The Network is composed of 17 institutions from across the LAC region.

Presence in10 countries in the region.

5 workshops linked to a Learning Cycle on TPD@Scale are planned for the first phase of the Network

By 2025, monthly meetings and gatherings with all Network members are planned, in addition to webinars and other joint activities.

The event, held on November 28, 2024, brought together key representatives and leaders from the educational sector in the region, including ministries, foundations, civil society organizations, think tanks, among others. The meeting aimed to introduce ETI and the purpose of the Network, establish a welcoming and connecting space for its members, and discuss the initiatives and proposals expected for the Network. The event began with welcoming remarks by Javier González, Director of SUMMA, and Alejandra Vargas, Education and Science Program Officer at the IDRC. 

Following this, the ETI-SUMMA team gave a brief introduction about ETI and the Network, followed by presentations by ETI research teams from Argentina and Mexico. After the presentations, Network members from diverse organizations and countries in the region engaged in a space for brief presentations. The meeting concluded with a preview of the upcoming activities and events included in the Network’s work agenda, which includes, among other milestones, workshops for reflection and learning exchanges and webinars.

For further details, you can visit our Note about the launch session.

This meeting, held on December 11, 2024, marked the beginning of four moments of conversation, reflection, and exchange, connecting the content of the TPD@Scale Course with the diverse contexts of TPD in Latin America and the Caribbean. This first workshop aimed to revisit the main content covered in Course 1: Introduction and Key Principles, from the TPD@Scale collection, and link it to local TPD experiences in the LAC region. In this context, colleagues from Ceibal (Uruguay) and Zamora Terán Foundation (Nicaragua-Guatemala) presented their institutional TPD models and approaches, reflecting on their relationship with the principles of quality, equity, and efficiency. Following these presentations, a broader discussion space was opened for all attendees, based on these two presentations and the Network members’ own TPD experiences.

The second meeting, held on January 15, 2025, resumed the discussions initiated in the previous session. This workshop focused on revisiting the core content of Course 2: Evidence and Case Studies from the TPD@Scale collection, establishing connections with local TPD models and the specific challenges faced by teachers in the LAC region. In this context, colleagues from the professional development areas of the Ministries of Education of Honduras and Costa Rica presented their institutional TPD models, highlighting the similarities between their approaches and those featured in TPD@Scale case studies from across the Global South. Following these presentations, participants engaged in group discussions guided by common questions, with a particular focus on the recommendations and lessons learned from TPD@Scale programs and models, culminating in a rich plenary exchange.

The third meeting, held on February 26, 2025, focused on the pillars of the Framework for strengthening teacher professional development systems with ICT, a key tool that supports countries in enhancing their TPD systems by leveraging the power of ICTs. This framework provides a structured approach to effectively integrating ICT into the design and implementation of professional learning programs for all teachers, ensuring equity and considering contextual factors.

During this session, we examined our TPD systems at both local and regional levels, focusing on three key pillars: ICT, partnerships and collaborations, and support capacities. In groups, participants engaged in discussions guided by specific questions that allowed them to use these pillars as analytical lenses for TPD in Latin America and the Caribbean. These discussions explored the availability and relevance of ICT for TPD in different contexts, existing support mechanisms for teachers at various levels of the system, teacher involvement in the design, implementation, and evaluation of TPD, and coordination among the entities responsible for TPD, among other aspects.

To conclude, we wrapped up this enriching session with a plenary discussion, where participants shared their insights and reflections from each group.