可访问性,教学方法,和学校的基础设施。然后更贫困农村社区城市公立学校在厄瓜多尔。在农村地区和拉丁美洲的大部分地区,教师可能是合格的和无效的指导下。类似于厄瓜多尔,四十到五十的拉丁美洲的教师没有专业培训和资格(Schiefelbein 1992)。缺乏培训和资格是一个糟糕的政府资金和投资的结果。培训课程和研讨会没有可用的所有教师尤其是农村社区。在拉丁美洲,研究生教育水平较高的人倾向于搬到城市化的城市和获得繁荣的工作(Schiefelbein 1995)。可悲的是,那些有低水平的教育,成为教师。教师没有培训和有限的知识决定一个学校的质量。此外,教学人口在厄瓜多尔获得低工资,政府不相信教师价值更高的工资(Schiefelbein 1992)。厄瓜多尔一个典型的公立学校教师在农村一般每月赚350美元(托雷斯2005)。教师工资因为有限的资助不足。没有资金和低工资,大多数教师在公立学校级别有两个或两个以上的工作来支付他们的财政状况。多个作业,意味着教师有时忽视出现指示。可持续发展基金会声称教师之间存在高旷工率(百分之十六)“2003年(FSD)。与教师缺席课程百分之十六的时间在学校,学生们缺少至关重要的学习机会。大多数的老师请假,时间将在其他工作努力获得更大的收入。教学质量在厄瓜多尔和农村公共系统非常低的教师资格和教学主要是无私的。
teaching methods, and school infrastructure. The rural communities are far more underprivileged then the urban public schools in Ecuador. In rural regions and in most parts of Latin America, teachers are likely to be under qualified and ineffective at instructing. Similarly to Ecuador, forty to fifty of Latin American teachers have no professional training or qualifications (Schiefelbein 1992). The lack of training and qualifications is a result of poor funding and investment by the government. Training programs and workshops are not available to all teachers especially those in the rural communities. In Latin America, people who graduate with higher levels of educations tend to move to the urbanized cities and obtain prosperous jobs (Schiefelbein 1995). Sadly, those who have poor levels of education, become teachers. Teacher’s with no training and limited knowledge dictate the quality of a school. Furthermore, the teaching population in Ecuador earn low salaries as the government does not believe that teachers merit higher salaries (Schiefelbein 1992). A typical public school instructor in rural Ecuador generally earns $350 per month (Torres 2005). Teachers make an insufficient salary because there is limited funding. Without funding and low salaries, most instructors at the public school level have two or more jobs to pay for their finances. Multiple jobs on the go, means that teachers sometimes neglect to show up to instruct. The Foundation for Sustainable Development claims that there is a high rate of absenteeism among teachers (sixteen percent)”(FSD 2003). With teachers absent from classes sixteen percent of the time during the scholastic year, students are missing crucial learning opportunities. Most of the teachers absent for that time would be working at other jobs trying to gain a greater income. The quality of teaching in rural Ecuador and in the public system is very low as the teachers are under qualified and mostly disinterested in teaching.