Gustavo Mejía Pérez, José Luis González Callejas, Tiffany Abigail Pérez Ramos
El presente texto analiza la distribución territorial de la oferta de educación superior (ES) en el estado de Oaxaca (México) desde las perspectivas de la segmentación de mercados y la geografía de las oportunidades. Se analizaron datos geográficos y demográficos mediante un sistema de información geográfica (SIG). El estudio sugiere que la oferta de ES en Oaxaca se segmenta de manera diferenciada bajo dos modalidades: concentración en los espacios metropolitanos con varias vías de acceso, que se dedican a actividades económicas terciarias (servicios) y con poca población indígena; y, poca o nula oferta en regiones no metropolitanas, con pocas o nulas vías de acceso, donde las principales actividades económicas son primarias simples (agricultura y ganadería para autoconsumo) y existe un alto porcentaje de población indígena. Este análisis muestra que existen circuitos de abundancia, donde se concentra la oferta de ES, y otros de pobreza, donde la oferta de este servicio es nula o escasa. De esta manera, el bajo nivel socioeconómico, la condición de ruralidad, la distancia y el origen étnico son efectos acumulativos que generan barreras en el acceso a la ES.
{"title":"Equidad y geografía de las oportunidades en México: La distribución territorial de los mercados de educación superior en Oaxaca","authors":"Gustavo Mejía Pérez, José Luis González Callejas, Tiffany Abigail Pérez Ramos","doi":"10.14507/epaa.31.7269","DOIUrl":"https://doi.org/10.14507/epaa.31.7269","url":null,"abstract":"El presente texto analiza la distribución territorial de la oferta de educación superior (ES) en el estado de Oaxaca (México) desde las perspectivas de la segmentación de mercados y la geografía de las oportunidades. Se analizaron datos geográficos y demográficos mediante un sistema de información geográfica (SIG). El estudio sugiere que la oferta de ES en Oaxaca se segmenta de manera diferenciada bajo dos modalidades: concentración en los espacios metropolitanos con varias vías de acceso, que se dedican a actividades económicas terciarias (servicios) y con poca población indígena; y, poca o nula oferta en regiones no metropolitanas, con pocas o nulas vías de acceso, donde las principales actividades económicas son primarias simples (agricultura y ganadería para autoconsumo) y existe un alto porcentaje de población indígena. Este análisis muestra que existen circuitos de abundancia, donde se concentra la oferta de ES, y otros de pobreza, donde la oferta de este servicio es nula o escasa. De esta manera, el bajo nivel socioeconómico, la condición de ruralidad, la distancia y el origen étnico son efectos acumulativos que generan barreras en el acceso a la ES.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49140052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher shortages increase yearly while interest in the teaching profession seems to be at an all-time low. Policymakers are again seeing value in high school “grow your own” (GYO) teacher programs as a source of future teacher talent. Against the backdrop of career development models for teaching, we developed an instrument based on specific practices in the GYO literature and applied the instrument to review school district applications selected for statewide grant funding to evaluate the extent which proposed programs intended to enact such strategies. Applications reflected many of the recruitment, preparation and retention strategies found in the literature, but we also found three trends across the pool of applications that suggested GYO programs may miss their intended mark of increasing the number and diversity of teachers. First, application plans made limited use of current career models to guide recruiting efforts. Second, the application plans seemed unlikely to create diversity in the teacher talent pool. Third, plans for offering dual credit courses in high school gave little attention to aligning post-secondary academic pathways to undergraduate teacher certification. These results suggest that traditionally conceived pre-collegiate GYO programs need to be reimagined if they are going to be successful at mitigating teacher shortages.
{"title":"Finding tomorrow’ teachers: Investigating school district plans for pre-collegiate GYO programs","authors":"D. Hamman, S. Matteson, The-Thang Nguyen","doi":"10.14507/epaa.31.7803","DOIUrl":"https://doi.org/10.14507/epaa.31.7803","url":null,"abstract":"Teacher shortages increase yearly while interest in the teaching profession seems to be at an all-time low. Policymakers are again seeing value in high school “grow your own” (GYO) teacher programs as a source of future teacher talent. Against the backdrop of career development models for teaching, we developed an instrument based on specific practices in the GYO literature and applied the instrument to review school district applications selected for statewide grant funding to evaluate the extent which proposed programs intended to enact such strategies. Applications reflected many of the recruitment, preparation and retention strategies found in the literature, but we also found three trends across the pool of applications that suggested GYO programs may miss their intended mark of increasing the number and diversity of teachers. First, application plans made limited use of current career models to guide recruiting efforts. Second, the application plans seemed unlikely to create diversity in the teacher talent pool. Third, plans for offering dual credit courses in high school gave little attention to aligning post-secondary academic pathways to undergraduate teacher certification. These results suggest that traditionally conceived pre-collegiate GYO programs need to be reimagined if they are going to be successful at mitigating teacher shortages.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41905424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Partiendo de estudios previos—que señalan al gerencialismo como un dispositivo de control que se viene introduciendo en las escuelas en las últimas décadas—esta investigación tiene como propósito conocer y comprender la experiencia del profesorado con las prácticas gerenciales y en qué formas estas se hacen presente en su práctica educativa. Para ello se ha llevado a cabo un estudio de caso a través de: entrevistas semiestructuradas (con dieciséis docentes de centros públicos de Andalucía y un inspector) y el análisis documental de la normativa que regula dos de los centros investigados. Los resultados y su discusión indican que: 1) el profesorado se siente desbordado ante la continua y elevada tarea documental que le demanda la administración; 2) esta sobrecarga de trabajo dificulta las posibilidades de reflexión del profesorado sobre su práctica; 3) el gerencialismo genera unos marcos y estructura que limitan la autonomía docente y dirigen el sentido de su práctica profesional.
{"title":"El gerencialismo en la práctica escolar de centros educativos andaluces: Un estudio de caso","authors":"Diego Martín-Alonso, Eva Guzmán-Calle","doi":"10.14507/epaa.31.6314","DOIUrl":"https://doi.org/10.14507/epaa.31.6314","url":null,"abstract":"Partiendo de estudios previos—que señalan al gerencialismo como un dispositivo de control que se viene introduciendo en las escuelas en las últimas décadas—esta investigación tiene como propósito conocer y comprender la experiencia del profesorado con las prácticas gerenciales y en qué formas estas se hacen presente en su práctica educativa. Para ello se ha llevado a cabo un estudio de caso a través de: entrevistas semiestructuradas (con dieciséis docentes de centros públicos de Andalucía y un inspector) y el análisis documental de la normativa que regula dos de los centros investigados. Los resultados y su discusión indican que: 1) el profesorado se siente desbordado ante la continua y elevada tarea documental que le demanda la administración; 2) esta sobrecarga de trabajo dificulta las posibilidades de reflexión del profesorado sobre su práctica; 3) el gerencialismo genera unos marcos y estructura que limitan la autonomía docente y dirigen el sentido de su práctica profesional.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42565619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Formal teacher leader programs that develop, position, and reward teachers to work with peers to improve instruction are a growing reform effort in the United States, yet there are few published studies of their efficacy. In this paper, we examine the impacts of one district’s teacher leadership program on students’ annual state test performance. The program placed full-time instructional coaches and partly released English language arts (ELA) and mathematics content specialists in each of 11 district schools. To assess the program’s impact, we examined five years of student-level state test data; two years before the adoption of the intervention and three years afterwards. Using an interrupted time series design, we examined trends in performance before and after the adoption of the intervention. Overall, there were no significant effects in ELA, and a small negative effect in mathematics. By contrast, in the stable sub-sample of students who were in the district for the five years examined in the study, there was a large significant positive effect in mathematics and large but non-significant positive effect in ELA. We conclude with a discussion the implications of these findings for research and policy.
{"title":"The impact of a formal teacher leadership program on student performance","authors":"J. Supovitz, Meghan Comstock","doi":"10.14507/epaa.31.7524","DOIUrl":"https://doi.org/10.14507/epaa.31.7524","url":null,"abstract":"Formal teacher leader programs that develop, position, and reward teachers to work with peers to improve instruction are a growing reform effort in the United States, yet there are few published studies of their efficacy. In this paper, we examine the impacts of one district’s teacher leadership program on students’ annual state test performance. The program placed full-time instructional coaches and partly released English language arts (ELA) and mathematics content specialists in each of 11 district schools. To assess the program’s impact, we examined five years of student-level state test data; two years before the adoption of the intervention and three years afterwards. Using an interrupted time series design, we examined trends in performance before and after the adoption of the intervention. Overall, there were no significant effects in ELA, and a small negative effect in mathematics. By contrast, in the stable sub-sample of students who were in the district for the five years examined in the study, there was a large significant positive effect in mathematics and large but non-significant positive effect in ELA. We conclude with a discussion the implications of these findings for research and policy.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48362993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El acompañamiento pedagógico es un procedimiento de formación del profesorado dirigido a mejorar la enseñanza-aprendizaje mediante el análisis y reflexión sobre la práctica pedagógica. Este artículo persigue analizar las percepciones sobre la práctica de acompañamiento pedagógico de acompañantes de República Dominicana: coordinadores pedagógicos, directores y técnicos. Participaron 340 acompañantes, quienes respondieron un cuestionario autoadministrado validado mediante cuatro modalidades complementarias. Se encontró que los acompañantes tienen una concepción constructivista en las dimensiones analizadas: prácticas pedagógicas, planificación, características y finalidad del acompañamiento. Los resultados mostraron algunas contradicciones y limitaciones conceptuales de los mentores acerca de su impacto en las prácticas pedagógicas y la participación del profesorado en el proceso de acompañamiento. Esto sugiere una formación insuficiente en enseñanza-aprendizaje, formación docente y acompañamiento pedagógico. Como las percepciones pedagógicas de los acompañantes influyen en qué y cómo lo hacen, es indispensable intervenir sobre estas para cambiar las prácticas pedagógicas de acompañamiento inadecuadas, mejorar la formación de los acompañantes y, en consecuencia, la educación. Se sugiere continuar desarrollando programas de formación de mentores, con énfasis en el acompañamiento pedagógico.
{"title":"Percepciones de los formadores sobre el acompañamiento pedagógico","authors":"Berki Yoselin Taveras-Sánchez, Julián López-Yáñez","doi":"10.14507/epaa.31.7337","DOIUrl":"https://doi.org/10.14507/epaa.31.7337","url":null,"abstract":"El acompañamiento pedagógico es un procedimiento de formación del profesorado dirigido a mejorar la enseñanza-aprendizaje mediante el análisis y reflexión sobre la práctica pedagógica. Este artículo persigue analizar las percepciones sobre la práctica de acompañamiento pedagógico de acompañantes de República Dominicana: coordinadores pedagógicos, directores y técnicos. Participaron 340 acompañantes, quienes respondieron un cuestionario autoadministrado validado mediante cuatro modalidades complementarias. Se encontró que los acompañantes tienen una concepción constructivista en las dimensiones analizadas: prácticas pedagógicas, planificación, características y finalidad del acompañamiento. Los resultados mostraron algunas contradicciones y limitaciones conceptuales de los mentores acerca de su impacto en las prácticas pedagógicas y la participación del profesorado en el proceso de acompañamiento. Esto sugiere una formación insuficiente en enseñanza-aprendizaje, formación docente y acompañamiento pedagógico. Como las percepciones pedagógicas de los acompañantes influyen en qué y cómo lo hacen, es indispensable intervenir sobre estas para cambiar las prácticas pedagógicas de acompañamiento inadecuadas, mejorar la formación de los acompañantes y, en consecuencia, la educación. Se sugiere continuar desarrollando programas de formación de mentores, con énfasis en el acompañamiento pedagógico.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42884834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This contribution takes up and discusses topology as a relational approach to better understand and empirically trace policy mobilities in federal education systems. While topology echoes other relational approaches in its simultaneous focus on ongoing change and the “making” of stabilized forms (e.g., policy scales), it also brings attention to facets of policy mobility research that other approaches have, at least so far, considered to a much lesser extent. Such facets include the systematic integration of a temporal dimension (e.g., rhythms of scale- or policy-making) as well as the consideration of digital/data space-times. Equally, topology reminds us that policy itself is increasingly becoming topological—that is to say, policy-making is increasingly ruled by movement spaces, logics of connectedness, and capacities for change, instead of formal authority, position, or transmission. Integrating these different dimensions into a heuristic framework, we illuminate what we see differently when applying a topological lens to policy mobility analysis in federal education systems, using the example of German education policies since the 2000s, particularly transformations induced by the ongoing pandemic, as a case study.
{"title":"Analyzing (and comparing) policy mobilities in federal education systems: Potentials of a topological lens","authors":"Sigrid Hartong, Christopher Urbas","doi":"10.14507/epaa.31.7316","DOIUrl":"https://doi.org/10.14507/epaa.31.7316","url":null,"abstract":"This contribution takes up and discusses topology as a relational approach to better understand and empirically trace policy mobilities in federal education systems. While topology echoes other relational approaches in its simultaneous focus on ongoing change and the “making” of stabilized forms (e.g., policy scales), it also brings attention to facets of policy mobility research that other approaches have, at least so far, considered to a much lesser extent. Such facets include the systematic integration of a temporal dimension (e.g., rhythms of scale- or policy-making) as well as the consideration of digital/data space-times. Equally, topology reminds us that policy itself is increasingly becoming topological—that is to say, policy-making is increasingly ruled by movement spaces, logics of connectedness, and capacities for change, instead of formal authority, position, or transmission. Integrating these different dimensions into a heuristic framework, we illuminate what we see differently when applying a topological lens to policy mobility analysis in federal education systems, using the example of German education policies since the 2000s, particularly transformations induced by the ongoing pandemic, as a case study.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45331820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Beech, Laura C. Engel, Glenn C. Savage, B. Lingard
As an introduction to this special issue, this paper presents a discussion of different theoretical and methodological challenges in analyzing the ways in which global policy flows are shaping education policies and practices within and across federal systems. We argue that the dynamics between the global and the federal systems are complex, non-linear, multi-directional and ever changing. We start by discussing the notion of global policy mobilities and the kinds of theoretical approaches that we suggest can be productive in understanding the flows of power in education across spaces. We then move on to conceptualize “the federal” in education. While global flows do not lead toward universal results or linear policy convergence across nations, we also stress the necessity to think about federalism not as singular but in the plural, as federalisms, given the different configurations and historical developments of federal systems of education. To conclude, we highlight four analytic tensions and new directions for future research on global policy mobilities in federal education systems.
{"title":"Global policy mobilities in federal education systems","authors":"J. Beech, Laura C. Engel, Glenn C. Savage, B. Lingard","doi":"10.14507/epaa.31.8249","DOIUrl":"https://doi.org/10.14507/epaa.31.8249","url":null,"abstract":"As an introduction to this special issue, this paper presents a discussion of different theoretical and methodological challenges in analyzing the ways in which global policy flows are shaping education policies and practices within and across federal systems. We argue that the dynamics between the global and the federal systems are complex, non-linear, multi-directional and ever changing. We start by discussing the notion of global policy mobilities and the kinds of theoretical approaches that we suggest can be productive in understanding the flows of power in education across spaces. We then move on to conceptualize “the federal” in education. While global flows do not lead toward universal results or linear policy convergence across nations, we also stress the necessity to think about federalism not as singular but in the plural, as federalisms, given the different configurations and historical developments of federal systems of education. To conclude, we highlight four analytic tensions and new directions for future research on global policy mobilities in federal education systems.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45307104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Global policy mobilities have been studied predominantly at the national level of education, but their implications and effects at the subnational level have been disregarded. This paper analyzes Proyectá tu Futuro, the first social impact bond (SIB) for education and employability implemented in Buenos Aires, Argentina. Since 2010, SIBs have become a booming type of policy, rapidly traveling and being adopted across countries and policy spheres. SIBs aim to align the incentives of the private sector—the third sector—and the public sector to obtain results while improving public-policy efficiency. However, often it is policy entrepreneurs’ agendas and not results or efficiency goals that trigger SIBs’ adoption. In this study, we analyze the diffusion of SIBs as policy mobilities and the processes of adoption and translation in the context of Buenos Aires. To this end, we draw on an analysis of policy documents, existing legal frameworks, and interviews with key actors. Our findings point to the role of “glocal” policy entrepreneurs as key agents for the adoption and translation of SIBs, as well as their capacity to advance their own agendas in the context of global policy mobilities in federal education systems.
{"title":"Policy mobilities in federal systems: The case of Proyectá tu Futuro, a social impact bond for education and employment in the city of Buenos Aires","authors":"Tomás Esper, F. Acosta","doi":"10.14507/epaa.31.6762","DOIUrl":"https://doi.org/10.14507/epaa.31.6762","url":null,"abstract":"Global policy mobilities have been studied predominantly at the national level of education, but their implications and effects at the subnational level have been disregarded. This paper analyzes Proyectá tu Futuro, the first social impact bond (SIB) for education and employability implemented in Buenos Aires, Argentina. Since 2010, SIBs have become a booming type of policy, rapidly traveling and being adopted across countries and policy spheres. SIBs aim to align the incentives of the private sector—the third sector—and the public sector to obtain results while improving public-policy efficiency. However, often it is policy entrepreneurs’ agendas and not results or efficiency goals that trigger SIBs’ adoption. In this study, we analyze the diffusion of SIBs as policy mobilities and the processes of adoption and translation in the context of Buenos Aires. To this end, we draw on an analysis of policy documents, existing legal frameworks, and interviews with key actors. Our findings point to the role of “glocal” policy entrepreneurs as key agents for the adoption and translation of SIBs, as well as their capacity to advance their own agendas in the context of global policy mobilities in federal education systems.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47956321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper takes the landmark review into the federal funding of schools in Australia, known as the Gonski Review (2011), as an illustrative case to demonstrate the scalar practices involved in policy production and enactment. Its primary argument is that, while its core recommendation was a needs-based funding model for the federal government funding of schools, the Gonski Review also articulates an aspiration for the translation of this funding model into a comprehensively national approach. This is done, I argue, through important practices of scalar imagining and reasoning (Papanastasiou, 2017b). However, these national aspirations sit uneasily with the realities of schooling and school funding in the Australian federation, which includes constitutional arrangements, legislation, and policy principles that distribute responsibility for funding across multiple spaces of governance. Drawing on documentary evidence, I argue that scalar tensions are produced between these national aspirations and the realpolitik of Australian federalism. By challenging “the national” as a coherent and predetermined “scale,” these findings reinforce the importance of attending to the mediating forces of subnational governments, as well as global policy influences, when thinking about policy mobilities in federations.
{"title":"Imagining “national” funding in the Australian federation: The Gonski Review and the Schooling Resource Standard","authors":"Elisa Di Gregorio","doi":"10.14507/epaa.31.6896","DOIUrl":"https://doi.org/10.14507/epaa.31.6896","url":null,"abstract":"This paper takes the landmark review into the federal funding of schools in Australia, known as the Gonski Review (2011), as an illustrative case to demonstrate the scalar practices involved in policy production and enactment. Its primary argument is that, while its core recommendation was a needs-based funding model for the federal government funding of schools, the Gonski Review also articulates an aspiration for the translation of this funding model into a comprehensively national approach. This is done, I argue, through important practices of scalar imagining and reasoning (Papanastasiou, 2017b). However, these national aspirations sit uneasily with the realities of schooling and school funding in the Australian federation, which includes constitutional arrangements, legislation, and policy principles that distribute responsibility for funding across multiple spaces of governance. Drawing on documentary evidence, I argue that scalar tensions are produced between these national aspirations and the realpolitik of Australian federalism. By challenging “the national” as a coherent and predetermined “scale,” these findings reinforce the importance of attending to the mediating forces of subnational governments, as well as global policy influences, when thinking about policy mobilities in federations.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42053449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Xavier Bonal, Marcel Pagès, Antoni Verger, Adrián Zancajo
Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share important features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.
{"title":"Regional policy trajectories in the Spanish education system: Different uses of relative autonomy","authors":"Xavier Bonal, Marcel Pagès, Antoni Verger, Adrián Zancajo","doi":"10.14507/epaa.31.8031","DOIUrl":"https://doi.org/10.14507/epaa.31.8031","url":null,"abstract":"Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share important features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44125300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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