Abstract
Based on a comparative study of eight countries in the Latin American region, Argentina, Chile, Colombia, Costa Rica, El Salvador, Mexico, Honduras and Venezuela. Examines the main features of social dialogue in education and, particularly, relations existing between teacher's unions, governments and other social actors in consultation and consensus building on policy reforms and teacher's status. Explores recent trends in country efforts to improve the quality of education, the reactions to change led by teacher's organizations, and the processes and outcomes of consultations and negotiations on salaries and incentives, including performance pay, employment conditions, teacher's career and teacher's assessments, and interactions with a range of educational stakeholders. Provides a snapshot of the degree to which change occurs in line with international standards on teachers' rights and responsibilities and the processes derived from ILO standards on freedom of association, the right to organize and collective bargaining.