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Since the 1980s, accountability, performance measurement and competitiveness have been implemented in universities globally. It is the management logic known as New Public Management (NPM). But the NPM in contemporary academia is not understood without attending to the emergence of digital management devices and platforms (DMDs). It is the combination of both events that we have called the digital turn in university management. The implementation of DMDs is not a homogeneous and fully satisfactory process but is loaded with attempts, fails, and failures that need the voice of academics to be understood in its extension. This article presents the results of 40 interviews with academics about their experience and engagement with DMDs. The results point to the existence of at least three repertoires: 1) device-lover, 2) functional-pragmatic and 3) oppositionist-rejector. Together, these results point out that, on one hand, both the experience and the identity of the academic; and on the other hand, the relationship with the institutional context; both are the key to the successful implementation of the DMDs.

In the last six years, Chile has carried out major reforms in school climate policy. However, these reforms are tied to two different realities that conflict with each other: a formative reality, which promotes a school climate of local decision-making and the improvement of school performance; and a punitive reality, which prioritizes improvement in the school climate through accountability protocols and regulations. We used Actor-Network Theory to describe the network of actors that underlie these realities. We analyzed key documents and conducted active interviews with actors responsible for the design and implementation of these policies. Results show that the assembled network enacts an accountability reality by means of the Law on Assurance of the Quality of Education, with key devices and s-objects performing the network. However, this enacted reality is at odds with a logic of school improvement that is still defended by the Ministry of Education, an actor that is no longer the main source of translation in the network. These results are discussed in light of the so-called "global triumph" of New Public Management through the dissemination of specific instruments that bring together subjects and objects in enacting the reality of accountability.

AbstractThis paper analyzes the population management logics present in the YFS framework, delving into its power dynamics, prioritization processes, and the (in)visibility of themes that influence its configuration and outcomes. Through a Governmentality Studies lens, it analyses the program’s shift from biopolitical to psychopolitical rationalities. A qualitative document analysis of 43 documents reveals the program’s strategies in addressing youth sexuality: the translation of youth sexuality, the identification of social determinants, the execution of extitutional action, and the fostering of participation as competence. These findings illustrate a sophisticated governance of sexuality education, leveraging psychopolitical tactics for nuanced youth engagement, emphasizing accountability, and fostering skill development. The analysis underscores the significance of evolving sexuality education practices toward more inclusive and adaptable approaches. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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.)

School dropout (SD) is a complex process that violates and excludes. Youth and Adult Education (YAE) is often the place of transformation of this reality, with scarce resources and basic capacities. Through a qualitative case study in Chile and Spain, we sought to identify educational experiences and practices that seek to reverse SD. We recognized students' accounts of experiences and traumas of educational exclusion, and teachers' accounts of experiences of exclusion and AE, being counter-hegemonic practices and alternative ways of banding, a response to an excluding neoliberal educational order. [ABSTRACT FROM AUTHOR]

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa 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 Psicoperspectivas is the property of Pontificia Universidad Catolica de Valparaiso, Escuela de Psicologia 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.)

Since the dictatorship, Chilean educational administration has been guided by the neoliberal logic of the new public management, managed by instruments such as the teacher evaluation system. This paper gathers 11 interviews with teachers about their experience in high stake testing processes of their performance. The results show tensions between the vision and objectives of the teacher evaluation policy and the perspective from the experience of the teachers themselves, mainly regarding the objectives and scope of the evaluation process, as well as the ways of carrying it out. At the same time, practices of resistance to the competitive and individualistic Logic that operates in the current evaluation system are highlighted, towards collaborative and locally contextualized practices. [ABSTRACT FROM AUTHOR]

Public education policies in recent years have been strongly criticized by neoliberal sectors under arguments of efficiency, quality measurement and performance incentives-penalties. This has led to the emergence of important tensions between the legislative version of education design and the local version of schools. In this study we analyse the law 21 040 that Creates Chile's New Public Education System, which promises to reverse neoliberal education policies where these tensions are explicitly evident. Under a qualitative case study, from the Actor-Network Theory, we report on the process of implementation of this law, describing the different legislative and local versions that constitute it daily. Finally, we offer some suggestions to improve the new public education system based on the local evidence of this process. Las políticas públicas educativas de los últimos años han sido fuertemente criticadas por sectores neoliberales bajo argumentos en pro de la eficiencia, la medición de la calidad, y los incentivos y castigos por rendimiento. Esto ha supuesto la emergencia de importantes tensiones entre la versión legislativa del diseño educativo y la versión del plano local de las escuelas. En este estudio analizamos la ley 21 040 que Crea el Nuevo Sistema de Educación Pública de Chile, la cual promete revertir las políticas educativas neoliberales donde se evidencian explícitamente estas tensiones. Bajo un estudio de caso cualitativo, enfocado desde la Teoría del Actor-Red, damos cuenta del proceso de implementación de esta ley, describiendo las diferentes versiones legislativas y locales que la constituyen día a día. Finalmente, ofrecemos algunas sugerencias de mejora del nuevo sistema educativo público en base a las evidencias locales sobre este proceso. [ABSTRACT FROM AUTHOR]

Copyright of Sociology & Technoscience / Sociología y Tecnociencia is the property of Universidad de Valladolid, Escuela Universitaria de Educacion 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 last six years, Chile has carried out major reforms in school climate policy. However, these reforms are tied to two different realities that conflict with each other: a formative reality, which promotes a school climate of local decision-making and the improvement of school performance; and a punitive reality, which prioritizes improvement in the school climate through accountability protocols and regulations. We used Actor-Network Theory to describe the network of actors that underlie these realities. We analyzed key documents and conducted active interviews with actors responsible for the design and implementation of these policies. Results show that the assembled network enacts an accountability reality by means of the Law on Assurance of the Quality of Education, with key devices and s-objects performing the network. However, this enacted reality is at odds with a logic of school improvement that is still defended by the Ministry of Education, an actor that is no longer the main source of translation in the network. These results are discussed in light of the so-called "global triumph" of New Public Management through the dissemination of specific instruments that bring together subjects and objects in enacting the reality of accountability. [ABSTRACT FROM AUTHOR]

From the beginning of our civilization, the existence of infectious and contagious diseases required a search for solutions for both an individual and medical-health problem, and political interventions that involve a territory and population that must be managed. In this respect, epidemiology constitutes a strategic dimension in analysing the complex relationships established between scientific conduct and the political management of a territory. With this focus, we will provide a short historic genealogy of the links established between medicine and politics in European societies since the 18th century. From this, we should be able to see a movement from the concepts of healthiness/unhealthiness common to the ‘public hygiene’ managed by the 19th-century nation-state, towards the imperative of ‘public health’ operating with the ‘global health’ concept promoted by our current global institutions. [ABSTRACT FROM AUTHOR]