The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006–2017
Name
document.pdf
Description
Published version
Size
1.41 MB
Format
Adobe PDF
Checksum (MD5)
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Author(s)
Schneider, Ben Ross
Estarellas, Pablo Cevallos
Bruns, Barbara
Date Issued
May 2019
Journal
Comparative Education Review
Publisher
University of Chicago Press
Citation
Schneider, Ben Ross et al. "The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006–2017." Comparative Education Review 63, 2 (May 2019): 259-280 © 2019 Comparative and International Education Society
Version
Final published version
Abstract
Recent governments in Ecuador (2007–17) have achieved impressive improvements in education. Enrollments increased significantly, and Ecuador’s learning gains on regional tests from 2006 to 2013 were among the largest in the region. Ecuador’s recent PISA performance provides further confirmation of genuine progress in raising student learning. A central part of Ecuador’s strategy was the Correa government’s implementation— over strong union opposition—of major teacher policy reforms, especially higher standards for recruitment and regular evaluation of teacher performance. Among the political advantages favoring government reformers were strong public support, sustained presidential engagement, and continuity in the government reform team. Ecuador’s experience offers lessons for improving education by raising the quality of teaching and supports theories on the role of policy entrepreneurs and veto points (with some modification) as core factors in effective education reform but provides little support for theories that highlight strong roles for civil society organizations.
MIT Department
Massachusetts Institute of Technology. Department of Political Science
Terms of Use
Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
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DOI of Published Version
https://doi.org/10.1086/702609
