Educational policy formation in loosely coupled systems: some salient features of cuatemala's public and private school sectors.

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dc.contributor.authorRuano, Carlos R.
dc.date.accessioned2020-09-11T19:52:01Z
dc.date.available2020-09-11T19:52:01Z
dc.date.issued2003
dc.description.abstractenglishThe purpose of this article is to analyze the formulation and implementation of educational policy processes in relation to private schools in Guatemala. Specifically, how bilingual education is defined and implemented in the private education sector in Guatemala City where the largest number of privately run establishments exist. Given the great deficits in the provision of educational coverage in the public sector, there has been an explosive expansion of private institutions which have very different levels of quality. Through an analysis of the administrative processes within the Guatemalan Government in general and its Education Ministry in particular as well as of the governance arrangements existing in the private school sector, an overall view of the curricular and policy decisions taken by private schools in the formulation and implementation of bilingual education is presented. This study was based on a sample of six private schools which cater to higher income segments of Guatemala City's student population. Some of the relevant findings of this study include, the existence of a situation of quasi autonomous institutional functioning of the private sector, extreme differentials in the quality of services provided, inadequate levels of teacher and school administrator's training as well as lack of cooperation between public and private sector schools.eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameinstname:Universidad El Bosquespa
dc.identifier.issn1068-2341
dc.identifier.reponamereponame:Repositorio Institucional Universidad El Bosquespa
dc.identifier.repourlrepourl:https://repositorio.unbosque.edu.co
dc.identifier.urihttps://hdl.handle.net/20.500.12495/4061
dc.language.isoeng
dc.publisherArizona State Universityspa
dc.publisher.journalEducation policy analysis archivesspa
dc.relation.ispartofseriesEducation policy analysis archives, 1068-2341, Vol. 11, 2003, p. 27spa
dc.relation.urihttps://epaa.asu.edu/ojs/article/view/249
dc.rightsAttribution-ShareAlike 4.0 International*
dc.rights.accessrightshttps://purl.org/coar/access_right/c_abf2
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightsAcceso abierto
dc.rights.creativecommons2003-07-13
dc.rights.localAcceso abiertospa
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/*
dc.subject.unescoPolítica educacionalspa
dc.subject.unescoInstituciones de enseñanzaspa
dc.subject.unescoEducación básicaspa
dc.titleEducational policy formation in loosely coupled systems: some salient features of cuatemala's public and private school sectors.spa
dc.title.translatedEducational policy formation in loosely coupled systems: some salient features of cuatemala's public and private school sectors.spa
dc.type.coarhttps://purl.org/coar/resource_type/c_6501
dc.type.driverinfo:eu-repo/semantics/article
dc.type.hasversioninfo:eu-repo/semantics/publishedVersion
dc.type.localArtículo de revista

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