Strong teaching standards will be important to concentrate accreditation on the factors that contribute to high quality initial education, including not only strong subject-specific knowledge, but also pedagogical training with opportunities for practice and reflection (OECD, 2005). At a minimum, one requirement of accreditation should be for institutions to publish the proportion of graduates who gain permanent posts. This could help students make more informed choices about which university to attend, and reduce the demand for - and eventually the supply of - low-quality providers. The MEP should also work with providers to raise the bar for entry to programmes in order to identify students with higher basic skills and who are motivated to teach. Unlike many OECD countries, Costa Rica does not have any programmes to incentivise talented students to enter the teaching profession.