The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006–2017
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 g...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Article |
| Language: | English |
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University of Chicago Press
2020
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| Online Access: | https://hdl.handle.net/1721.1/128554 |
| _version_ | 1826213745880203264 |
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| author | Schneider, Ben Ross Estarellas, Pablo Cevallos Bruns, Barbara |
| author2 | Massachusetts Institute of Technology. Department of Political Science |
| author_facet | Massachusetts Institute of Technology. Department of Political Science Schneider, Ben Ross Estarellas, Pablo Cevallos Bruns, Barbara |
| author_sort | Schneider, Ben Ross |
| collection | MIT |
| description | 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. |
| first_indexed | 2024-09-23T15:54:09Z |
| format | Article |
| id | mit-1721.1/128554 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2024-09-23T15:54:09Z |
| publishDate | 2020 |
| publisher | University of Chicago Press |
| record_format | dspace |
| spelling | mit-1721.1/1285542024-06-25T20:35:18Z The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006–2017 Schneider, Ben Ross Estarellas, Pablo Cevallos Bruns, Barbara Massachusetts Institute of Technology. Department of Political Science 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. 2020-11-20T22:31:55Z 2020-11-20T22:31:55Z 2019-05 2019-01 2020-06-12T17:42:38Z Article http://purl.org/eprint/type/JournalArticle 0010-4086 1545-701X https://hdl.handle.net/1721.1/128554 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 en http://dx.doi.org/10.1086/702609 Comparative Education Review 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. application/pdf University of Chicago Press University of Chicago Press |
| spellingShingle | Schneider, Ben Ross Estarellas, Pablo Cevallos Bruns, Barbara The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006–2017 |
| title | The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006–2017 |
| title_full | The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006–2017 |
| title_fullStr | The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006–2017 |
| title_full_unstemmed | The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006–2017 |
| title_short | The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006–2017 |
| title_sort | politics of transforming education in ecuador confrontation and continuity 2006 2017 |
| url | https://hdl.handle.net/1721.1/128554 |
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