados Unidos / 295,410 / 99.5 / 7 / 8 / 63 / 59 / 62
Guatemala / 12,295 / 72.4 / 39 / 52 / 25 / 46 / 28
Grenada / 102 / 98 / xx / xx / x / x / 81
Guyana / 750 / 99 / 49 / 68 / 76 / 122 / 108
Haití / 8,407 / 55.6 / 62 / 110 / 34 / x / x
Honduras / 7,084 / 78.5 / 32 / 48 / 13 / x / 33
Jamaica / 2,639 / 89 / 15 / 21 / 80 / 78 / 92
México / 105,699 / 92.8 / 21 / 25 / 63 / 73 / 84
Nicaragua / 5,376 / 68.4 / 30 / 40 / 13 / 28 / 35
Panamá / 3,175 / 93.2 / 21 / 27 / 57 / 39 / 55
Paraguay / 6,017 / 94.6 / 37 / 45 / 30 / 27 / 31
Perú / 27,562 / 91.9 / 33 / 52 / 30 / 55 / 60
República Dominicana / 8,768 / 85.8 / 35 / 51 / x / 34 / 32
Saint Kitts and Nevis / 42 / 97.3 / xx / xx / x / x / 101
Saint Lucia / 159 / 81.5 / 15 / 20 / 52 / 84 / 71
St Vincent and the Grenadines / 118 / 96 / 26 / 31 / 44 / x / 86
Suriname / 446 / 93 / 26 / 31 / 82 / x / 90
Trinidad and Tobago / 1,301 / 98.8 / 14 / 19 / 9 / 60 / 86
Uruguay / 3,439 / 98 / 13 / 15 / 42 / 59 / 61
Venezuela / 26,282 / 94.2 / 18 / 29 / 40 / 45 / 55
TOTAL ºº / 864,429 / 90.7 / 24.9 / 33.7 / 43.7 / 57.1 / 62.3

Fuente:.

- Education For All. Global Monitoring Report 2007

Strong Foundations. Early Childhood Care and Education.

UNESCO Publishing 2006. Paris, France.

- *Situación de salud en las Américas. Indicadores Básicos 2006 Organización Panamericana de la Salud (OPS), Washington DC, USA

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INDICADORES EDUCATIVOS: DIT Y PRIMER GRADO PRIMARIA
Grupo de edad / Age group 2004 / Matrícula en Educación inicial (000) 2004/Enrolment in pre-primary educaction (000) 2004 / Matrícula en instituciones privadas como % total de la matrícula /Enrolment in private institutions as % of total enrolment 2004 / Tasa Bruta de Escolarización (TBE) en educación Infantil (%) 2004/Gross enrolment ratio (GER) in pre-primary education (%) 2004 / Tasa neta de escolarización en educación infantil (%) 2004 / Net enrolment ratio (NER) in pre-primary education (%) 2004 / Tasa Bruta de Escolarización (TBE) en DIT y otros programas de cuidado infantil (%) 2004 / Gross enrolment ratio (GER) in pre-primary education and other ECCE programmes(%) 2004 / Porcentaje de alumnos en Primero básico con asistencia previa a programas DIT /New entrants to the first grade of primary educaction with ECCE experience % / Tasa de repetición por cursos en educación primaria (%) / Repetition rates by grades in primary educcation (%) / Porcentaje de deserción en el primer grado de primaria / Dropout rates by grade in primary educaction (%) First grade / Número de profesores DIT / Teaching staff 2004 ECCE / Porcentaje de maestros formados DIT/Trained teachers(%) 2004 ECCE / Proporción alumno-docente DIT/Pupil- teacher ratio 2004 ECCE
3 / 4 / 5 / 1º 2003 / tt 2004
Antigua and Barbuda / 3 / 4 / xx / xx / xx / xx / xx / x / x / x / x / x / x
Argentina / 3 / 4 / 5 / 1266 / 28 / 62 / 62 / x / 90 / 9.9 / 6.4 / 5.1 / 53 / x / 24
Bahamas / 3-4 / 4 / 79 / 31 / 23 / 31 / x / x / 3.9 / 0.3 / 60 / 11
Barbados / 3-4 / 6 / 17 / 89 / 81 / 89 / 100 / x / x / 1.1 / 0.4 / 89 / 16
Belice / 3-4 / 4 / 100 / 28 / 27 / 31 / 16.6 / 10.8 / x / 0.2 / 68.2 / 17
Bolivia / 4-5 / 226 / 23 / 48 / 39 / 48 / 63 / 1.4 / 1.6 / 5.3 / 6 / 79 / 41
Brasil / 4-6 / 6992 / 29 / 68 / 53 / 68 / 29.3 / 20.6 / 6.8 / 364 / x / 19
Canadá / 4-5 / 512 / 8 / 38 / 68 / x / x / x / x / 28 / x / 18
Colombia / 3-5 / 1066 / 37 / 34 / 38 / 7.4 / 4.3 / 18.8 / 50 / x / 21
Costa Rica / 4-5 / 102 / 11 / 64 / x / 67 / 81 / 13.6 / 6.9 / 3.8 / 6 / 91 / 16
Chile / 3-5 / 394 / 47 / 52 / x / 52 / 2.3 / 2.4 / 0.4 / 18 / x / 21
Dominica / 3-4 / 1.8 / 100 / 65 / 56 / 65 / 100 / 7.2 / 4.3 / 9.5 / 0.1 / 78 / 13
Ecuador / 5-5 / 221 / 47 / 77 / 62 / 158 / 55 / 3.9 / 2 / 12.9 / 13 / 72 / 17
El Salvador / 4-6 / 246 / 18 / 51 / 46 / 51 / 15.5 / 6.7 / 9 / x / x / x
Estados Unidos / 3-5 / 7 436 / 40 / 57 / 62 / x / x / x / 403 / x / 18
Guatemala / 3-6 / 426 / 19 / 28 / 27 / 28 / 80 / 26.9 / 13.3 / 8.3 / 17 / x / 25
Grenada / 3-4 / 3 / 58 / 81 / 80 / 81 / 4.2 / 3.4 / 13.4 / 0.2 / 32 / 15
Guyana / 4-5 / 33 / 1 / 108 / 91 / 108 / 100 / 1.6 / 1.5 / 22.4 / 2 / 46 / 15
Haití / 3-5 / xx / xx / xx / x / x / x / x / xx / x / x / x
Honduras / 3-5 / 190 / 23 / 33 / 27 / x / x / 8.5 / xx / 10 / 64 / 20
Jamaica / 3-5 / 153 / 90 / 92 / 91 / 92 / 4.1 / 2.8 / xx / 7 / x / 22
México / 4-5 / 3743 / 11 / 84 / 74 / 84 / 7.6 / 4.8 / 2.7 / 132 / x / 28
Nicaragua / 3-6 / 199 / 16 / 35 / 35 / 43 / 43 / 17.7 / 10.5 / 15.6 / 9 / 22 / 22
Panamá / 4-5 / 73 / 17 / 55 / 52 / 59 / 64 / 8.5 / 5.5 / 6 / 4 / 49 / 18
Paraguay / 3-5 / 148 / 29 / 31 / x / x / 76 / 13.7 / 7.3 / 5.6 / 6 / x / 26
Perú / 3-5 / 1090 / 20 / 60 / 60 / 5.2 / 7.6 / 6.4 / 46 / x / 24
República Dominicana / 3-5 / 184 / 43 / 32 / 28 / 32 / 3.4 / 7.3 / 14.9 / 9 / 77 / 21
Saint Kitts and Nevis / 3-4 / 1.9 / 61 / 83 / 143 / x / x / 0.4 / 0.3 / 46 / 7
Saint Lucia / 3-4 / 4 / 100 / 57 / 94 / 100 / 5.8 / 2.3 / 0.3 / 0.3 / 55 / 12
St.Vincent and Grenad. / 3-4 / 4 / 100 / x / 86 / 100 / 5.6 / 6.4 / xx / 0.3 / 59 / 11
Suriname / 4-5 / 17 / 46 / 90 / x / x / x / x / 0.7 / x / 24
Trinidad and Tobago / 3-4 / 30 / 100 / 70 / 86 / 81 / 11 / 5.2 / x / 2 / 25 / 13
Uruguay / 3-5 / 104 / 17 / x / 59 / 95 / 16.7 / 8.3 / 3.1 / 4 / x / 28
Venezuela / 3-5 / 915 / 17 / 49 / 59 / 11.7 / 7.3 / 2.9 / x / x / x
TOTAL / 24 / 9 / 1 / 18,359 / 42.3 / 56.9 / 56.4 / 69.4 / 81.9 / 10.0 / 6.5 / 7.4 / 39.7 / 59.5 / 19.4

Fuente:.

Education For All. Global Monitoring Report 2007

Strong Foundations. Early Childhood Care and Education.

UNESCO Publishing 2006. Paris, France.

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FUENTE:.

Education For All. Global Monitoring Report 2007

Strong Foundations. Early Childhood Care and Education.

UNESCO Publishing 2006. Paris, France.

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GLOSARIO / GLOSSARY

1. Atención y Educación de la Primera Infancia (AEPI). Programas que, además de dispensar cuidados al niño, ofrecen un conjunto estructurado y deliberado de actividades de aprendizaje en una institución de educación formal (preprimaria o nivel 0 de la CINE) o en el marco de un programa no formal de desarrollo de la infancia. Normalmente, los programas de atención y educación de la primera infancia están concebidos para niños de 3 años o más y comprenden actividades de aprendizaje organizadas que, por término medio, corresponden a un equivalente de dos horas diarias y cien días por año como mínimo. / Early childhood care and education (ECCE). Programs that, in addition to providing children with care, offer a structured and purposeful set of learning activities either in a formal institution (pre-primary or ISCED 0) or as part of a nonformal child development programmed. ECCE programs are normally designed for children from age 3 and include organized learning activities that constitute, on average, the equivalent of at least 2 hours per day and 100 days per year.

2. Enseñanza preprimaria (nivel 0 de la CINE). Programas de la etapa inicial de la instrucción organizada que están primordialmente concebidos para preparar a niños muy pequeños –de tres años o más, por regla general – a un entorno de tipo escolar, esto es para servir de transición entre el hogar y la escuela. Estos programas, designados con muy diversas denominaciones –educación infantil, guarderías, jardines de infancia, educación preescolar, preprimaria o de la primera infancia –, constituyen el componente más formal de la AEPI. Una vez finalizados esos programas, la educación de los niños se prosigue en el nivel 1 de la CINE. / Pre-primary education (ISCED level 0).Programs at the initial stage of organized instruction, primarily designed to introduce very young children, aged at least 3 years, to a school-type environment and provide a bridge between home and school. Variously referred to as infant education, nursery education, pre-school education, kindergarten or early childhood education, such programs are the more formal component of ECCE. Upon completion of these programmers, children continue their education at ISCED 1 (primary education).

3. Gross enrolment ratio (GER). Total enrolment in a specific level of education, regardless of age, expressed as a percentage of the population in the official age group corresponding to this level of education. For the tertiary level, the population used is that of the five-year age group following on from the secondary school leaving age. The GER can exceed 100% due to early or late entry and/or grade repetition. / Tasa Bruta de Escolarización (TBE). Número de alumnos matriculados en un determinado nivel de enseñanza, independientemente de su edad, expresado en porcentaje de la población del grupo en edad oficial de cursar ese nivel de enseñanza. Esta tasa puede ser superior a 100% debido a los ingresos tardíos y/o las repeticiones.

4. Tasa Neta de Escolarización (TNE). Número de alumnos escolarizados del grupo en edad oficial de cursar un determinado nivel de enseñanza, expresado en porcentaje de la población de ese grupo de edad. / Net enrolment ratio (NER).Enrolment of the official age group for a given level of education, expressed as a percentage of the population in that age group.

5. Porcentaje de nuevos ingresados en primer grado de primaria participantes en programas de AEPI. Número de nuevos ingresados en el primer grado de la enseñanza primaria que han participado en un programa organizado de AEPI, expresado en porcentaje del total de nuevos ingresados en el primer grado de primaria. / New entrants to the first grade of primary education with ECCE experience. Number of new entrants to the first grade of primary school who have attended the equivalent of at least 200 hours of organized ECCE programmers, expressed as a percentage of the total number of new entrants to the first grade.

6. Escolarización en el sector privado. Número de alumnos matriculados en centros docentes que no dependen de las autoridades públicas, sino que están controlados y administrados por entidades privadas con fines lucrativos o no, tales como organizaciones o asociaciones no gubernamentales, organismos religiosos, grupos de interés especial, fundaciones o empresas comerciales. / Private enrolment.Number of pupils/students enrolled in institutions that are not operated by public authorities but controlled and managed, whether for profit or not, by private bodies such as non-governmental organizations, religious bodies, special interest groups, foundations or business enterprises.

7. Proporción Alumnos/Docente (PAD). Promedio de alumnos por docente en un determinado nivel de enseñanza, calculado sobre la base del número de alumnos y profesores. /. Pupil/teacher ratio (PTR). Average number of pupils per teacher at a specific level of education, based on headcounts for both pupils and teachers.

8. Docente formado. Docente que ha recibido –antes o durante el ejercicio de su profesión– la formación estructurada mínima necesaria para enseñar en el nivel pertinente en un país determinado. / Trained teacher. Teacher who has received the minimum organized teacher training [pre-service or in-service] normally required for teaching at the relevant level in a given country.