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ERIC Number: EJ703828
Record Type: Journal
Publication Date: 2004-May-1
Pages: 28
Abstractor: ERIC
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0010-4086
Curriculum Convergence in Chile: The Global and Local Context of Reforms in Curriculum Policy
Valverde, Gilbert A.
Comparative Education Review, v48 n2 p174 May 2004
In the 14 years since Chile's return to democracy, educational reform has figured prominently in the social policy agenda. As is true throughout Latin America, Chilean policy makers have placed the quality of educational opportunities among their main concerns. Having previously focused on the numerical expansion of enrollment, Chile's leadership now prioritizes the quality of school outcomes. To effect improvement in quality, a range of policy tools have been brought into play. These have included initiatives in strengthening the most poorly performing schools nationwide, improving schools in rural areas, establishing experimental secondary schools, reforming pre-and in-service teacher training, and extending the school day. These initiatives rely on the actions of a wide array of agents. In addition to Ministry actions, they include efforts of a network of public and private agencies, nongovernmental organizations, public-private partnerships, and efforts by individual schools. International development assistance has also been an important partner in educational reform. Chilean schools are funded through a national system of monthly, attendance-based subsidies, which are analogous to vouchers. They may be managed by municipalities, private sponsors, or various religious organizations. The Chilean educational system is an intricate network of partnerships involving private and public agencies, central, regional and municipal governments; domestic and international foundations; and international, intergovernmental organizations--all acting simultaneously. Such a complex structure of simultaneous reforms and developing partnerships as seen in Chile raises a key question for comparativists. How are the actions of different educational initiatives and institutions structured and sustained?
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: subscriptions@press.uchicago.edu.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile