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An important dimension of international comparative analysis in education is studying the models of regulation that structure the way in which educational provision is organized. The specialized literature has defined three predominant regulatory models: the traditional bureaucratic professional model, the quasi-market model inspired by neoliberal thought, and the evaluative state model linked to the notion of new public management. This paper seeks to contribute to this line of analysis by studying the evolution of the Chilean education system since 1980. We describe and analyze the models of regulation that have governed Chilean education and their expression in educational reforms and policies; we assert that Chile has adopted all three mentioned models. We also identify some of the principal consequences of these policies: a highly atomized, privatized, and socioeconomically segregated school system; an improvement in access to education and the conditions for the educational process; and an increase in learning outcomes, despite starting from very low levels and stalling during the past decade while remaining highly unequal in character. Thus, we propose some hypotheses to interpret those changes, relating them to the models of regulation as well as the policies previously analyzed. Overall, we affirm that the market and evaluative state models have achieved modest positive effects while producing relevant undesirable consequences. We conclude the paper with a reflection on the character of the particular hybridization of regulatory models developed in Chile, and the types of policy we believe should be prioritized to improve quality, increase innovation, and diminish inequity. [ABSTRACT FROM AUTHOR]

In the last 26 years, many educational reforms have been introduced in Chile with the aim of improving equity and quality in the system. School principals, as both actors and protagonists of these reforms, have developed their own vision of these social phenomena and their effects on educational organizations. It is on this basis that this study seeks to analyze three public policies in education through the experience of senior school principals, using an autoethnographic exploration that is part of a qualitative paradigm. Results show that school principals face these public policies with feelings of fear and uncertainty, and a perceived sense of isolation. The relevance of this study resides in the opportunity to position individuals, from an emotional perspective, in a specific sociocultural context. [ABSTRACT FROM AUTHOR]

Since the 90' Chile has lived an important process of educational reform that has affected the whole educational system. Efforts have been made to incorporate the perspective of gender. Nevertheless, there is consensus about the fact that schools do not generate the roles and stereotypes of gender, but the place where they are promoted. If we face the premise that schools are spaces where they are discrimination occurs, few would dare to deny it. Incorporating in this analysis the variable of gender produces controversies. Is school a place that discriminates against girls and women? On this complex social scene we propose to discuss on the role we teachers must have in the restoration of a coeducational school. [ABSTRACT FROM AUTHOR]

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