2. Which institutions are responsible for ensuring the quality and
effectiveness in your country in
(a) pre-service teacher training : Ministry of Education. There is an intention to install a system of accreditation that is related to the  Counsel  of  Higher Education (Consejo Superior de Educación) Autonomous office of the Ministry of Education
(b) in-service teacher training/professional development : Ministry of Education

3. Which institutions are responsible for policies in your
country/region of
(a) pre-service teacher training : Ministry of Education
(b) in-service teacher training/professional development : Ministry of Education

4.  What studies or evaluations have been completed in your
country/region for
(a) pre-service teacher training : An important study was undertaken by Beatriz Avalos :  Profesores para Chile (Teachers for Chile)
(b) in-service teacher training/ professional development : Many evaluation have been undertaken in relation with the program Perfeccionamiento Fundamental (PPF) that was implemented by the Ministry of Education in order to prepare in service teachers to apply the new curriculum (1998-2003) . It should be said that the evaluations shows that the Program was unsuccessful  www.umce.cl/~aulint/REVISTA/5.pdf.

5. What effective practices exist in your country/region for
(a) pre-service teacher training : It should be said that in Chile there are many institution of Higher Education for pre service training of teachers. (62)  The most effective practice  is the one that relates the student from the beginning of his carrier  to the schools and the classroom . Direct relation between theory and practicet
(b) in-service teacher training/professional development : Program of  Curriculum actualization . The Ministry of Education in a joint work with the Universities  www.cpeip.cl/index_sub.php?id_contenido=1000& id_portal=200&id_seccion=1184.
 
6.  What ways have institutions in your country/region used to
monitor, be accountable and/or measure effectiveness of
(a) pre-service teacher  training : In the meantime none
(b) in-service teacher training/ professional development : By law teachers that are working in the public schools ( municipalities schools ) should be evaluated. This is a process that have just started in 2003. Teachers Union have been very reluctant to this evaluation

7. What strengths exist in your country/region for including human
rights education into
(a) pre-service teacher training : Human rights education is included in the curriculum as a cross curriculum content and objective . However not many institutions have included human rights education as part of the pre service curriculum
(b) in service teacher training/ professional development : It should be pointed out that there aren’t many opportunities for in service teachers to participate in workshops  in HRE . However teachers that have participated in same of the workshops offered by Universities (Universidad Academia de Humanismo Cristiano; Universidad Central) and same NGOs (PIIE, Church Fundación Ideas etc) are very committed and enthusiastic to introduce y in their classes HRE  

8. What weaknesses exist in your country/region for (a) pre-service teacher training and (b) in-service teacher training/ professional development? There is not a clear public policy that HRE should be part of the training of the teachers  . Not much fund have been put to produce materials on HRE 

9. What opportunities are there in your country/region for human rights education in (a) pre-service teacher training and (b) in-service teacher training/ professional development? As  it has been said, HRE is in the official curriculum as a cross content, therefore the institutions have all the opportunities to introduce it in pre and in service training 

10. What are threats/obstacles exist in your country/region for human rights education in  (a) pre-service teacher training (b) in-service teacher training/ professional development? Professors at the University are not well prepared in HRE . In addition to it, the curriculum focus is main preoccupation in language, science and mathematic. HRE is  a “second hand curriculum knowledge”