SNTE and education quality: A research agenda

Abstract

The constitutional educational reform passed in February 2013 raises questions about its capacity to improve educational outcomes. Its design appears to be based on assumptions that require verification: the responsibility of snte for the current state of education and the centrality of teachers in the education process. This article argues that both premises must be reviewed on the basis of a research agenda whose findings will strengthen the design of a reform that should consider the complexity of the phenomenon and enhance its effects on education standards.