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From the last decades of the 19th century and during the first half of the following century, the feminization of the primary teaching profession was consolidated as a generalized phenomenon in several Latin American countries. This article comparatively analyzes this process, identifying the material and symbolic factors that made possible the growing number of women primary teachers in in Argentina, Uruguay, Peru, Ecuador and Chile. Methodologically, this work is based on the analysis of documents and sources of various kinds, such as censuses and statistical compilations, ministerial reports, and memories of the ministries of public instruction. The comparative study of these sources allowed us to identify two main trajectories of feminization of the teaching profession: on the one hand, an early feminization process, related to the expansion of national education systems and the consolidation of the so-called Estado Docente. On the other hand, a delayed process of feminization was recognized. This was linked to more decentralized school systems and with greater influence from the Catholic Church. While the first trajectory is represented by the cases of Argentina, Uruguay and Chile; the second trajectory includes the experiences of Peru and Ecuador. [ABSTRACT FROM AUTHOR]

This paper analyzes the impact of the decentralization policy on the education sector of the Department of Huila. It uses panel data on fiscal, administrative and political decentralization, as well as educational coverage and educational quality of all its municipalities in the period 2005-2015. The results show that educational coverage has a positive relationship with administrative decentralization, and that fiscal, administrative and political decentralization contribute to improving the quality of municipal education. [ABSTRACT FROM AUTHOR]

This article summarizes a research conducted to evaluate the effectiveness of the policy to make flexible the curriculums, which was implemented in order to improve the inclusion and quality of the teaching in the Colombian schools. The work focuses on determining whether this strategy has been effective in ensuring the right to artistic education under fair conditions. The trajectories of the significant experiences in the artistic education at the basic and intermediate school grades and recognized during the implementation of the National Plan of Artistic Education 2007-2010 were analyzed and compared. It was carried out by using criteria for fair achievement stemming from the study of the pedagogical orientations in the artistic education at the basic and intermediate school grades, as provided by the National Ministry of Education, and by using the 4-A scheme by Katarina Tomasevski, under two (2) theoretical approaches: Justice as Fairness by John Rawls, and the Capability Approach by Amartya Sen and Martha Nussbaum. It was found that this strategy has not been effective enough to ensure the said right under fair conditions, both inside and outside the educative institutions, due to three factors: 1) Lack of awareness on this right; 2) the short time allocated in the school to the artistic teaching; and 3) non-regulated policy on how to make flexible the curriculums. [ABSTRACT FROM AUTHOR]

The article presents the advances, reflections and theoretical-methodological positions of the Project "Voices and Thoughts: communication from diversity" (SGI 2195, UPTC, Tunja, Boyacá - Colombia). It contains an introduction that corresponds to the reflection on the seventh-peace process that was experienced in the Colombian context. It displays the historical moment of the emergence of the communication wokshops in schools as a period and space of hope, as part of the National Program "Colombia Workshop Schools Tools of Peace". The following sections manifest positions of decentralization built after a week of meeting with young people with diverse abilities at the Koika classroom, representing a time of contextualization which was vital for the learning of the researchers. First, in relation to communication difficulties, as it was considered that these young people did not have communication skills. However, from the first encounter it was clear that the disability was not theirs, but ours and the world's to understand different communication possibilities. Here the construction of intersubjective relations is contemplated, regarding the difference as a potential and the look of strangeness, which is torn between its freedom and the desire for integration. The second decentering has to do with the formative intention to "build their future". In front of this, the research assumes a position of resignation, that is to say, there are no objectives related to promoting its development, nor stimulating skills, because it is not intended to fulfill an educational function. The only intention is to live dialogical experiences that impact on the present. The third decentering is to understand the meeting of diversities without external signs that ensure cognitive differences as a disadvantage or impossibility. The researchers avoid knowing the psychological diagnoses of the participating group, since it is not considered vital to the development of the project. By avoiding a perspective of "naturalization of the normality", the focus shifts to the valuing and the power of conversation as the main expression of human singularity. [ABSTRACT FROM AUTHOR]

The article takes stock of the various tactics and approaches to school management developed in recent years. The objective is to identify the different approaches to an-alyzing the new form of public administration being applied to education, as part of the educational reform processes implemented recently in several Latin American countries. On that basis, the idea of reorganizing schools is embedded in a context of change that promotes decentralization, along with more flexible mechanisms for the way education operates. The existence of these principles has led to diverse and contrasting results that account for heterogeneous school realities, despite the exis-tence of public policies that seek to align them according to certain regulatory stan-dards or requirements. This means school management is still an unfinished topic and one requiring more in-depth consideration to enrich its study. [ABSTRACT FROM AUTHOR]

Pressures for increased accountability and higher student achievement have pushed districts to assume greater control and centralization of curriculum, instruction, and assessments. While the benefits of coherence and centralization have been noted, there is also increasing awareness of the need to balance professionalism and accountability through more decentralized approaches. Using social network analysis and extensive interviews with principals and central office administrators, this mixed methods study explores how one United States school district's formal structures fostered informal relationships between site and central office administrators that led to a balance between professionalism and accountability--a core condition that supported sustained achievement. This study provides one example of centralization/ decentralization, and a balance of professionalism and accountability that was struck between the central office and its schools in a large suburban district serving a high percentage of Hispanics, English learners, and socio-economically disadvantaged students. [ABSTRACT FROM AUTHOR]

Las últimas décadas han sido testigos del fortalecimiento de los sindicatos docentes en México y Sudamérica. Pese a las diferencias que estas organizaciones presentan entre sí, todas han disputado con los gobiernos a la hora de definir los presupuestos educativos, y han enfrentado las políticas que promueven la descentralización de la educación y la implementación de reformas en los regímenes laborales docentes. Éstos y otros conflictos que atraviesa el campo educativo no expresan tanto una oposición entre intereses universales (encarnados por el Estado) y particulares (por los sindicatos) como una disputa laboral y política entre actores históricamente situados que tienen distintos papeles en la sociedad. [ABSTRACT FROM AUTHOR]

This article discusses the education policy in Chile in the 1980s by studying the case of the San Rafael school. It examines the decentralization of the education system and the role of the government in the development of educational policies during this time period. The author analyzes the effectiveness of the administration and management of public education by municipal governments, which resulted in financial, developmental, and educational inequality throughout the country. Groups in favor of and against the implementation of new education policies at the San Rafael school are also explored.

The education decentralization in 1992 modified the negotiation structure of teachers' salaries between government authorities and the teachers' unions. In 1998 a federal fund called FAEB was created to help the states finance education. This document explores the effects of the new negotiation structure and the effects of the distribution of FAEB among the states on expenditures on teachers' salaries. It is found that states with a high percentage of state teachers previous to decentralization provide teachers with lower salary increases. This is mainly because such states face higher education costs, due to the distribution rules of FAEB. [ABSTRACT FROM AUTHOR]

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the period 2000 - 2006, municipal or public schools reduced its enrollment in 186,000 students (13%) in Chile. Meanwhile, privately subsidized schools, receiving the same type of funding, increased their enrollment in 386,000 students (38%). In this paper we distinguish demand factors, associated with parents' decisions, and supply factors, those associated with owners' decisions, to explain the change in the education structure in Chile. We found evidence that the asymmetry in the institutional constraints explain only part of the evolution. Other factors, associated with municipal decisions, which in turn are explained by the asymmetric financing of different schools, explain the main part of the change. [ABSTRACT FROM AUTHOR]

The article presents the authors' reflections on the notion of school autonomy in light of the 20th century history of national educational systems in Latin America. They discuss the educational policies of the early 20th century in relation to nation-building and reflect on the need for structural educational changes which can reconfigure the redistribution of responsibility and power in education.

In this paper, the author analyzes the conditions in which "another territoriality" manages to penetrate the symbol of the sectoriality which they are the educative public policies. After to define the limits of the educative public policy and the decentralization, in general, and the Colombian case, in individual, doing a file of the Colombian process of educative decentralization from 1982, analyzes the Program of charter schools in Bogota during the Administrations of Peñalosa In this paper, the author analyzes the conditions in which "another territoriality" manages to penetrate the symbol of the sectoriality which they are the educative public policies. After to define the limits of the educative public policy and the decentralization, in general, and the Colombian case, in individual, doing a file of the Colombian process of educative decentralization from 1982, analyzes the Program of charter schools in Bogota during the Administrations of Peñalosa and Mockus 2 that it little combines the subject treated about "pedagogy" with the subject, very controversial, of the management deprived of the educational ones and sample that yes is possible to construct one "another territoriality", different from the cradle in the school, and to practice therefore a new form of governance of its territory that it questions the "public education" and replaces the concept to him of "public service of education", rendered by" private" actors. Finally, a series of conclusions appears that insist on the fact that it is not clear if this local initiative is a conjuncture measurement or marks outline of a new territorial policy. [ABSTRACT FROM AUTHOR]

El artículo considera las exigencias educativas desde una perspectiva política y económica. Se examina el rol de las innovaciones tecnológicas y la globalización en la modificación del currículo. Se estudia la influencia de las resoluciones educativas de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). Se mencionan varias propuestas reformas educativas, como la decentralización del sistema educativo y el desarrollo de estándares de evaluación en México.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes the role of local educational actors in the state of Baja California since the 1990s. An analysis is made of the conflicts instigated by government and union actors during the state government's early years of political change and during the phases of educational decentralization in the state. The purpose is to contribute elements regarding the behavior of the involved parties at certain times: a) When conflict was intense, the educational authorities' attention to educational needs was minimum. b) When conflict subsided, the actors reached agreements for local educational decentralization, c) Although conflict resumed after the signing of the National Agreement for the Modernization of Basic Education, over time the actors were able to separate historic demands from the periodic demands for increased wages and benefits. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper shows a wide picture of the educational sector in Colombia with emphasis on public education. The paper starts off with a brief description of the main policy measures implemented during the last decades, which is then followed by a detailed evaluation of the norms on educational decentralisation as well as those ruling the teaching profession in the country. The paper evaluates the recent performance of some sectoral indicators on public expenditure, coverage, efficiency and quality; also, it analyses the scheme of remuneration and incentives facing teachers. In recent years, the analysis of the behaviour of sectoral indicators suggests that government policy on education has mainly focused on the increase in coverage rather than on the improvement in quality. [ABSTRACT FROM AUTHOR]

The paper deals with four of the Mexican government' educational policies derived from the National Accord to Modernize Basic and Normal Education (Acuerdo National para la Modernización de la Educación Básica y Normal-ANMEB-) signed in may, 1992. These are: the decentralization of basic education; curricular renovation and the production of textbooks and educational material; reforms to teachers' working conditions; and society's participation in education. The study was done by means of documentary research and interviews with the Department of Education's head officials. Among the main findings are: the continuity of consensus between the federal and the states governments; the promotion of the states' initiatives in substantive subjects by the Department of Education and the acknowledgement of limitations encountered in basic education caused by the predominance of the central federal power; the qualitative innovations in textbooks and educational material; the postponement of pre-school and secondary education reforms; the great unbalance of teachers' initial education; the high degree of endogamy and political fiefs within the teachers' community; the wide variety of projects at different levels and institutions to promote parents' participation in schools and to make principals and teachers sensitive to such participation. [ABSTRACT FROM AUTHOR]

El artículo discute la educación en la Ciudad de México y la reforma del artículo 122 de la Constitución, que trata de la descentralización de la educación básica. Se hablan de dos propuestas que tendrían impacto en la educación básica en la Ciudad. El primero refiere a la creación de una entidad desconcentrada denominada administración federal de servicios educativos. El otro refiere a la reforma para adicionar una base sexta al apartado "C" del Artículo.

El artículo enfoca en la educación básica en la Ciudad de México. Se habla de la descentralización de los servicios de educación básica al Distrito Federal y la reforma al artículo 122 de la Constitución para el aporte por el gobierno local para el sostenimiento de sus escuelas. Se discute "el factor Camacho", que trata de Manuel Camacho Solís, regente del Departamento del Distrito Federal. Se habla de la formación de la Conago (Conferencia Nacional de Gobernadores).

El artículo enfoca en la federalización y gestión educativa estatal en Morelos, México. Se examina el proceso para construir capacidad autónoma de gestión educativa en las entidades federativas mexicanas, desde la descentralización de 1992. Se refiere a un estudio de caso y tres dimensiones: política, administrativa y técnico-pedagógica.

Political evaluation of quality constitutes one of the key aspects of the educational reform in the nineties in Argentina. In the context of the processes of this National Reform and the de-centralization of educational services, the design and development of national systems of evaluation of quality are functions reserved for the central power, who assumes the role of the State as an evaluator. We acknowledge the complex and polemical aspects of the evaluation task. We support this idea because we consider that evaluation is always related to a dimension of power that goes through it and gives meaning to it. In this work, we propose to have a critical view of the implementation of the political evaluation of educational quality in the province of La Pampa, as a way to justify accounts. We will try to elicit the relationships between evaluation and power, questioning this phenomeno in order to generate another possible perspective. [ABSTRACT FROM AUTHOR]

El artículo enfoca en la descentralización de las escuelas. Se analiza la transformación de la oferta escolar en la ciudad de León, Guanajuato, México. Los cambios en el sistema educativo tuvieron lugar como parte de la "modernización de educación". Se hablan de la descentralización de la educación básica y normal, la obligatoriedad constitucional de la secundaria y las formas sui generis de descentralización de la educación media y superior.

El artículo enfoca en el desarrollo de la política de descentralización educativa entre los años de 1992 y 1998 en el estado de Tlaxcala en México. Se analizan los factores que impidieron un proyecto de desconcentración de la gestión institucional de la educación a escala municipal. Se habla del papel que jugó la burocracia del Sindicato Nacional de Trabajadores de la Educación, en sus secciones tlaxcaltecas, en un clima de inestabilidad política generado a partir de un conflicto intrasindical y de un movimiento magisterial disidente en el estado.

El artículo enfoca en la descentralización y las regulaciones y modelos de autonomía en escuelas en Buenos Aires, Argentina y São Paulo, Brasil. Se comparan los modelos de autonomía escolar en las dos ciudades. Se exploran los diferentes modelos de autonomía escolar, que incluyen School Based Management y Charter Schools. Se describe la autonomía de las escuelas como la capacidad legal de tomar decisiones propias en dominios de la gestión y maniobra institucional.

Se discuten varios artículos en este número de la revista que tratan de la descentralización de los sistemas educativos, que incluyen "Descentralización, regulaciones y modelos de autonomía. Una perspectiva entre Buenos Aires y San Paulo (1996-2002)", por Myrian Andrada, "El SNTE y la descentralización de la educación básica en Tlaxcala", por Norma Ilse Ávila y "Descentralización: ¿Quién ocupa los espacios educativos? Transformaciones de la oferta escolar de una ciudad mexicana", por María de Ibarrola y Enrique Bernal.

El artículo enfoca en la descentralización educativa en Argentina. Se habla del proceso de transferencia de las instituciones de formación docente dependientes del Estado a los estados provinciales. Se analizan las características de la política de descentralización puesta en marcha en el país durante la década de los noventa. Se habla de la reforma del Estado, de la transferencia de los servicios educativos y de la transferencia como desburocratización del sistema.

The article focuses on the impact of the process of educational decentralization that has taken place in State of Baja California in Mexico since the educational reform of 1992. The vicissitudes of the process are discussed. The objectives of educational decentralization are explored, as well as the conflicts and tensions associated with it. The historical experience of Mexico with educational decentralization is reviewed. Empirical evidence that contributes to the national debate about the effects of decentralization is looked at. The political and institutional arrangements that are caused by decentralization at the local level are examined.

El artículo discute varios asuntos relacionados con la revista. Se anuncia que la versión electrónica está disponible en www.comie.org.mx/revista.htm. Se hablan de las convocatorias para artículos temáticos que están incluidos en el presente número. Los temas incluyen "Descentralización educativa" y "Trabajo docente y subjetividad magisterial". Se presenta una carta al Consejo Nacional de Ciencia y Tecnología del editor de la revista sobre el hecho que la revista no fue incluido en el Índice de Revistas Mexicanas de Investigación Científica y Tecnología.

El artículo examina las reformas de la educación superior en los institutos tecnológicas mexicanas. Se analiza las varias políticas que han promovido el cambio institucional entre los años 2001-2006. Esta reforma, llamada el Plan Nacional de Educación, tenía el propósito de evaluar la capacidad de estas instituciones. El artículo identifica los problemas en la selectividad de estudiantes y la evaluación de la investigación.

El artículo discute la federalización y la decentralización en la educación superior. Se proporciona detalles históricos sobre el proceso de la decentralización educativa mexicana al comenzar en el siglo XXI. La recapitulación histórica analiza el fenómeno en cada subsistema nacional: las universidades tecnológicas, las escuelas normales, las universidades públicas, las instituciones privadas y los institutos tecnológicos.