Reforming public education in Chile: The creation of local education services

2021 ◽  
pp. 174114322098332
Author(s):  
Stephen Anderson ◽  
Mario Uribe ◽  
Juan Pablo Valenzuela
Keyword(s):  
Public School ◽  
Public Education ◽  
Organizational Innovation ◽  
Local Education ◽  
Public School Education ◽  
Agency Support ◽  
Education Agency ◽  
The Creation ◽  
The Government ◽  
Professional Capacity

The government of Chile mandated a system-wide reform in public school education in 2017. The reform calls for de-municipalization of the public school sector (345 municipal education departments under mayoral control) and the creation of 70 Servicios Locales de Educación Pública (SLEPs) between 2018 and 2025. The reform represents a largescale attempt to improve and save public education in Chile. This analysis is based on case studies of implementation of the first four SLEPs in the first year of the reform. Using Stake’s method for multiple case study analysis, the analysis explores how context influences the professional capacity of the SLEPs to provide professional assistance to schools. The study relates to research on the effectiveness of intermediate level agencies in school systems and on contextual influences on organizational innovation and capacity building. The analysis reveals that contextual factors shaping initial professional capacity of the SLEPs reinforced traditional practices of local education agency support to schools in three of the four cases. The differentiating factor centered on the actions of local agency leaders who responded to capacity gaps and lack of direction from government authorities as either constraints on change or as an opportunity for innovation.

Effective Grassroots Social Action in Public Education

2009 ◽  
Vol 3 (2) ◽  
pp. 1-9
Author(s):  
Charles V. Willie
Keyword(s):  
Public School ◽  
Public Education ◽  
Social Science ◽  
Social Action ◽  
School Education ◽  
Student Body ◽  
Public School Education

This article identifies public school education as a community affair which requires the talents of lawyers, social science scholars, and other kinds of people. Since public education is described as a community affair, diversity in student body and faculty is recommended as a way of gathering essential opinions on how education may benefit all individuals as well as the community. Grassroots strategies for achieving effective social action are discussed.

Instituto Nacional de Bellas Artes y Literatura

2018 ◽  
Author(s):  
Liliana Toledo Guzmán
Keyword(s):  
Public Education ◽  
Fine Arts ◽  
The United States ◽  
Development Education ◽  
Art Collections ◽  
Jose Vasconcelos ◽  
Mexican Government ◽  
Collective Imagination ◽  
The Creation ◽  
The Government

The Instituto Nacional de Bellas Artes (INBA; National Institute of Fine Arts) was created to replace and broaden the functions of the Departamento de Bellas Artes (DBA; Department of Fine Arts), which was created in 1921 as a branch of the Ministry of Public Education in the context of a Mexico already in upheaval due to the revolutionary armed conflict. The decades leading up to the creation of the INBA were characterized by a constant discussion of how nationalism should be expressed in art. The answer was often associated with rural life and its artistic manifestations; thus research on these expressions became the center not only of the discourse, but of many artistic projects launched by the Mexican government. These expressions were brought to many arenas in public education, from creation to distribution, so that over the course of three decades they were articulated in an organized fashion as much in the rural education project of Jose Vasconcelos as in that of Moisés Sáez, and later, in the socialist education framework of Lázaro Cárdenas. In the 1940s, the INBA inherited not only the art collections of the DBA but also its role. The promotion of nationalist art would take on new proportions, intending to reach the entire territory. The cultural bureaucracy began to gain strength with figures such as Carlos Chávez, the first director of the INBA. Nevertheless, Mexico was a different country than it had been in the 1920s. During the government of Miguel Alemán, art was strongly associated with tourism and economic dependence on the United States worsened, to some degree affecting artistic expression. Integrationist education, the creation of the Mexican collective imagination in the 1920s, and contradictions clearly seen through social inequality compared to the mythical indigenous world—all these were factors that led to an aesthetic rupture that would seem imminent, just as development, education, and research hoped to become institutionalized through the INBA.

scholarly journals Macro Issues of Mikro Primary School

2017 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
E Bray
Keyword(s):  
Public School ◽  
Public Education ◽  
Primary School ◽  
Language Policy ◽  
Educational Institution ◽  
Admission Policy ◽  
Western Cape ◽  
Governing Body ◽  
The Government ◽  
The Right

Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.

Leading through Chaos in a Neocolonial Context

2020 ◽  
Vol 43 (1) ◽  
pp. 31-42
Author(s):  
Laura Colket
Keyword(s):  
International Community ◽  
International Agencies ◽  
Personal Stories ◽  
The Creation ◽  
Foreign Governments ◽  
The Government ◽  
Post Disaster

Academic and public discourses often oversimplify the complex historical, social, and discursive forces that have created the current realities in Haiti. These discourses ignore or distort the role that foreign governments and international agencies have played and continue to play in the creation of the Haitian state. They portray the Haitian government as singular and static, corrupt and incapable, and fail to acknowledge changes in leadership and the diversity of individuals who exist within the government. This “single story” about Haiti privileges the international community and overlooks the stories from Haitians who are working to rebuild and reimagine their own country. This article examines the personal stories of Haitians in order to better understand the nature of Haitian leadership in a neocolonial, post-disaster context.

The Museum Istiqlal The Case of an Indonesian Islamic Museum

SUHUF ◽  
2015 ◽  
Vol 4 (2) ◽  
pp. 341-357
Author(s):  
Jonathan Zilberg
Keyword(s):  
Public Sphere ◽  
The State ◽  
Education Sector ◽  
Significant Potential ◽  
The Creation ◽  
The Government

This article describes the conflicted genesis of the Museum Istiqlal, the history of  the creation of the collection, and the state of the institution relative to other Indonesian museums. It emphasizes both  positive developments underway and the historical problems facing the institution. Above all, it focuses on the role the museum was originally intended to serve for the Indonesian Muslim public sphere and the significant potential the museum has to better serve that mission in the national and international sphere. In short, the article emphasizes that in the context of the Government of Indonesia’s current four year plan to revive the museum sector, the problems and opportunities presented at the Museum Istiqlal are symptomatic of endemic national challenges for both the museum and the education sector.

scholarly journals Enabling Knowledge Sharing within e-Government Back-Office through Ontological Engineering

2007 ◽  
Vol 2 (1) ◽  
pp. 33-48
Author(s):  
Graciela Brusa ◽  
María Laura Caliusco ◽  
Omar Chiotti
Keyword(s):  
Organizational Innovation ◽  
Santa Fe ◽  
Ontological Engineering ◽  
The Public ◽  
Software Applications ◽  
Process Characteristics ◽  
Main Requirement ◽  
The Government ◽  
Back Office

Nowadays, organizational innovation constitutes the government challenges for providing better and more efficient services to citizens, enterprises or other public offices. E–government seems to be an excellent opportunity to work on this way. The applications that support front-end services delivered to users have to access information systems of multiple government areas. This is a significant problem for e-government back-office since multiple platforms and technologies coexist. Moreover, in the back-office there is a great volume of data that is implicit in the software applications that support administration activities. In this context, the main requirement is to make available the data managed in the back-office for the e-government users in a fast and precise way, without misunderstanding. To this aim, it is necessary to provide an infrastructure that make explicit the knowledge stored in different government areas and deliver this knowledge to the users. This paper presents an approach on how ontological engineering techniques can be applied to solving the problems of content discovery, aggregation, and sharing in the e-government back-office. This approach is constituted by a specific process to develop an ontology in the public sector and an ontology-based architecture. In order to present the process characteristics, a case study applied to a local government domain is analyzed. This domain is the budget and financial information of Santa Fe Province (Argentine).

scholarly journals Free Appropriate Public Education, the U.S. Supreme Court, and Developing and Implementing Individualized Education Programs

Laws ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 38
Author(s):  
Michael Rozalski ◽  
Mitchell L. Yell ◽  
Jacob Warner
Keyword(s):  
Special Education ◽  
Public Education ◽  
Education Program ◽  
Individualized Education ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Substantive Content ◽  
State Education ◽  
Education Agency ◽  
Education Act

In 1975, the Education for All Handicapped Children Act (renamed the Individuals with Disabilities Education Act in 1990) established the essential obligation of special education law, which is to develop a student’s individualized special education program that enables them to receive a free appropriate public education (FAPE). FAPE was defined in the federal law as special education and related services that: (a) are provided at public expense, (b) meet the standards of the state education agency, (c) include preschool, elementary, or secondary education, and (d) are provided in conformity with a student’s individualized education program (IEP). Thus, the IEP is the blueprint of an individual student’s FAPE. The importance of FAPE has been shown in the number of disputes that have arisen over the issue. In fact 85% to 90% of all special education litigation involves disagreements over the FAPE that students receive. FAPE issues boil down to the process and content of a student’s IEP. In this article, we differentiate procedural (process) and substantive (content) violations and provide specific guidance on how to avoid both process and content errors when drafting and implementing students’ IEPs.

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