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Have educational reforms worked in Latin America? A study of Argentina, Brazil, and Chile cases

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Abstract:

Almost ten years after the political closing of neoliberal cycle that framed the educational reforms of '90s in Latin America, this work evaluates their success in three countries -Argentina, Brazil and Chile- from the theoretical-conceptual point of view developed by Martin Carnoy (2002) as an alternative model to the classic analyses of the educational reforms and of the quality assessment of educational systems.

Methodologically, the paper presents information about diverse indicators weighted by Carnoy for the consideration of the success of the Latin-American reforms: (a) the expansion of the system access, (b) the performance of the most disadvantaged sectors, (c) the improvement of factors associated with educational achievements and, (d) the teaching performance. The information focus, mainly, on the secondary education level -though information is included for the primary level- since the coverage of the primary level is practically total and diminishes, rapidly, when secondary school level is considered.

Analytically, the study compares not only the reforms impact in every country and among them, but among Carnoy's analysis proposal and the traditional models of reforms evaluations (basically by the study of changes in systems efficiency –learning results- and of the internal efficiency -repetition and desertion-).

Finally, it tries to know the real improvement that the reform processes have had for the population of these countries -specially for Argentina- not only in educational terms but also with respect to its democratization and, considering the Conference theme, the decrease of vulnerability, injustice and social inequity.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493438_index.html
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MLA Citation:

Perez Centeno, Cristian. and Leal, Mariana. "Have educational reforms worked in Latin America? A study of Argentina, Brazil, and Chile cases" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493438_index.html>

APA Citation:

Perez Centeno, C. G. and Leal, M. , 2011-05-01 "Have educational reforms worked in Latin America? A study of Argentina, Brazil, and Chile cases" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493438_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Almost ten years after the political closing of neoliberal cycle that framed the educational reforms of '90s in Latin America, this work evaluates their success in three countries -Argentina, Brazil and Chile- from the theoretical-conceptual point of view developed by Martin Carnoy (2002) as an alternative model to the classic analyses of the educational reforms and of the quality assessment of educational systems.

Methodologically, the paper presents information about diverse indicators weighted by Carnoy for the consideration of the success of the Latin-American reforms: (a) the expansion of the system access, (b) the performance of the most disadvantaged sectors, (c) the improvement of factors associated with educational achievements and, (d) the teaching performance. The information focus, mainly, on the secondary education level -though information is included for the primary level- since the coverage of the primary level is practically total and diminishes, rapidly, when secondary school level is considered.

Analytically, the study compares not only the reforms impact in every country and among them, but among Carnoy's analysis proposal and the traditional models of reforms evaluations (basically by the study of changes in systems efficiency –learning results- and of the internal efficiency -repetition and desertion-).

Finally, it tries to know the real improvement that the reform processes have had for the population of these countries -specially for Argentina- not only in educational terms but also with respect to its democratization and, considering the Conference theme, the decrease of vulnerability, injustice and social inequity.


Similar Titles:
Quality and equity of education in Latin America: Exploratory analysis in Argentina, Chile, Colombia, and Peru

The Relevance of C. Edwin Baker’s Scholarship for Latin America: The Cases of Mexico, Brazil and Argentina

Gender and democracy in national laws of education in Latin America: A comparative study of Argentina, Chile and Uruguay


 
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