CINXE.COM

<!DOCTYPE html> <html lang="en" xmlns:fb="http://www.facebook.com/2008/fbml" class="wf-loading"> <head prefix="og: https://ogp.me/ns# fb: https://ogp.me/ns/fb# academia: https://ogp.me/ns/fb/academia#"> <meta charset="utf-8"> <meta name=viewport content="width=device-width, initial-scale=1"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <title>Adrián Zancajo | Universitat Autònoma de Barcelona - Academia.edu</title>  <link href="//a.academia-assets.com/images/favicons/favicon-production.ico" rel="shortcut icon" type="image/vnd.microsoft.icon"> <link rel="apple-touch-icon" sizes="57x57" href="//a.academia-assets.com/images/favicons/apple-touch-icon-57x57.png"> <link rel="apple-touch-icon" sizes="60x60" href="//a.academia-assets.com/images/favicons/apple-touch-icon-60x60.png"> <link rel="apple-touch-icon" sizes="72x72" href="//a.academia-assets.com/images/favicons/apple-touch-icon-72x72.png"> <link rel="apple-touch-icon" sizes="76x76" href="//a.academia-assets.com/images/favicons/apple-touch-icon-76x76.png"> <link rel="apple-touch-icon" sizes="114x114" href="//a.academia-assets.com/images/favicons/apple-touch-icon-114x114.png"> <link rel="apple-touch-icon" sizes="120x120" href="//a.academia-assets.com/images/favicons/apple-touch-icon-120x120.png"> <link rel="apple-touch-icon" sizes="144x144" href="//a.academia-assets.com/images/favicons/apple-touch-icon-144x144.png"> <link rel="apple-touch-icon" sizes="152x152" href="//a.academia-assets.com/images/favicons/apple-touch-icon-152x152.png"> <link rel="apple-touch-icon" sizes="180x180" href="//a.academia-assets.com/images/favicons/apple-touch-icon-180x180.png"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-32x32.png" sizes="32x32"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-194x194.png" sizes="194x194"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-96x96.png" sizes="96x96"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/android-chrome-192x192.png" sizes="192x192"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-16x16.png" sizes="16x16"> <link rel="manifest" href="//a.academia-assets.com/images/favicons/manifest.json"> <meta name="msapplication-TileColor" content="#2b5797"> <meta name="msapplication-TileImage" content="//a.academia-assets.com/images/favicons/mstile-144x144.png"> <meta name="theme-color" content="#ffffff"> <script> window.performance && window.performance.measure && window.performance.measure("Time To First Byte", "requestStart", "responseStart"); </script> <script> (function() { if (!window.URLSearchParams || !window.history || !window.history.replaceState) { return; } var searchParams = new URLSearchParams(window.location.search); var paramsToDelete = [ 'fs', 'sm', 'swp', 'iid', 'nbs', 'rcc', // related content category 'rcpos', // related content carousel position 'rcpg', // related carousel page 'rchid', // related content hit id 'f_ri', // research interest id, for SEO tracking 'f_fri', // featured research interest, for SEO tracking (param key without value) 'f_rid', // from research interest directory for SEO tracking 'f_loswp', // from research interest pills on LOSWP sidebar for SEO tracking 'rhid', // referrring hit id ]; if (paramsToDelete.every((key) => searchParams.get(key) === null)) { return; } paramsToDelete.forEach((key) => { searchParams.delete(key); }); var cleanUrl = new URL(window.location.href); cleanUrl.search = searchParams.toString(); history.replaceState({}, document.title, cleanUrl); })(); </script> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "profiles/works", 'action': "summary", 'controller_action': 'profiles/works#summary', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script type="text/javascript"> window.sendUserTiming = function(timingName) { if (!(window.performance && window.performance.measure)) return; var entries = window.performance.getEntriesByName(timingName, "measure"); if (entries.length !== 1) return; var timingValue = Math.round(entries[0].duration); gtag('event', 'timing_complete', { name: timingName, value: timingValue, event_category: 'User-centric', }); }; window.sendUserTiming("Time To First Byte"); </script> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="PU4yQsQNUH7WwdwcZvV+e2eJq4VhqtbXiJDLioYPxXQCXrivleYn9WsVOkxdxsnQeopUIZYLheN7CWDUGmRj/Q==" /> <link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/wow-77f7b87cb1583fc59aa8f94756ebfe913345937eb932042b4077563bebb5fb4b.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/social/home-9e8218e1301001388038e3fc3427ed00d079a4760ff7745d1ec1b2d59103170a.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/heading-b2b823dd904da60a48fd1bfa1defd840610c2ff414d3f39ed3af46277ab8df3b.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-3cea6e0ad4715ed965c49bfb15dedfc632787b32ff6d8c3a474182b231146ab7.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/text_button-73590134e40cdb49f9abdc8e796cc00dc362693f3f0f6137d6cf9bb78c318ce7.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link crossorigin="" href="https://fonts.gstatic.com/" rel="preconnect" /><link href="https://fonts.googleapis.com/css2?family=DM+Sans:ital,opsz,wght@0,9..40,100..1000;1,9..40,100..1000&family=Gupter:wght@400;500;700&family=IBM+Plex+Mono:wght@300;400&family=Material+Symbols+Outlined:opsz,wght,FILL,GRAD@20,400,0,0&display=swap" rel="stylesheet" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/common-10fa40af19d25203774df2d4a03b9b5771b45109c2304968038e88a81d1215c5.css" /> <meta name="author" content="adrián zancajo" /> <meta name="description" content="Adrián Zancajo, Universitat Autònoma de Barcelona: 176 Followers, 98 Following, 73 Research papers. Research interests: Education Reform, Globalization and…" /> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs" /> <script> var $controller_name = 'works'; var $action_name = "summary"; var $rails_env = 'production'; var $app_rev = '1086bfafd5b5c78bcba1554863994f709e2874d0'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.Aedu = { hit_data: null }; window.Aedu.SiteStats = {"premium_universities_count":15260,"monthly_visitors":"113 million","monthly_visitor_count":113657801,"monthly_visitor_count_in_millions":113,"user_count":278004829,"paper_count":55203019,"paper_count_in_millions":55,"page_count":432000000,"page_count_in_millions":432,"pdf_count":16500000,"pdf_count_in_millions":16}; window.Aedu.serverRenderTime = new Date(1733304289000); window.Aedu.timeDifference = new Date().getTime() - 1733304289000; window.Aedu.isUsingCssV1 = false; window.Aedu.enableLocalization = true; window.Aedu.activateFullstory = false; window.Aedu.serviceAvailability = { status: {"attention_db":"on","bibliography_db":"on","contacts_db":"on","email_db":"on","indexability_db":"on","mentions_db":"on","news_db":"on","notifications_db":"on","offsite_mentions_db":"on","redshift":"on","redshift_exports_db":"on","related_works_db":"on","ring_db":"on","user_tests_db":"on"}, serviceEnabled: function(service) { return this.status[service] === "on"; }, readEnabled: function(service) { return this.serviceEnabled(service) || this.status[service] === "read_only"; }, }; window.Aedu.viewApmTrace = function() { // Check if x-apm-trace-id meta tag is set, and open the trace in APM // in a new window if it is. var apmTraceId = document.head.querySelector('meta[name="x-apm-trace-id"]'); if (apmTraceId) { var traceId = apmTraceId.content; // Use trace ID to construct URL, an example URL looks like: // https://app.datadoghq.com/apm/traces?query=trace_id%31298410148923562634 var apmUrl = 'https://app.datadoghq.com/apm/traces?query=trace_id%3A' + traceId; window.open(apmUrl, '_blank'); } }; </script>  <link href="https://fonts.googleapis.com/css?family=Roboto:100,100i,300,300i,400,400i,500,500i,700,700i,900,900i" rel="stylesheet"> <link href="//maxcdn.bootstrapcdn.com/font-awesome/4.3.0/css/font-awesome.min.css" rel="stylesheet"> <link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/libraries-a9675dcb01ec4ef6aa807ba772c7a5a00c1820d3ff661c1038a20f80d06bb4e4.css" /> <link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/academia-bdb9e8c097f01e611f2fc5e2f1a9dc599beede975e2ae5629983543a1726e947.css" /> <link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system_legacy-056a9113b9a0f5343d013b29ee1929d5a18be35fdcdceb616600b4db8bd20054.css" /> <script src="//a.academia-assets.com/assets/webpack_bundles/runtime-bundle-005434038af4252ca37c527588411a3d6a0eabb5f727fac83f8bbe7fd88d93bb.js"></script> <script src="//a.academia-assets.com/assets/webpack_bundles/webpack_libraries_and_infrequently_changed.wjs-bundle-bad3fa1257b860f4633ff1db966aa3ae7dfe1980708675f3e2488742c1a0d941.js"></script> <script src="//a.academia-assets.com/assets/webpack_bundles/core_webpack.wjs-bundle-1c1498a5b24f10d2247f356d96ae785336598a8a91e69dfad306a1225e0ddaa3.js"></script> <script src="//a.academia-assets.com/assets/webpack_bundles/sentry.wjs-bundle-5fe03fddca915c8ba0f7edbe64c194308e8ce5abaed7bffe1255ff37549c4808.js"></script> <script> jade = window.jade || {}; jade.helpers = window.$h; jade._ = window._; </script>  <script id="tag-manager-head-root">(function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start': new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0], j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src= 'https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f); })(window,document,'script','dataLayer_old','GTM-5G9JF7Z');</script>  <script> window.gptadslots = []; window.googletag = window.googletag || {}; window.googletag.cmd = window.googletag.cmd || []; </script> <script type="text/javascript"> // TODO(jacob): This should be defined, may be rare load order problem. // Checking if null is just a quick fix, will default to en if unset. // Better fix is to run this immedietely after I18n is set. if (window.I18n != null) { I18n.defaultLocale = "en"; I18n.locale = "en"; I18n.fallbacks = true; } </script> <link rel="canonical" href="https://uab.academia.edu/AdrianZancajo" /> </head>   <body class='c-profiles/works a-summary logged_out'>  <div id="fb-root"></div><script>window.fbAsyncInit = function() { FB.init({ appId: "2369844204", version: "v8.0", status: true, cookie: true, xfbml: true }); // Additional initialization code. if (window.InitFacebook) { // facebook.ts already loaded, set it up. window.InitFacebook(); } else { // Set a flag for facebook.ts to find when it loads. window.academiaAuthReadyFacebook = true; } };</script><script>window.fbAsyncLoad = function() { // Protection against double calling of this function if (window.FB) { return; } (function(d, s, id){ var js, fjs = d.getElementsByTagName(s)[0]; if (d.getElementById(id)) {return;} js = d.createElement(s); js.id = id; js.src = "//connect.facebook.net/en_US/sdk.js"; fjs.parentNode.insertBefore(js, fjs); }(document, 'script', 'facebook-jssdk')); } if (!window.defer_facebook) { // Autoload if not deferred window.fbAsyncLoad(); } else { // Defer loading by 5 seconds setTimeout(function() { window.fbAsyncLoad(); }, 5000); }</script> <div id="google-root"></div><script>window.loadGoogle = function() { if (window.InitGoogle) { // google.ts already loaded, set it up. window.InitGoogle("331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b"); } else { // Set a flag for google.ts to use when it loads. window.GoogleClientID = "331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b"; } };</script><script>window.googleAsyncLoad = function() { // Protection against double calling of this function (function(d) { var js; var id = 'google-jssdk'; var ref = d.getElementsByTagName('script')[0]; if (d.getElementById(id)) { return; } js = d.createElement('script'); js.id = id; js.async = true; js.onload = loadGoogle; js.src = "https://accounts.google.com/gsi/client" ref.parentNode.insertBefore(js, ref); }(document)); } if (!window.defer_google) { // Autoload if not deferred window.googleAsyncLoad(); } else { // Defer loading by 5 seconds setTimeout(function() { window.googleAsyncLoad(); }, 5000); }</script> <div id="tag-manager-body-root">  <noscript><iframe src="https://www.googletagmanager.com/ns.html?id=GTM-5G9JF7Z" height="0" width="0" style="display:none;visibility:hidden"></iframe></noscript>   <script> window.addEventListener('load', function() { if (document.querySelector('input[name="commit"]')) { document.querySelector('input[name="commit"]').addEventListener('click', function() { gtag('event', 'click', { event_category: 'button', event_label: 'Log In' }) }) } }); </script> </div> <script>var _comscore = _comscore || []; _comscore.push({ c1: "2", c2: "26766707" }); (function() { var s = document.createElement("script"), el = document.getElementsByTagName("script")[0]; s.async = true; s.src = (document.location.protocol == "https:" ? "https://sb" : "http://b") + ".scorecardresearch.com/beacon.js"; el.parentNode.insertBefore(s, el); })();</script><img src="https://sb.scorecardresearch.com/p?c1=2&c2=26766707&cv=2.0&cj=1" style="position: absolute; visibility: hidden" /> <div id='react-modal'></div> <div class='DesignSystem'> <a class='u-showOnFocus' href='#site'> Skip to main content </a> </div> <div id="upgrade_ie_banner" style="display: none;"><p>Academia.edu no longer supports Internet Explorer.</p><p>To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to <a href="https://www.academia.edu/upgrade-browser">upgrade your browser</a>.</p></div><script>// Show this banner for all versions of IE if (!!window.MSInputMethodContext || /(MSIE)/.test(navigator.userAgent)) { document.getElementById('upgrade_ie_banner').style.display = 'block'; }</script> <div class="DesignSystem bootstrap ShrinkableNav"><div class="navbar navbar-default main-header"><div class="container-wrapper" id="main-header-container"><div class="container"><div class="navbar-header"><div class="nav-left-wrapper u-mt0x"><div class="nav-logo"><a data-main-header-link-target="logo_home" href="https://www.academia.edu/"><img class="visible-xs-inline-block" style="height: 24px;" alt="Academia.edu" src="//a.academia-assets.com/images/academia-logo-redesign-2015-A.svg" width="24" height="24" /><img width="145.2" height="18" class="hidden-xs" style="height: 24px;" alt="Academia.edu" src="//a.academia-assets.com/images/academia-logo-redesign-2015.svg" /></a></div><div class="nav-search"><div class="SiteSearch-wrapper select2-no-default-pills"><form class="js-SiteSearch-form DesignSystem" action="https://www.academia.edu/search" accept-charset="UTF-8" method="get"><input name="utf8" type="hidden" value="✓" autocomplete="off" /><i class="SiteSearch-icon fa fa-search u-fw700 u-positionAbsolute u-tcGrayDark"></i><input class="js-SiteSearch-form-input SiteSearch-form-input form-control" data-main-header-click-target="search_input" name="q" placeholder="Search" type="text" value="" /></form></div></div></div><div class="nav-right-wrapper pull-right"><ul class="NavLinks js-main-nav list-unstyled"><li class="NavLinks-link"><a class="js-header-login-url Button Button--inverseGray Button--sm u-mb4x" id="nav_log_in" rel="nofollow" href="https://www.academia.edu/login">Log In</a></li><li class="NavLinks-link u-p0x"><a class="Button Button--inverseGray Button--sm u-mb4x" rel="nofollow" href="https://www.academia.edu/signup">Sign Up</a></li></ul><button class="hidden-lg hidden-md hidden-sm u-ml4x navbar-toggle collapsed" data-target=".js-mobile-header-links" data-toggle="collapse" type="button"><span class="icon-bar"></span><span class="icon-bar"></span><span class="icon-bar"></span></button></div></div><div class="collapse navbar-collapse js-mobile-header-links"><ul class="nav navbar-nav"><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/login">Log In</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/signup">Sign Up</a></li><li class="u-borderColorGrayLight u-borderBottom1 js-mobile-nav-expand-trigger"><a href="#">more&nbsp<span class="caret"></span></a></li><li><ul class="js-mobile-nav-expand-section nav navbar-nav u-m0x collapse"><li class="u-borderColorGrayLight u-borderBottom1"><a rel="false" href="https://www.academia.edu/about">About</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/press">Press</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://medium.com/@academia">Blog</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="false" href="https://www.academia.edu/documents">Papers</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/terms">Terms</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/privacy">Privacy</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/copyright">Copyright</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/hiring"><i class="fa fa-briefcase"></i> We're Hiring!</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://support.academia.edu/"><i class="fa fa-question-circle"></i> Help Center</a></li><li class="js-mobile-nav-collapse-trigger u-borderColorGrayLight u-borderBottom1 dropup" style="display:none"><a href="#">less&nbsp<span class="caret"></span></a></li></ul></li></ul></div></div></div><script>(function(){ var $moreLink = $(".js-mobile-nav-expand-trigger"); var $lessLink = $(".js-mobile-nav-collapse-trigger"); var $section = $('.js-mobile-nav-expand-section'); $moreLink.click(function(ev){ ev.preventDefault(); $moreLink.hide(); $lessLink.show(); $section.collapse('show'); }); $lessLink.click(function(ev){ ev.preventDefault(); $moreLink.show(); $lessLink.hide(); $section.collapse('hide'); }); })() if ($a.is_logged_in() || false) { new Aedu.NavigationController({ el: '.js-main-nav', showHighlightedNotification: false }); } else { $(".js-header-login-url").attr("href", $a.loginUrlWithRedirect()); } Aedu.autocompleteSearch = new AutocompleteSearch({el: '.js-SiteSearch-form'});</script></div></div> <div id='site' class='fixed'> <div id="content" class="clearfix"> <script>document.addEventListener('DOMContentLoaded', function(){ var $dismissible = $(".dismissible_banner"); $dismissible.click(function(ev) { $dismissible.hide(); }); });</script> <script src="//a.academia-assets.com/assets/webpack_bundles/profile.wjs-bundle-17644ae59ced91438c7249facf274fd709e81ac040257c194cabfdd0b8d3fceb.js" defer="defer"></script><script>Aedu.rankings = { showPaperRankingsLink: false } $viewedUser = Aedu.User.set_viewed( {"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo","photo":"https://0.academia-photos.com/36212627/12248951/33004727/s65_adri_n.zancajo.jpg","has_photo":true,"department":{"id":92022,"name":"Departament de Sociologia","url":"https://uab.academia.edu/Departments/Departament_de_Sociologia/Documents","university":{"id":1234,"name":"Universitat Autònoma de Barcelona","url":"https://uab.academia.edu/"}},"position":"Faculty Member","position_id":1,"is_analytics_public":false,"interests":[{"id":148265,"name":"Education Reform","url":"https://www.academia.edu/Documents/in/Education_Reform"},{"id":29257,"name":"Globalization and education","url":"https://www.academia.edu/Documents/in/Globalization_and_education"},{"id":28551,"name":"Chilean Politics","url":"https://www.academia.edu/Documents/in/Chilean_Politics"},{"id":981592,"name":"Sociologia Educación","url":"https://www.academia.edu/Documents/in/Sociologia_Educacion"},{"id":4977,"name":"Academic Mobility","url":"https://www.academia.edu/Documents/in/Academic_Mobility"}]} ); if ($a.is_logged_in() && $viewedUser.is_current_user()) { $('body').addClass('profile-viewed-by-owner'); } $socialProfiles = [{"id":72795517,"link":"https://twitter.com/AdrianZancajo","name":"Twitter","link_domain":"twitter.com","icon":"//www.google.com/s2/u/0/favicons?domain=twitter.com"},{"id":73958348,"link":"https://azancajo.github.io/","name":"Homepage","link_domain":"azancajo.github.io","icon":"//www.google.com/s2/u/0/favicons?domain=azancajo.github.io"}]</script><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://uab.academia.edu/AdrianZancajo","location":"/AdrianZancajo","scheme":"https","host":"uab.academia.edu","port":null,"pathname":"/AdrianZancajo","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="ProfileCheckPaperUpdate" data-props="{}" data-trace="false" data-dom-id="ProfileCheckPaperUpdate-react-component-b9ee84e4-0add-4161-bac3-4cf7fc50962c"></div> <div id="ProfileCheckPaperUpdate-react-component-b9ee84e4-0add-4161-bac3-4cf7fc50962c"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Adrián Zancajo" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/36212627/12248951/33004727/s200_adri_n.zancajo.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Adrián Zancajo</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://uab.academia.edu/">Universitat Autònoma de Barcelona</a>, <a class="u-tcGrayDarker" href="https://uab.academia.edu/Departments/Departament_de_Sociologia/Documents">Departament de Sociologia</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Adrián" data-follow-user-id="36212627" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="36212627"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">176</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">98</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">13</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="36212627" href="https://www.academia.edu/Documents/in/Education_Reform"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://uab.academia.edu/AdrianZancajo","location":"/AdrianZancajo","scheme":"https","host":"uab.academia.edu","port":null,"pathname":"/AdrianZancajo","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Education Reform"]}" data-trace="false" data-dom-id="Pill-react-component-47ea996c-76f1-4064-a43d-23545e3352f1"></div> <div id="Pill-react-component-47ea996c-76f1-4064-a43d-23545e3352f1"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="36212627" href="https://www.academia.edu/Documents/in/Globalization_and_education"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Globalization and education"]}" data-trace="false" data-dom-id="Pill-react-component-ae217836-0f3d-48b2-86da-600c2cc22b73"></div> <div id="Pill-react-component-ae217836-0f3d-48b2-86da-600c2cc22b73"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="36212627" href="https://www.academia.edu/Documents/in/Chilean_Politics"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Chilean Politics"]}" data-trace="false" data-dom-id="Pill-react-component-8556059b-b7fc-4a91-a180-3bc7401da546"></div> <div id="Pill-react-component-8556059b-b7fc-4a91-a180-3bc7401da546"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="36212627" href="https://www.academia.edu/Documents/in/Sociologia_Educacion"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Sociologia Educación"]}" data-trace="false" data-dom-id="Pill-react-component-ef20c4c3-e58e-4592-ac15-1fb7830553ee"></div> <div id="Pill-react-component-ef20c4c3-e58e-4592-ac15-1fb7830553ee"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="36212627" href="https://www.academia.edu/Documents/in/Academic_Mobility"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Academic Mobility"]}" data-trace="false" data-dom-id="Pill-react-component-cf48bea2-75a4-446e-9b0d-8707ad350410"></div> <div id="Pill-react-component-cf48bea2-75a4-446e-9b0d-8707ad350410"></div> </a></div></div><div class="external-links-container"><ul class="profile-links new-profile js-UserInfo-social"><li class="left-most js-UserInfo-social-cv" data-broccoli-component="user-info.cv-button" data-click-track="profile-user-info-cv" data-cv-filename="CV_Zancajo.pdf" data-placement="top" data-toggle="tooltip" href="/AdrianZancajo/CurriculumVitae"><button class="ds2-5-text-link ds2-5-text-link--small" style="font-size: 20px; letter-spacing: 0.8px"><span class="ds2-5-text-link__content">CV</span></button></li><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin fa-spinner"></i></li></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>42</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Books" data-toggle="tab" href="#books" role="tab" title="Books"><span>13</span> <span class="ds2-5-body-sm-bold">Books</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Book-Chapters" data-toggle="tab" href="#bookchapters" role="tab" title="Book Chapters"><span>7</span> <span class="ds2-5-body-sm-bold">Book Chapters</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Policy-&-Working-Papers" data-toggle="tab" href="#policyworkingpapers" role="tab" title="Policy & Working Papers"><span>5</span> <span class="ds2-5-body-sm-bold">Policy & Working Papers</span></a></li><li class="nav-chip more-tab" role="presentation"><a class="js-profile-documents-more-tab link-unstyled u-textTruncate" data-toggle="dropdown" role="tab">More  <i class="fa fa-chevron-down"></i></a><ul class="js-profile-documents-more-dropdown dropdown-menu dropdown-menu-right profile-documents-more-dropdown" role="menu"><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Book-Reviews" data-toggle="tab" href="#bookreviews" role="tab" style="border: none;"><span>2</span> Book Reviews</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Conference-Presentations" data-toggle="tab" href="#conferencepresentations" role="tab" style="border: none;"><span>1</span> Conference Presentations</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Special-Journal-Issues" data-toggle="tab" href="#specialjournalissues" role="tab" style="border: none;"><span>1</span> Special Journal Issues</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Reports-&-Working-Papers" data-toggle="tab" href="#reportsworkingpapers" role="tab" style="border: none;"><span>1</span> Reports & Working Papers</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Journal-Articles" data-toggle="tab" href="#journalarticles" role="tab" style="border: none;"><span>1</span> Journal Articles</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Adrián Zancajo</h3></div><div class="js-work-strip profile--work_container" data-work-id="103348268"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103348268/Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy"><img alt="Research paper thumbnail of Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy" class="work-thumbnail" src="https://attachments.academia-assets.com/103379101/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103348268/Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy">Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>Education policy analysis archives</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Federal and highly decentralized political systems open different spaces to interpret, adapt, and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share<br />important features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="246b8c004baeb7e6c8fe7cffaddbad14" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103379101,"asset_id":103348268,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103379101/download_file?st=MTczMzMwNDI4Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103348268"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103348268"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103348268; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103348268]").text(description); $(".js-view-count[data-work-id=103348268]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103348268; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103348268']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 103348268, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "246b8c004baeb7e6c8fe7cffaddbad14" } } $('.js-work-strip[data-work-id=103348268]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103348268,"title":"Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy","translated_title":"","metadata":{"doi":"10.14507/epaa.31.8031","issue":"68","volume":"31","abstract":"Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share\nimportant features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Education policy analysis archives"},"translated_abstract":"Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share\nimportant features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.","internal_url":"https://www.academia.edu/103348268/Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy","translated_internal_url":"","created_at":"2023-06-14T11:07:07.762-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":39985365,"work_id":103348268,"tagging_user_id":23928165,"tagged_user_id":60434743,"co_author_invite_id":null,"email":"m***s@uab.cat","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Marcel Pagès","title":"Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy"},{"id":39985366,"work_id":103348268,"tagging_user_id":23928165,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Antoni Verger","title":"Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy"},{"id":39985367,"work_id":103348268,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":3,"name":"Adrián Zancajo","title":"Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy"}],"downloadable_attachments":[{"id":103379101,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103379101/thumbnails/1.jpg","file_name":"8031_Bonal_FNL.pdf","download_url":"https://www.academia.edu/attachments/103379101/download_file?st=MTczMzMwNDI4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Regional_Policy_Trajectories_in_the_Span.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103379101/8031_Bonal_FNL-libre.pdf?1686770054=\u0026response-content-disposition=attachment%3B+filename%3DRegional_Policy_Trajectories_in_the_Span.pdf\u0026Expires=1732974517\u0026Signature=ZfciarfO5DuulEhOVsG9-NeaigapUMcFU9kiAKVqz58U3fODytFow29E5JakXjcGhcZhK0RfyDg~iKjr6c-G2ErTVa3CYH1cQEkYLfMi6SBxCkWRk8O7bza8~3nODQ~8isbN-ypDboMcv2t-3HCzBzd2fev3I4PfmYoC7scsEfA0MUicpCxnq-yPsbNk~0ylmrEY6u2AqXM6MDZmrZ1MGxQrxurAg2nLfaYx7IZMcClmB2L2Ep3s0dOfHuUjKUvzvfOUwGax8t9BAER9Vkk5mQNGEUDXBQ0eBQd6yUBnLVsUheQw7Z4ZTf1doLp304pIKWbioorveabm0R1kg2Ofsw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy","translated_slug":"","page_count":26,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":103379101,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103379101/thumbnails/1.jpg","file_name":"8031_Bonal_FNL.pdf","download_url":"https://www.academia.edu/attachments/103379101/download_file?st=MTczMzMwNDI4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Regional_Policy_Trajectories_in_the_Span.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103379101/8031_Bonal_FNL-libre.pdf?1686770054=\u0026response-content-disposition=attachment%3B+filename%3DRegional_Policy_Trajectories_in_the_Span.pdf\u0026Expires=1732974517\u0026Signature=ZfciarfO5DuulEhOVsG9-NeaigapUMcFU9kiAKVqz58U3fODytFow29E5JakXjcGhcZhK0RfyDg~iKjr6c-G2ErTVa3CYH1cQEkYLfMi6SBxCkWRk8O7bza8~3nODQ~8isbN-ypDboMcv2t-3HCzBzd2fev3I4PfmYoC7scsEfA0MUicpCxnq-yPsbNk~0ylmrEY6u2AqXM6MDZmrZ1MGxQrxurAg2nLfaYx7IZMcClmB2L2Ep3s0dOfHuUjKUvzvfOUwGax8t9BAER9Vkk5mQNGEUDXBQ0eBQd6yUBnLVsUheQw7Z4ZTf1doLp304pIKWbioorveabm0R1kg2Ofsw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":6285,"name":"Federalism","url":"https://www.academia.edu/Documents/in/Federalism"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69345060"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69345060/Digitalization_and_beyond_the_effects_of_Covid_19_on_post_pandemic_educational_policy_and_delivery_in_Europe"><img alt="Research paper thumbnail of Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe" class="work-thumbnail" src="https://attachments.academia-assets.com/79477503/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69345060/Digitalization_and_beyond_the_effects_of_Covid_19_on_post_pandemic_educational_policy_and_delivery_in_Europe">Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a></span></div><div class="wp-workCard_item"><span>Policy and Society</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Education has been extremely affected by the coronavirus disease crisis, with almost all countrie...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Education has been extremely affected by the coronavirus disease crisis, with almost all countries temporarily closing their schools in 2020. After the first stage of the pandemic, in which national governments focused on guaranteeing the academic year's continuity, key international organizations emphasized the need to adopt structural policy reforms to face the challenges posed by the crisis. Based on international and European countries' policy documents, this paper analyzes long-term responses articulated in the education sector. The analysis has allowed us to identify three preponderant areas of response: the digitalization of the educational system, educational inequalities, and teachers' development. The agendas and policy instruments that international organizations have so far pushed for in relation to each of these areas do not differ substantially from the agendas and instruments they promoted in the pre-pandemic era. It is still early to assess the deepness of the transformations in course, but in most cases, prevailing responses represent the intensification of change processes initiated before the pandemic. Nonetheless, the type and intensity of country responses vary among the European Union member states. Although the pandemic represents a common thread, countries have experienced the crisis differently according to the characteristics of their educational systems and the main problems the crisis has revealed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7bce1fefd8196730fcf9810d313b645" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79477503,"asset_id":69345060,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79477503/download_file?st=MTczMzMwNDI4Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69345060"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69345060"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69345060; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69345060]").text(description); $(".js-view-count[data-work-id=69345060]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69345060; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69345060']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69345060, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d7bce1fefd8196730fcf9810d313b645" } } $('.js-work-strip[data-work-id=69345060]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69345060,"title":"Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe","translated_title":"","metadata":{"doi":"10.1093/polsoc/puab016","abstract":"Education has been extremely affected by the coronavirus disease crisis, with almost all countries temporarily closing their schools in 2020. After the first stage of the pandemic, in which national governments focused on guaranteeing the academic year's continuity, key international organizations emphasized the need to adopt structural policy reforms to face the challenges posed by the crisis. Based on international and European countries' policy documents, this paper analyzes long-term responses articulated in the education sector. The analysis has allowed us to identify three preponderant areas of response: the digitalization of the educational system, educational inequalities, and teachers' development. The agendas and policy instruments that international organizations have so far pushed for in relation to each of these areas do not differ substantially from the agendas and instruments they promoted in the pre-pandemic era. It is still early to assess the deepness of the transformations in course, but in most cases, prevailing responses represent the intensification of change processes initiated before the pandemic. Nonetheless, the type and intensity of country responses vary among the European Union member states. Although the pandemic represents a common thread, countries have experienced the crisis differently according to the characteristics of their educational systems and the main problems the crisis has revealed.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Policy and Society"},"translated_abstract":"Education has been extremely affected by the coronavirus disease crisis, with almost all countries temporarily closing their schools in 2020. After the first stage of the pandemic, in which national governments focused on guaranteeing the academic year's continuity, key international organizations emphasized the need to adopt structural policy reforms to face the challenges posed by the crisis. Based on international and European countries' policy documents, this paper analyzes long-term responses articulated in the education sector. The analysis has allowed us to identify three preponderant areas of response: the digitalization of the educational system, educational inequalities, and teachers' development. The agendas and policy instruments that international organizations have so far pushed for in relation to each of these areas do not differ substantially from the agendas and instruments they promoted in the pre-pandemic era. It is still early to assess the deepness of the transformations in course, but in most cases, prevailing responses represent the intensification of change processes initiated before the pandemic. Nonetheless, the type and intensity of country responses vary among the European Union member states. Although the pandemic represents a common thread, countries have experienced the crisis differently according to the characteristics of their educational systems and the main problems the crisis has revealed.","internal_url":"https://www.academia.edu/69345060/Digitalization_and_beyond_the_effects_of_Covid_19_on_post_pandemic_educational_policy_and_delivery_in_Europe","translated_internal_url":"","created_at":"2022-01-24T04:25:36.987-08:00","section":"Journal Articles","preview_url":null,"current_user_can_edit":{"authorship":{"id":74390187,"created_at":"2022-01-24T11:53:10.963-08:00","section_id":375802,"updated_at":"2023-09-29T22:56:39.887-07:00","user_id":3285691,"work_id":69345060,"display_order":-1731841643,"is_owner":false}},"current_user_is_owner":false,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":37535494,"work_id":69345060,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Antoni Verger","title":"Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe"},{"id":37535495,"work_id":69345060,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":7427258,"email":"p***a@gmail.com","display_order":2,"name":"Pedro Bolea","title":"Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe"}],"downloadable_attachments":[{"id":79477503,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79477503/thumbnails/1.jpg","file_name":"puab016.pdf","download_url":"https://www.academia.edu/attachments/79477503/download_file?st=MTczMzMwNDI4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Digitalization_and_beyond_the_effects_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79477503/puab016-libre.pdf?1643028020=\u0026response-content-disposition=attachment%3B+filename%3DDigitalization_and_beyond_the_effects_of.pdf\u0026Expires=1733074636\u0026Signature=TH9TmwPp3WjFtgwHvSHVnQRJESnru2~elIY7f3c4BVK2W3OeRpCZSwUHJmo7V1Hhdv~YqyhaGBnSo8nUc7MGrQJchsGTq3HosGEedRrfhMXYVVPF4y30U5Ljtrb1JwQ0ydzKZaImZ2p41WG8U4R5W~smn6fLxkc52Fv6ySkEWkocuEAh8jYVOEIgFh3iAXBjS5OLowdgkkftukchiNUhqgdF6RI7SuaU-KFriZOeiz~hj9roIF8J3~7rXtPQ57SMGmX-AjeXbfX8JFDA2lpKyZPAsT9m23A1u-72p7VrmfHrGqjtH8ukcc9HL5YNilqMAISDJhzYzzd6ffaVGe0AtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Digitalization_and_beyond_the_effects_of_Covid_19_on_post_pandemic_educational_policy_and_delivery_in_Europe","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo","email":"WkxqZVFMeUxZNEFRT2o0NC9wcFpJbUhROTlWRlE0QzhrdytZekhxVXpFS0syZ0NsdFpXbE1taEZ6NHByQ1hDUS0tajVITjBPVzllSjRveXRDWGhqMzZDZz09--860dc3883c13bab29a1392685a3f99c3e308cc34"},"attachments":[{"id":79477503,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79477503/thumbnails/1.jpg","file_name":"puab016.pdf","download_url":"https://www.academia.edu/attachments/79477503/download_file?st=MTczMzMwNDI4Nyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Digitalization_and_beyond_the_effects_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79477503/puab016-libre.pdf?1643028020=\u0026response-content-disposition=attachment%3B+filename%3DDigitalization_and_beyond_the_effects_of.pdf\u0026Expires=1733074636\u0026Signature=TH9TmwPp3WjFtgwHvSHVnQRJESnru2~elIY7f3c4BVK2W3OeRpCZSwUHJmo7V1Hhdv~YqyhaGBnSo8nUc7MGrQJchsGTq3HosGEedRrfhMXYVVPF4y30U5Ljtrb1JwQ0ydzKZaImZ2p41WG8U4R5W~smn6fLxkc52Fv6ySkEWkocuEAh8jYVOEIgFh3iAXBjS5OLowdgkkftukchiNUhqgdF6RI7SuaU-KFriZOeiz~hj9roIF8J3~7rXtPQ57SMGmX-AjeXbfX8JFDA2lpKyZPAsT9m23A1u-72p7VrmfHrGqjtH8ukcc9HL5YNilqMAISDJhzYzzd6ffaVGe0AtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":44391,"name":"Policy Change","url":"https://www.academia.edu/Documents/in/Policy_Change"},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":56711,"name":"Digital Education","url":"https://www.academia.edu/Documents/in/Digital_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99440065"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99440065/Recontextualizaci%C3%B3n_de_pol%C3%ADticas_y_cuasi_mercados_educativos_Un_an%C3%A1lisis_de_las_din%C3%A1micas_de_demanda_y_oferta_escolar_en_Chile"><img alt="Research paper thumbnail of Recontextualización de políticas y (cuasi)mercados educativos. Un análisis de las dinámicas de demanda y oferta escolar en Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/100529298/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99440065/Recontextualizaci%C3%B3n_de_pol%C3%ADticas_y_cuasi_mercados_educativos_Un_an%C3%A1lisis_de_las_din%C3%A1micas_de_demanda_y_oferta_escolar_en_Chile">Recontextualización de políticas y (cuasi)mercados educativos. Un análisis de las dinámicas de demanda y oferta escolar en Chile</a></div><div class="wp-workCard_item"><span>education policy analysis archives</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article challenges the main assumptions of public choice theory in education by analyzing th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article challenges the main assumptions of public choice theory in education by analyzing the functioning of market mechanisms and the educational offer and demand dynamics in Chile - the country that has adopted quasimarket policies in education for a longer period and at a larger scale. In analytical terms, the article relies on the work on school choice and education markets developed by Stephen Ball, as well as on the conceptual framework developed by the same author most recently to understand the logics of action of schools in local educational spaces and the &#39;enactment&#39; of education policy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6276634e6273b821f5fe23c039cb654c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100529298,"asset_id":99440065,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100529298/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99440065"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99440065"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99440065; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99440065]").text(description); $(".js-view-count[data-work-id=99440065]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99440065; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99440065']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99440065, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6276634e6273b821f5fe23c039cb654c" } } $('.js-work-strip[data-work-id=99440065]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99440065,"title":"Recontextualización de políticas y (cuasi)mercados educativos. Un análisis de las dinámicas de demanda y oferta escolar en Chile","translated_title":"","metadata":{"abstract":"This article challenges the main assumptions of public choice theory in education by analyzing the functioning of market mechanisms and the educational offer and demand dynamics in Chile - the country that has adopted quasimarket policies in education for a longer period and at a larger scale. In analytical terms, the article relies on the work on school choice and education markets developed by Stephen Ball, as well as on the conceptual framework developed by the same author most recently to understand the logics of action of schools in local educational spaces and the \u0026#39;enactment\u0026#39; of education policy.","publisher":"Education Policy Analysis Archives","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"education policy analysis archives"},"translated_abstract":"This article challenges the main assumptions of public choice theory in education by analyzing the functioning of market mechanisms and the educational offer and demand dynamics in Chile - the country that has adopted quasimarket policies in education for a longer period and at a larger scale. In analytical terms, the article relies on the work on school choice and education markets developed by Stephen Ball, as well as on the conceptual framework developed by the same author most recently to understand the logics of action of schools in local educational spaces and the \u0026#39;enactment\u0026#39; of education policy.","internal_url":"https://www.academia.edu/99440065/Recontextualizaci%C3%B3n_de_pol%C3%ADticas_y_cuasi_mercados_educativos_Un_an%C3%A1lisis_de_las_din%C3%A1micas_de_demanda_y_oferta_escolar_en_Chile","translated_internal_url":"","created_at":"2023-04-01T01:07:55.213-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":100529298,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100529298/thumbnails/1.jpg","file_name":"arcanapol_a2016V24n27p1iSPA.pdf","download_url":"https://www.academia.edu/attachments/100529298/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Recontextualizacion_de_politicas_y_cuasi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100529298/arcanapol_a2016V24n27p1iSPA-libre.pdf?1680339917=\u0026response-content-disposition=attachment%3B+filename%3DRecontextualizacion_de_politicas_y_cuasi.pdf\u0026Expires=1733307887\u0026Signature=es2XwEZ7Yb7oI0NsLRZGopPtF91LuM9t-gkl0GjNNHxdoKxLz09uVYR07PNSlJkhN92Y0MeUX1bckEqw4mdRUQ8ynpZTKYKQo5yzAddXLO~B8dkUvRyg2Jyu8q65Px4tLbz1qEeDHG02Hn3GejXJ0Y20ePA6MpleWEM7oCbNbCCUF1kUaRl03eHMTdMigy~d9tNY8cssyzfW5MbNMieT8QALA5KtbgWo5VTrpXZuCOBwm1QSIP8bU4n021-p~eU~4DtqsUEHavTKAVbtPpuLf6gf2w9XDDWt5YAz~LX4em-9Dsh3WJxvm-pz78Dg8Y4OrGUzNcwbkNarpRPaokciCg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Recontextualización_de_políticas_y_cuasi_mercados_educativos_Un_análisis_de_las_dinámicas_de_demanda_y_oferta_escolar_en_Chile","translated_slug":"","page_count":27,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":100529298,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100529298/thumbnails/1.jpg","file_name":"arcanapol_a2016V24n27p1iSPA.pdf","download_url":"https://www.academia.edu/attachments/100529298/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Recontextualizacion_de_politicas_y_cuasi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100529298/arcanapol_a2016V24n27p1iSPA-libre.pdf?1680339917=\u0026response-content-disposition=attachment%3B+filename%3DRecontextualizacion_de_politicas_y_cuasi.pdf\u0026Expires=1733307887\u0026Signature=es2XwEZ7Yb7oI0NsLRZGopPtF91LuM9t-gkl0GjNNHxdoKxLz09uVYR07PNSlJkhN92Y0MeUX1bckEqw4mdRUQ8ynpZTKYKQo5yzAddXLO~B8dkUvRyg2Jyu8q65Px4tLbz1qEeDHG02Hn3GejXJ0Y20ePA6MpleWEM7oCbNbCCUF1kUaRl03eHMTdMigy~d9tNY8cssyzfW5MbNMieT8QALA5KtbgWo5VTrpXZuCOBwm1QSIP8bU4n021-p~eU~4DtqsUEHavTKAVbtPpuLf6gf2w9XDDWt5YAz~LX4em-9Dsh3WJxvm-pz78Dg8Y4OrGUzNcwbkNarpRPaokciCg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":11216,"name":"Public Choice","url":"https://www.academia.edu/Documents/in/Public_Choice"},{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"id":79374,"name":"School Choice","url":"https://www.academia.edu/Documents/in/School_Choice"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":218734,"name":"Private Education","url":"https://www.academia.edu/Documents/in/Private_Education"},{"id":276252,"name":"Stephen Ball","url":"https://www.academia.edu/Documents/in/Stephen_Ball"},{"id":276253,"name":"Stephen J Ball","url":"https://www.academia.edu/Documents/in/Stephen_J_Ball"},{"id":336705,"name":"Arizona State University","url":"https://www.academia.edu/Documents/in/Arizona_State_University"},{"id":478537,"name":"Recontextualization","url":"https://www.academia.edu/Documents/in/Recontextualization"},{"id":613664,"name":"Public Choice Theory","url":"https://www.academia.edu/Documents/in/Public_Choice_Theory"},{"id":896488,"name":"Escolha Pública","url":"https://www.academia.edu/Documents/in/Escolha_Publica"},{"id":1974390,"name":"Policy Enactment","url":"https://www.academia.edu/Documents/in/Policy_Enactment"},{"id":2326287,"name":"School Competition","url":"https://www.academia.edu/Documents/in/School_Competition"},{"id":2400311,"name":"Teoría de la Elección Pública","url":"https://www.academia.edu/Documents/in/Teor%C3%ADa_de_la_Elecci%C3%B3n_P%C3%BAblica"},{"id":3008309,"name":"elección escolar","url":"https://www.academia.edu/Documents/in/elecci%C3%B3n_escolar"},{"id":3043236,"name":"Recontextualización","url":"https://www.academia.edu/Documents/in/Recontextualizaci%C3%B3n"},{"id":4063411,"name":"Recontextualização","url":"https://www.academia.edu/Documents/in/Recontextualiza%C3%A7%C3%A3o-2"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="95884191"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/95884191/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform1"><img alt="Research paper thumbnail of Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform1" class="work-thumbnail" src="https://attachments.academia-assets.com/97940179/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/95884191/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform1">Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform1</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent decades, privatization and market policies in education have expanded globally. Neverth...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties. This paper aims to inte...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e10f909bca95e189dcc75f9f325a9056" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97940179,"asset_id":95884191,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97940179/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="95884191"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="95884191"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 95884191; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=95884191]").text(description); $(".js-view-count[data-work-id=95884191]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 95884191; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='95884191']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 95884191, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e10f909bca95e189dcc75f9f325a9056" } } $('.js-work-strip[data-work-id=95884191]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":95884191,"title":"Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform1","translated_title":"","metadata":{"abstract":"In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties. This paper aims to inte...","publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":"In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties. This paper aims to inte...","internal_url":"https://www.academia.edu/95884191/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform1","translated_internal_url":"","created_at":"2023-01-28T23:21:11.943-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":97940179,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/97940179/thumbnails/1.jpg","file_name":"WP239.pdf","download_url":"https://www.academia.edu/attachments/97940179/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Drivers_and_Hurdles_to_the_Regulation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/97940179/WP239-libre.pdf?1674978447=\u0026response-content-disposition=attachment%3B+filename%3DDrivers_and_Hurdles_to_the_Regulation_of.pdf\u0026Expires=1733307888\u0026Signature=cAlyrnx7qhreo7n-1FjuhuRMorRrwQavJacuSU9HDEp85Z13sV3lZWaOH223ANWVFuBxqJRs3n4E2BnZy3~Epm224VxZAUONisjqR9ad~zafmh4oBB6a5Jh3VL8RRbtLRJDjUOCl22Q6LLhKwNAFJAei0q6i-rSYcSyZ1ZcWoxzNIDj0DcNC0SyFBLAyxat9nqm~KCafeVhmDi5e0lOalj7uFDDiuRxGgNVXMXcBG3OWnyfoz~s2JszITKghl7PpBCh2lnIc8eVRex1U4Cu5gW1hpVqXZUbKIffzn9z~k8-GW1y9KN1-JoWTFxNP7z5CXfWCslxR7VE1Kc65jYUrCw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform1","translated_slug":"","page_count":39,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":97940179,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/97940179/thumbnails/1.jpg","file_name":"WP239.pdf","download_url":"https://www.academia.edu/attachments/97940179/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Drivers_and_Hurdles_to_the_Regulation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/97940179/WP239-libre.pdf?1674978447=\u0026response-content-disposition=attachment%3B+filename%3DDrivers_and_Hurdles_to_the_Regulation_of.pdf\u0026Expires=1733307888\u0026Signature=cAlyrnx7qhreo7n-1FjuhuRMorRrwQavJacuSU9HDEp85Z13sV3lZWaOH223ANWVFuBxqJRs3n4E2BnZy3~Epm224VxZAUONisjqR9ad~zafmh4oBB6a5Jh3VL8RRbtLRJDjUOCl22Q6LLhKwNAFJAei0q6i-rSYcSyZ1ZcWoxzNIDj0DcNC0SyFBLAyxat9nqm~KCafeVhmDi5e0lOalj7uFDDiuRxGgNVXMXcBG3OWnyfoz~s2JszITKghl7PpBCh2lnIc8eVRex1U4Cu5gW1hpVqXZUbKIffzn9z~k8-GW1y9KN1-JoWTFxNP7z5CXfWCslxR7VE1Kc65jYUrCw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":97940178,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/97940178/thumbnails/1.jpg","file_name":"WP239.pdf","download_url":"https://www.academia.edu/attachments/97940178/download_file","bulk_download_file_name":"Drivers_and_Hurdles_to_the_Regulation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/97940178/WP239-libre.pdf?1674978454=\u0026response-content-disposition=attachment%3B+filename%3DDrivers_and_Hurdles_to_the_Regulation_of.pdf\u0026Expires=1733307888\u0026Signature=L1oGTIuyilhsz~c0uvS-hFS-MbfOWX9a3qBrTcQBahmTVkriXuZCnEKXidEOehuwUzVthvm7Wkob~FZguqaCOG-wTHOZCj9a3xkZ23TJlO5TQjP2zL6tsqQ8zB1xI~e2~qZUmfEz~~QZC3uFsJfIARsm1Z1hUvcs7LUIijDbyX6aaZ2-EacDN2FJ-kGUIU4Z9mqPXT~lFrKoGly84nBWTUQM7mYZG3TqYQIsWb4akQDynpOpxWhbnqqSqJnF1OqII9EIfoZTRpWw6bntpUHp9KFEY2FYcdt8eDnTgMpkt-mpX9Vfha3gMjJ0UIx0QdeuNT1vH2ixVih~3l~nsLe0gA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies"}],"urls":[{"id":28484431,"url":"https://ncspe.tc.columbia.edu/working-papers/WP239.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92437658"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/92437658/The_World_Bank_and_education_in_a_changing_global_arena"><img alt="Research paper thumbnail of The World Bank and education in a changing global arena" class="work-thumbnail" src="https://attachments.academia-assets.com/95446385/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/92437658/The_World_Bank_and_education_in_a_changing_global_arena">The World Bank and education in a changing global arena</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>International Encyclopedia of Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The World Bank has been one of the most important actors influencing global education development...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The World Bank has been one of the most important actors influencing global education development policies in the past decades. Beyond its role as an international lender, the World Bank has long enjoyed a dominant position in the definition of the global education agenda. This entry provides a historical analysis of the World Bank's development in the education sector. The analysis has been divided into three main periods that characterize how the education sector priorities and strategies of the World Bank have evolved since the sixties. For each period identified, the article also examines how internal and external factors have influenced the position of this organization in education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cd1b7d1df7de94f4af80e4b66ae1e9ed" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95446385,"asset_id":92437658,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95446385/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92437658"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92437658"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92437658; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92437658]").text(description); $(".js-view-count[data-work-id=92437658]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92437658; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92437658']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 92437658, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cd1b7d1df7de94f4af80e4b66ae1e9ed" } } $('.js-work-strip[data-work-id=92437658]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92437658,"title":"The World Bank and education in a changing global arena","translated_title":"","metadata":{"abstract":"The World Bank has been one of the most important actors influencing global education development policies in the past decades. Beyond its role as an international lender, the World Bank has long enjoyed a dominant position in the definition of the global education agenda. This entry provides a historical analysis of the World Bank's development in the education sector. The analysis has been divided into three main periods that characterize how the education sector priorities and strategies of the World Bank have evolved since the sixties. For each period identified, the article also examines how internal and external factors have influenced the position of this organization in education.","page_numbers":"480-487","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"International Encyclopedia of Education"},"translated_abstract":"The World Bank has been one of the most important actors influencing global education development policies in the past decades. Beyond its role as an international lender, the World Bank has long enjoyed a dominant position in the definition of the global education agenda. This entry provides a historical analysis of the World Bank's development in the education sector. The analysis has been divided into three main periods that characterize how the education sector priorities and strategies of the World Bank have evolved since the sixties. For each period identified, the article also examines how internal and external factors have influenced the position of this organization in education.","internal_url":"https://www.academia.edu/92437658/The_World_Bank_and_education_in_a_changing_global_arena","translated_internal_url":"","created_at":"2022-12-08T09:02:27.821-08:00","section":"Papers","preview_url":null,"current_user_can_edit":true,"current_user_is_owner":true,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":39169999,"work_id":92437658,"tagging_user_id":23928165,"tagged_user_id":null,"co_author_invite_id":246850,"email":"x***l@uab.es","display_order":1,"name":"Xavier Bonal","title":"The World Bank and education in a changing global arena"},{"id":39170000,"work_id":92437658,"tagging_user_id":23928165,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":2,"name":"Clara Fontdevila","title":"The World Bank and education in a changing global arena"},{"id":39170001,"work_id":92437658,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":3,"name":"Adrián Zancajo","title":"The World Bank and education in a changing global arena"}],"downloadable_attachments":[{"id":95446385,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95446385/thumbnails/1.jpg","file_name":"WB_Encyclopedia.pdf","download_url":"https://www.academia.edu/attachments/95446385/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_World_Bank_and_education_in_a_changi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95446385/WB_Encyclopedia-libre.pdf?1670520223=\u0026response-content-disposition=attachment%3B+filename%3DThe_World_Bank_and_education_in_a_changi.pdf\u0026Expires=1733124399\u0026Signature=GbKPlQfjdDONN9Rgh6ln0DYR5Lx6~nk8amcVzFB~eNHOxUHi-G~KVVP71ScnvRHEE5viSgwTkR66yMlkTNwEyhMiJUhmDQP~vl-W1BgoGlg7C1yTZjSPvcRu-O7~cTQ-pxAzVawqR2W2CAM0doAGxPYMZ7OQF6gwpXE7Sfgg~PSS6gH1OD6GDc8IqP0Q8AL588n62LN1RygqU~GkqnuwSKpRRGi7MBhu9WwLzitLAjc6Mir0BQET8zm6w2Cy392Y-2EPABuHwUFJRNb0ulxqZbjOjI6Qrqc5kLp3jA8RQcXfGQPTVSC04VG0Z4lLQwAmRvV-8hcNRWQoIfdk5YLwBg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_World_Bank_and_education_in_a_changing_global_arena","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":95446385,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95446385/thumbnails/1.jpg","file_name":"WB_Encyclopedia.pdf","download_url":"https://www.academia.edu/attachments/95446385/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_World_Bank_and_education_in_a_changi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95446385/WB_Encyclopedia-libre.pdf?1670520223=\u0026response-content-disposition=attachment%3B+filename%3DThe_World_Bank_and_education_in_a_changi.pdf\u0026Expires=1733124399\u0026Signature=GbKPlQfjdDONN9Rgh6ln0DYR5Lx6~nk8amcVzFB~eNHOxUHi-G~KVVP71ScnvRHEE5viSgwTkR66yMlkTNwEyhMiJUhmDQP~vl-W1BgoGlg7C1yTZjSPvcRu-O7~cTQ-pxAzVawqR2W2CAM0doAGxPYMZ7OQF6gwpXE7Sfgg~PSS6gH1OD6GDc8IqP0Q8AL588n62LN1RygqU~GkqnuwSKpRRGi7MBhu9WwLzitLAjc6Mir0BQET8zm6w2Cy392Y-2EPABuHwUFJRNb0ulxqZbjOjI6Qrqc5kLp3jA8RQcXfGQPTVSC04VG0Z4lLQwAmRvV-8hcNRWQoIfdk5YLwBg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":1911,"name":"International Studies","url":"https://www.academia.edu/Documents/in/International_Studies"},{"id":3345,"name":"International organizations","url":"https://www.academia.edu/Documents/in/International_organizations"},{"id":13474,"name":"World Bank","url":"https://www.academia.edu/Documents/in/World_Bank"},{"id":46644,"name":"Social Inequality","url":"https://www.academia.edu/Documents/in/Social_Inequality"},{"id":95088,"name":"Poverty and Inequality","url":"https://www.academia.edu/Documents/in/Poverty_and_Inequality-1"}],"urls":[{"id":26802904,"url":"https://www.sciencedirect.com/science/article/pii/B9780128186305010551"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="78839136"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/78839136/Las_Alianzas_Pu_blico_Privadas_en_educacio_n_debates_modelos_y_horizontes_regulativos_en_los_pai_ses_de_la_OCDE"><img alt="Research paper thumbnail of Las Alianzas Público-Privadas en educación: debates, modelos y horizontes regulativos en los países de la OCDE" class="work-thumbnail" src="https://attachments.academia-assets.com/85741527/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/78839136/Las_Alianzas_Pu_blico_Privadas_en_educacio_n_debates_modelos_y_horizontes_regulativos_en_los_pai_ses_de_la_OCDE">Las Alianzas Público-Privadas en educación: debates, modelos y horizontes regulativos en los países de la OCDE</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a></span></div><div class="wp-workCard_item"><span>Journal of Supranational Policies of Education</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pese a la creciente popularidad de las Alianzas Público-Privadas (APP) en el sector educativo, ex...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pese a la creciente popularidad de las Alianzas Público-Privadas (APP) en el sector educativo, existe un amplio consenso académico sobre su impacto negativo sobre las desigualdades educativas. En los últimos años, organismos internacionales como la OCDE, la UNESCO o el Banco Mundial han mostrado una creciente preocupación por dicho impacto. Sin embargo, la mayoría de estos organismos internacionales no cuestiona directamente la política de APP sino que apuesta por procesos de regulación pública que permitan compatibilizar los supuestos efectos positivos de las APP con mayores niveles de equidad. El presente artículo contribuye al debate internacional sobre la regulación pública de la educación privada subvencionada. Para ello, analizamos las diferentes configuraciones regulativas de las APP que prevalecen en los países de la OCDE, y exploramos los procesos de problematización y de reforma que han acontecido en ellos. El artículo concluye con una reflexión sobre las implicaciones políticas y los límites y desafíos de dichas reformas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e32dbbad0683fc898f9f69d267880c5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":85741527,"asset_id":78839136,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/85741527/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="78839136"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="78839136"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78839136; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=78839136]").text(description); $(".js-view-count[data-work-id=78839136]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 78839136; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='78839136']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 78839136, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0e32dbbad0683fc898f9f69d267880c5" } } $('.js-work-strip[data-work-id=78839136]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":78839136,"title":"Las Alianzas Público-Privadas en educación: debates, modelos y horizontes regulativos en los países de la OCDE","translated_title":"","metadata":{"doi":"10.15366/jospoe2022.15.001","abstract":"Pese a la creciente popularidad de las Alianzas Público-Privadas (APP) en el sector educativo, existe un amplio consenso académico sobre su impacto negativo sobre las desigualdades educativas. En los últimos años, organismos internacionales como la OCDE, la UNESCO o el Banco Mundial han mostrado una creciente preocupación por dicho impacto. Sin embargo, la mayoría de estos organismos internacionales no cuestiona directamente la política de APP sino que apuesta por procesos de regulación pública que permitan compatibilizar los supuestos efectos positivos de las APP con mayores niveles de equidad. El presente artículo contribuye al debate internacional sobre la regulación pública de la educación privada subvencionada. Para ello, analizamos las diferentes configuraciones regulativas de las APP que prevalecen en los países de la OCDE, y exploramos los procesos de problematización y de reforma que han acontecido en ellos. El artículo concluye con una reflexión sobre las implicaciones políticas y los límites y desafíos de dichas reformas.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Journal of Supranational Policies of Education"},"translated_abstract":"Pese a la creciente popularidad de las Alianzas Público-Privadas (APP) en el sector educativo, existe un amplio consenso académico sobre su impacto negativo sobre las desigualdades educativas. En los últimos años, organismos internacionales como la OCDE, la UNESCO o el Banco Mundial han mostrado una creciente preocupación por dicho impacto. Sin embargo, la mayoría de estos organismos internacionales no cuestiona directamente la política de APP sino que apuesta por procesos de regulación pública que permitan compatibilizar los supuestos efectos positivos de las APP con mayores niveles de equidad. El presente artículo contribuye al debate internacional sobre la regulación pública de la educación privada subvencionada. Para ello, analizamos las diferentes configuraciones regulativas de las APP que prevalecen en los países de la OCDE, y exploramos los procesos de problematización y de reforma que han acontecido en ellos. El artículo concluye con una reflexión sobre las implicaciones políticas y los límites y desafíos de dichas reformas.","internal_url":"https://www.academia.edu/78839136/Las_Alianzas_Pu_blico_Privadas_en_educacio_n_debates_modelos_y_horizontes_regulativos_en_los_pai_ses_de_la_OCDE","translated_internal_url":"","created_at":"2022-05-09T03:48:54.217-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":38196080,"work_id":78839136,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":1,"name":"Clara Fontdevila","title":"Las Alianzas Público-Privadas en educación: debates, modelos y horizontes regulativos en los países de la OCDE"},{"id":38196081,"work_id":78839136,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Antoni Verger","title":"Las Alianzas Público-Privadas en educación: debates, modelos y horizontes regulativos en los países de la OCDE"}],"downloadable_attachments":[{"id":85741527,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/85741527/thumbnails/1.jpg","file_name":"document.pdf","download_url":"https://www.academia.edu/attachments/85741527/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Las_Alianzas_Pu_blico_Privadas_en_educac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/85741527/document-libre.pdf?1652096369=\u0026response-content-disposition=attachment%3B+filename%3DLas_Alianzas_Pu_blico_Privadas_en_educac.pdf\u0026Expires=1733075827\u0026Signature=Uc8Jqqw4krfgmGeZq1dghHiEBk~XJoGahkueee45SBaI7QXo4v~kASmKq0mSzFiXW0o4q3P1e1OKPhrhl-uFFgw8UZ~NK3MoR~hYmc9Ve7mmGwLmokarEZV-nHKhurpswIIO3jeG5sSg~X8HP8MtPWG73l5pOYJzpdxtIRr0UIOztW7ConhOayUAP9OmCOHfHAlSiz2n-Cs6TilknEr9nuS3ReF5wvk4gi6-6Gi4G9zJnsm384N1AVV0v5zX2wmhfZkrKvzGq3vonJeJo1JlA22DRVE~3mk-b~TIzKXfJ4X4wNTVUCUWJC3bv3728s-hz7Tvm6kWTr60jqz6mfXfZA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Las_Alianzas_Pu_blico_Privadas_en_educacio_n_debates_modelos_y_horizontes_regulativos_en_los_pai_ses_de_la_OCDE","translated_slug":"","page_count":27,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":85741527,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/85741527/thumbnails/1.jpg","file_name":"document.pdf","download_url":"https://www.academia.edu/attachments/85741527/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Las_Alianzas_Pu_blico_Privadas_en_educac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/85741527/document-libre.pdf?1652096369=\u0026response-content-disposition=attachment%3B+filename%3DLas_Alianzas_Pu_blico_Privadas_en_educac.pdf\u0026Expires=1733075827\u0026Signature=Uc8Jqqw4krfgmGeZq1dghHiEBk~XJoGahkueee45SBaI7QXo4v~kASmKq0mSzFiXW0o4q3P1e1OKPhrhl-uFFgw8UZ~NK3MoR~hYmc9Ve7mmGwLmokarEZV-nHKhurpswIIO3jeG5sSg~X8HP8MtPWG73l5pOYJzpdxtIRr0UIOztW7ConhOayUAP9OmCOHfHAlSiz2n-Cs6TilknEr9nuS3ReF5wvk4gi6-6Gi4G9zJnsm384N1AVV0v5zX2wmhfZkrKvzGq3vonJeJo1JlA22DRVE~3mk-b~TIzKXfJ4X4wNTVUCUWJC3bv3728s-hz7Tvm6kWTr60jqz6mfXfZA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":218734,"name":"Private Education","url":"https://www.academia.edu/Documents/in/Private_Education"},{"id":532012,"name":"Alianzas Público-Privadas","url":"https://www.academia.edu/Documents/in/Alianzas_Publico-Privadas"},{"id":664957,"name":"Markets In Education","url":"https://www.academia.edu/Documents/in/Markets_In_Education"},{"id":3901928,"name":"public -private partnerships (PPPs)","url":"https://www.academia.edu/Documents/in/public_private_partnerships_PPPs_-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="65063845"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/65063845/Opting_out_of_neighbourhood_schools_The_role_of_local_education_markets_in_student_mobility"><img alt="Research paper thumbnail of Opting out of neighbourhood schools: The role of local education markets in student mobility" class="work-thumbnail" src="https://attachments.academia-assets.com/76813749/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/65063845/Opting_out_of_neighbourhood_schools_The_role_of_local_education_markets_in_student_mobility">Opting out of neighbourhood schools: The role of local education markets in student mobility</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/RosarioScandurra">Rosario Scandurra</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span>Population, Space and Place</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Open enrolment policies assume that students living in disadvantaged areas can access better scho...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Open enrolment policies assume that students living in disadvantaged areas can access better schools outside their neighbourhood. However, characteristics of individuals, quality of schooling and neighbourhood characteristics interact in very complex ways to produce heterogeneous patterns of school choice in local educa-Popul. Space Place.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e23f6c521da84ef2ad161057b1508877" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76813749,"asset_id":65063845,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76813749/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65063845"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65063845"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65063845; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=65063845]").text(description); $(".js-view-count[data-work-id=65063845]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65063845; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='65063845']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 65063845, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e23f6c521da84ef2ad161057b1508877" } } $('.js-work-strip[data-work-id=65063845]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":65063845,"title":"Opting out of neighbourhood schools: The role of local education markets in student mobility","translated_title":"","metadata":{"doi":"10.1002/psp.2542","abstract":"Open enrolment policies assume that students living in disadvantaged areas can access better schools outside their neighbourhood. However, characteristics of individuals, quality of schooling and neighbourhood characteristics interact in very complex ways to produce heterogeneous patterns of school choice in local educa-Popul. Space Place.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Population, Space and Place"},"translated_abstract":"Open enrolment policies assume that students living in disadvantaged areas can access better schools outside their neighbourhood. However, characteristics of individuals, quality of schooling and neighbourhood characteristics interact in very complex ways to produce heterogeneous patterns of school choice in local educa-Popul. Space Place.","internal_url":"https://www.academia.edu/65063845/Opting_out_of_neighbourhood_schools_The_role_of_local_education_markets_in_student_mobility","translated_internal_url":"","created_at":"2021-12-18T23:59:21.141-08:00","section":"Papers","preview_url":null,"current_user_can_edit":true,"current_user_is_owner":true,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":37271636,"work_id":65063845,"tagging_user_id":23928165,"tagged_user_id":2074070,"co_author_invite_id":null,"email":"r***a@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":-2,"name":"Rosario Scandurra","title":"Opting out of neighbourhood schools: The role of local education markets in student mobility"},{"id":37271635,"work_id":65063845,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":-1,"name":"Adrián Zancajo","title":"Opting out of neighbourhood schools: The role of local education markets in student mobility"}],"downloadable_attachments":[{"id":76813749,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/76813749/thumbnails/1.jpg","file_name":"Opting_out_of_neighbourhood_schools.pdf","download_url":"https://www.academia.edu/attachments/76813749/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Opting_out_of_neighbourhood_schools_The.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/76813749/Opting_out_of_neighbourhood_schools-libre.pdf?1639916616=\u0026response-content-disposition=attachment%3B+filename%3DOpting_out_of_neighbourhood_schools_The.pdf\u0026Expires=1733255620\u0026Signature=AcVKduJY3f84arD0zR8hemHDXDG~G2iKyO~p5WgXo95GNwe8BUiEdGgtZV9~fEvXMNCBNRDwzyX5xqXdFpLOaaEN6MqoPOMOdj0Nl74TNgUfha2VvSBsNhAI5olq8VBYKsHSsMlDtUYjMR1LnuTmv~0gqpfloQqF0LxrW11RBqMUJYsxwr3641v~QEjonVssqHiZq0WMsvGpMMJdr5fd9g8Q1kKNubTV~TDWgs~mpGV99M4-DxfakHOgNfvDmj2Xt9g1ba~Lemqho4i2vAsMyUrB~fHGjmZXMatpyBB0I8vX3w92VBo-zYJwv029AilzbkufqxnHjZhe~KH1xFX44Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Opting_out_of_neighbourhood_schools_The_role_of_local_education_markets_in_student_mobility","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":76813749,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/76813749/thumbnails/1.jpg","file_name":"Opting_out_of_neighbourhood_schools.pdf","download_url":"https://www.academia.edu/attachments/76813749/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Opting_out_of_neighbourhood_schools_The.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/76813749/Opting_out_of_neighbourhood_schools-libre.pdf?1639916616=\u0026response-content-disposition=attachment%3B+filename%3DOpting_out_of_neighbourhood_schools_The.pdf\u0026Expires=1733255620\u0026Signature=AcVKduJY3f84arD0zR8hemHDXDG~G2iKyO~p5WgXo95GNwe8BUiEdGgtZV9~fEvXMNCBNRDwzyX5xqXdFpLOaaEN6MqoPOMOdj0Nl74TNgUfha2VvSBsNhAI5olq8VBYKsHSsMlDtUYjMR1LnuTmv~0gqpfloQqF0LxrW11RBqMUJYsxwr3641v~QEjonVssqHiZq0WMsvGpMMJdr5fd9g8Q1kKNubTV~TDWgs~mpGV99M4-DxfakHOgNfvDmj2Xt9g1ba~Lemqho4i2vAsMyUrB~fHGjmZXMatpyBB0I8vX3w92VBo-zYJwv029AilzbkufqxnHjZhe~KH1xFX44Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation"},{"id":23056,"name":"Geo-spatial analysis with GIS and GPS","url":"https://www.academia.edu/Documents/in/Geo-spatial_analysis_with_GIS_and_GPS"},{"id":37723,"name":"Geography Education","url":"https://www.academia.edu/Documents/in/Geography_Education"},{"id":46400,"name":"Student Mobility","url":"https://www.academia.edu/Documents/in/Student_Mobility"}],"urls":[{"id":15391476,"url":"https://onlinelibrary.wiley.com/doi/10.1002/psp.2542"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63725985"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective"><img alt="Research paper thumbnail of Regulating Public-Private Partnerships, governing non-state schools: An equity perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/76057434/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective">Regulating Public-Private Partnerships, governing non-state schools: An equity perspective</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span>Background paper prepared for the 2021/2 Global education monitoring report: Non-state actors in education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The global expansion of non-state actors as providers of basic education has frequently taken pla...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregation and students selection practices. As a response to these equity concerns, different actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidized schooling can be put at the service of the right to education. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design. As a result of this debate, several international organizations call to adopt regulatory frameworks that could contribute to inhibit both school segmentation and opportunistic behaviors in the context of PPPs.<br /><br />Despite the centrality of regulation and accountability efforts in the debate around PPPs in basic education, the different policy options and instruments available for such purposes have been less systematically examined. The first objective of this paper is to identify the main regulatory and accountability dimensions involved in the governance of private subsidized schools, as well as the main policy designs available for each of these dimensions to promote equity in education. On this basis, the paper examines how different PPP regulatory dimensions can affect educational equity. The evidence presented is based on a review of the available literature on the relationship between PPPs and education equity in education systems with a significant presence of publicly funded private schools. Finally, the paper systematizes the main lessons drawn from the literature reviewed regarding the regulation of private subsidized schools in the context of PPPs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f260670ca3d061eecbde0e1dea3179ef" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76057434,"asset_id":63725985,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76057434/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63725985"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63725985"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63725985; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63725985]").text(description); $(".js-view-count[data-work-id=63725985]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63725985; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63725985']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63725985, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f260670ca3d061eecbde0e1dea3179ef" } } $('.js-work-strip[data-work-id=63725985]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63725985,"title":"Regulating Public-Private Partnerships, governing non-state schools: An equity perspective","translated_title":"","metadata":{"abstract":"The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregation and students selection practices. As a response to these equity concerns, different actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidized schooling can be put at the service of the right to education. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design. As a result of this debate, several international organizations call to adopt regulatory frameworks that could contribute to inhibit both school segmentation and opportunistic behaviors in the context of PPPs.\n\nDespite the centrality of regulation and accountability efforts in the debate around PPPs in basic education, the different policy options and instruments available for such purposes have been less systematically examined. The first objective of this paper is to identify the main regulatory and accountability dimensions involved in the governance of private subsidized schools, as well as the main policy designs available for each of these dimensions to promote equity in education. On this basis, the paper examines how different PPP regulatory dimensions can affect educational equity. The evidence presented is based on a review of the available literature on the relationship between PPPs and education equity in education systems with a significant presence of publicly funded private schools. Finally, the paper systematizes the main lessons drawn from the literature reviewed regarding the regulation of private subsidized schools in the context of PPPs.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Background paper prepared for the 2021/2 Global education monitoring report: Non-state actors in education"},"translated_abstract":"The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregation and students selection practices. As a response to these equity concerns, different actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidized schooling can be put at the service of the right to education. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design. As a result of this debate, several international organizations call to adopt regulatory frameworks that could contribute to inhibit both school segmentation and opportunistic behaviors in the context of PPPs.\n\nDespite the centrality of regulation and accountability efforts in the debate around PPPs in basic education, the different policy options and instruments available for such purposes have been less systematically examined. The first objective of this paper is to identify the main regulatory and accountability dimensions involved in the governance of private subsidized schools, as well as the main policy designs available for each of these dimensions to promote equity in education. On this basis, the paper examines how different PPP regulatory dimensions can affect educational equity. The evidence presented is based on a review of the available literature on the relationship between PPPs and education equity in education systems with a significant presence of publicly funded private schools. Finally, the paper systematizes the main lessons drawn from the literature reviewed regarding the regulation of private subsidized schools in the context of PPPs.","internal_url":"https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective","translated_internal_url":"","created_at":"2021-12-10T01:41:26.188-08:00","section":"Papers","preview_url":null,"current_user_can_edit":{"authorship":{"id":68709124,"created_at":"2021-12-10T02:29:54.949-08:00","section_id":2326338,"updated_at":"2021-12-10T02:29:54.949-08:00","user_id":23928165,"work_id":63725985,"display_order":-8388595,"is_owner":false}},"current_user_is_owner":false,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":37216370,"work_id":63725985,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":1,"name":"Clara Fontdevila","title":"Regulating Public-Private Partnerships, governing non-state schools: An equity perspective"},{"id":37216371,"work_id":63725985,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Antoni Verger","title":"Regulating Public-Private Partnerships, governing non-state schools: An equity perspective"},{"id":37216372,"work_id":63725985,"tagging_user_id":36212627,"tagged_user_id":23928165,"co_author_invite_id":null,"email":"x***l@uab.cat","affiliation":"Universitat Autònoma de Barcelona","display_order":3,"name":"Xavier BONAL","title":"Regulating Public-Private Partnerships, governing non-state schools: An equity perspective"}],"downloadable_attachments":[{"id":76057434,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/76057434/thumbnails/1.jpg","file_name":"380092eng.pdf","download_url":"https://www.academia.edu/attachments/76057434/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Regulating_Public_Private_Partnerships_g.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/76057434/380092eng-libre.pdf?1639199180=\u0026response-content-disposition=attachment%3B+filename%3DRegulating_Public_Private_Partnerships_g.pdf\u0026Expires=1733124399\u0026Signature=F0YEDeHTPJDK7QnsXVLm0gyPqWzroqMs0L4m7WlRcvlZOG6JOWHxPZSolXaGdiWvGAnTHjHdLzuJwmfHg4tNMlgCjZrlsQzo-rr6QfxsoaY9ZNy9iPKQZ~4pKnTiQF9ULGhPI~0XsiOohF-6oRR02dAdsryBjMMdc~hLcsf8znWQVpHAbSufMTOUb9yM~ygiGSBx-4xNOnBA8igbpFiW-~aGQwZnf~gW4ICShIVaK3fBaAUnu1kochpIaFsoQAaFyjJ1vxQ1~55aaeFuJ0VcmlBMW-LYFgMrsDIhrdMCqQynfz9Aglrf6NM5dWQgChKmh2qpr6-mu~zUBzXBMkC09w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective","translated_slug":"","page_count":84,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo","email":"T1dhcjJqZXNsdzF5VUZUdmhrbE4vUGVQaDhIc1dmeWtMYmw3ZGIycjRZcVlnU2ZZSlBDTjFBV1E1aEpFbXE4TC0tQ0tINUdYNmxuaFFHSnZuVWZXV0dndz09--d4c6773ef4755b8482bb58a79d7d0d2c6f207212"},"attachments":[{"id":76057434,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/76057434/thumbnails/1.jpg","file_name":"380092eng.pdf","download_url":"https://www.academia.edu/attachments/76057434/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Regulating_Public_Private_Partnerships_g.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/76057434/380092eng-libre.pdf?1639199180=\u0026response-content-disposition=attachment%3B+filename%3DRegulating_Public_Private_Partnerships_g.pdf\u0026Expires=1733124399\u0026Signature=F0YEDeHTPJDK7QnsXVLm0gyPqWzroqMs0L4m7WlRcvlZOG6JOWHxPZSolXaGdiWvGAnTHjHdLzuJwmfHg4tNMlgCjZrlsQzo-rr6QfxsoaY9ZNy9iPKQZ~4pKnTiQF9ULGhPI~0XsiOohF-6oRR02dAdsryBjMMdc~hLcsf8znWQVpHAbSufMTOUb9yM~ygiGSBx-4xNOnBA8igbpFiW-~aGQwZnf~gW4ICShIVaK3fBaAUnu1kochpIaFsoQAaFyjJ1vxQ1~55aaeFuJ0VcmlBMW-LYFgMrsDIhrdMCqQynfz9Aglrf6NM5dWQgChKmh2qpr6-mu~zUBzXBMkC09w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3287,"name":"Regulation And Governance","url":"https://www.academia.edu/Documents/in/Regulation_And_Governance"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice"},{"id":3901928,"name":"public -private partnerships (PPPs)","url":"https://www.academia.edu/Documents/in/public_private_partnerships_PPPs_-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="60000311"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/60000311/Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile"><img alt="Research paper thumbnail of Understanding aspirations: why do secondary TVET students aim so high in Chile?" class="work-thumbnail" src="https://attachments.academia-assets.com/73639649/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/60000311/Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile">Understanding aspirations: why do secondary TVET students aim so high in Chile?</a></div><div class="wp-workCard_item"><span>Journal of Vocational Education & Training</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The interest in educational and professional aspirations of students transiting to post-secondary...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of in-depth interviews and combining a critical realist approach to social action with capabilities approach, the paper explores the educational and professional aspirations of students at the end of secondary TVET in Chile. We consider that high educational aspirations of secondary TVET students in Chile need to be understood as a reflexive response to significantly high social inequalities in the country, the precarity of working conditions in a highly liberalised labour market, and the enduring neoliberal tenet of meritocracy. We also argue that understanding aspirations is key to reimagine TVET’s roles and purposes at individual, institutional and national levels, towards fairer opportunities for human development.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="055418b1bb45fdc620781f75860cdc64" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73639649,"asset_id":60000311,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73639649/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="60000311"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="60000311"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60000311; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=60000311]").text(description); $(".js-view-count[data-work-id=60000311]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 60000311; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='60000311']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 60000311, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "055418b1bb45fdc620781f75860cdc64" } } $('.js-work-strip[data-work-id=60000311]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":60000311,"title":"Understanding aspirations: why do secondary TVET students aim so high in Chile?","translated_title":"","metadata":{"doi":"10.1080/13636820.2021.1973543","abstract":"The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of in-depth interviews and combining a critical realist approach to social action with capabilities approach, the paper explores the educational and professional aspirations of students at the end of secondary TVET in Chile. We consider that high educational aspirations of secondary TVET students in Chile need to be understood as a reflexive response to significantly high social inequalities in the country, the precarity of working conditions in a highly liberalised labour market, and the enduring neoliberal tenet of meritocracy. We also argue that understanding aspirations is key to reimagine TVET’s roles and purposes at individual, institutional and national levels, towards fairer opportunities for human development.","publisher":"Informa UK Limited","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Journal of Vocational Education \u0026 Training"},"translated_abstract":"The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of in-depth interviews and combining a critical realist approach to social action with capabilities approach, the paper explores the educational and professional aspirations of students at the end of secondary TVET in Chile. We consider that high educational aspirations of secondary TVET students in Chile need to be understood as a reflexive response to significantly high social inequalities in the country, the precarity of working conditions in a highly liberalised labour market, and the enduring neoliberal tenet of meritocracy. We also argue that understanding aspirations is key to reimagine TVET’s roles and purposes at individual, institutional and national levels, towards fairer opportunities for human development.","internal_url":"https://www.academia.edu/60000311/Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile","translated_internal_url":"","created_at":"2021-10-26T01:01:49.639-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":37037372,"work_id":60000311,"tagging_user_id":36212627,"tagged_user_id":83176438,"co_author_invite_id":null,"email":"a***i@gmail.com","affiliation":"University of Glasgow","display_order":-3,"name":"Alice Aldinucci","title":"Understanding aspirations: why do secondary TVET students aim so high in Chile?"},{"id":37037373,"work_id":60000311,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":250104,"email":"o***e@glasgow.ac.uk","display_order":-2,"name":"Oscar Valiente","title":"Understanding aspirations: why do secondary TVET students aim so high in Chile?"},{"id":37037374,"work_id":60000311,"tagging_user_id":36212627,"tagged_user_id":6090348,"co_author_invite_id":null,"email":"s***l@glasgow.ac.uk","affiliation":"University of Glasgow","display_order":-1,"name":"Scott A Hurrell","title":"Understanding aspirations: why do secondary TVET students aim so high in Chile?"}],"downloadable_attachments":[{"id":73639649,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/73639649/thumbnails/1.jpg","file_name":"Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile.pdf","download_url":"https://www.academia.edu/attachments/73639649/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Understanding_aspirations_why_do_seconda.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/73639649/Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile-libre.pdf?1635235718=\u0026response-content-disposition=attachment%3B+filename%3DUnderstanding_aspirations_why_do_seconda.pdf\u0026Expires=1733307888\u0026Signature=g18DiAmTj8~lrHQKRJxbSyZMECfo3VApngMezJDh466YxCk2MvcPkpuy71x~Os9GvwddkyzsiY2BOSoBSk1Tw9E6yb44c7sL7VLCNQd-z4BPGIPVZ7dXld-gS2nvIIYpvmRSI98ZXyb4QB6cWl1nqfcfYq8NzoRvBcfgHAUf83TAIOg1CzLLEHyw~e-mj48Mtf9fgvu06dTA-qE1RbvtbyHlQrJBVOyiQStPOGYUHaUd07hHvwbr7xZxBIL~QuNp9OA7suY0SKygukdJXdBMDgJA5e5X~IwOCo0eXUAea4zB0bhWkPt2q1WK~9JEbvyPQgn8BbmksY017OwVzK3D4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":73639649,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/73639649/thumbnails/1.jpg","file_name":"Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile.pdf","download_url":"https://www.academia.edu/attachments/73639649/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Understanding_aspirations_why_do_seconda.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/73639649/Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile-libre.pdf?1635235718=\u0026response-content-disposition=attachment%3B+filename%3DUnderstanding_aspirations_why_do_seconda.pdf\u0026Expires=1733307888\u0026Signature=g18DiAmTj8~lrHQKRJxbSyZMECfo3VApngMezJDh466YxCk2MvcPkpuy71x~Os9GvwddkyzsiY2BOSoBSk1Tw9E6yb44c7sL7VLCNQd-z4BPGIPVZ7dXld-gS2nvIIYpvmRSI98ZXyb4QB6cWl1nqfcfYq8NzoRvBcfgHAUf83TAIOg1CzLLEHyw~e-mj48Mtf9fgvu06dTA-qE1RbvtbyHlQrJBVOyiQStPOGYUHaUd07hHvwbr7xZxBIL~QuNp9OA7suY0SKygukdJXdBMDgJA5e5X~IwOCo0eXUAea4zB0bhWkPt2q1WK~9JEbvyPQgn8BbmksY017OwVzK3D4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":17369,"name":"Vocational Education","url":"https://www.academia.edu/Documents/in/Vocational_Education"},{"id":46325,"name":"Student Aspirations","url":"https://www.academia.edu/Documents/in/Student_Aspirations"},{"id":224538,"name":"Post-Secondary Education","url":"https://www.academia.edu/Documents/in/Post-Secondary_Education"}],"urls":[{"id":13696897,"url":"https://www.tandfonline.com/doi/pdf/10.1080/13636820.2021.1973543"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49270822"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49270822/The_instrumentation_of_public_subsidies_for_private_schools_Different_regulatory_models_with_concurrent_equity_implications"><img alt="Research paper thumbnail of The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications" class="work-thumbnail" src="https://attachments.academia-assets.com/67654518/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49270822/The_instrumentation_of_public_subsidies_for_private_schools_Different_regulatory_models_with_concurrent_equity_implications">The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a></span></div><div class="wp-workCard_item"><span>European Educational Research Journal</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The availability of public funding for private schools, in both primary and secondary education, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The availability of public funding for private schools, in both primary and secondary education, has become a common feature in a number of OECD countries. The expansion of public subsidies for privately owned schools has consequences that go far beyond the involvement of private actors in the provision of education. These include deepening forms of regulatory governance in educational systems and the blurring of frontiers between public and private education. Public subsidies for privately owned schools have been adopted following diverse rationalities and in pursuit of different goals. In light of the diversity, this research examines the regulatory configurations of private subsidized education provision across OECD countries, from a policy instruments' perspective. Based on a systematic review of the literature, the article identifies four models of regulation of private subsidized education, and analyses why and how these models have been problematized and have evolved accordingly. The paper pays particular attention to recent educational reforms adopted, in most cases, to tackle the equity challenges posed by publicly subsidized private provision. Finally, the paper elaborates on the implications that this form of provision has for public education and the achievement of equity goals, and reflects on the potential and limits of regulatory reforms when confronting these issues.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a1c78618f1dd0b9b4bc7c742a000b9ac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67654518,"asset_id":49270822,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67654518/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49270822"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49270822"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49270822; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49270822]").text(description); $(".js-view-count[data-work-id=49270822]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49270822; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49270822']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49270822, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a1c78618f1dd0b9b4bc7c742a000b9ac" } } $('.js-work-strip[data-work-id=49270822]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49270822,"title":"The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications","translated_title":"","metadata":{"abstract":"The availability of public funding for private schools, in both primary and secondary education, has become a common feature in a number of OECD countries. The expansion of public subsidies for privately owned schools has consequences that go far beyond the involvement of private actors in the provision of education. These include deepening forms of regulatory governance in educational systems and the blurring of frontiers between public and private education. Public subsidies for privately owned schools have been adopted following diverse rationalities and in pursuit of different goals. In light of the diversity, this research examines the regulatory configurations of private subsidized education provision across OECD countries, from a policy instruments' perspective. Based on a systematic review of the literature, the article identifies four models of regulation of private subsidized education, and analyses why and how these models have been problematized and have evolved accordingly. The paper pays particular attention to recent educational reforms adopted, in most cases, to tackle the equity challenges posed by publicly subsidized private provision. Finally, the paper elaborates on the implications that this form of provision has for public education and the achievement of equity goals, and reflects on the potential and limits of regulatory reforms when confronting these issues.","ai_title_tag":"Regulatory Models of Public Subsidies for Private Schools","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"European Educational Research Journal"},"translated_abstract":"The availability of public funding for private schools, in both primary and secondary education, has become a common feature in a number of OECD countries. The expansion of public subsidies for privately owned schools has consequences that go far beyond the involvement of private actors in the provision of education. These include deepening forms of regulatory governance in educational systems and the blurring of frontiers between public and private education. Public subsidies for privately owned schools have been adopted following diverse rationalities and in pursuit of different goals. In light of the diversity, this research examines the regulatory configurations of private subsidized education provision across OECD countries, from a policy instruments' perspective. Based on a systematic review of the literature, the article identifies four models of regulation of private subsidized education, and analyses why and how these models have been problematized and have evolved accordingly. The paper pays particular attention to recent educational reforms adopted, in most cases, to tackle the equity challenges posed by publicly subsidized private provision. Finally, the paper elaborates on the implications that this form of provision has for public education and the achievement of equity goals, and reflects on the potential and limits of regulatory reforms when confronting these issues.","internal_url":"https://www.academia.edu/49270822/The_instrumentation_of_public_subsidies_for_private_schools_Different_regulatory_models_with_concurrent_equity_implications","translated_internal_url":"","created_at":"2021-06-17T03:04:25.929-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36627329,"work_id":49270822,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Antoni Verger","title":"The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications"},{"id":36627330,"work_id":49270822,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":2,"name":"Clara Fontdevila","title":"The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications"}],"downloadable_attachments":[{"id":67654518,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67654518/thumbnails/1.jpg","file_name":"14749041211023339.pdf","download_url":"https://www.academia.edu/attachments/67654518/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_instrumentation_of_public_subsidies.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67654518/14749041211023339-libre.pdf?1623926121=\u0026response-content-disposition=attachment%3B+filename%3DThe_instrumentation_of_public_subsidies.pdf\u0026Expires=1733075827\u0026Signature=ZC6IcPPN-cmcT7GfOwSpK9tDIYGn4tiX~bYJ4hHaqM3Gaa3YdOGnPkegt-Jz4gO1DJVIJi2JvEe1GdkD3UDjzvEyDGReDp~ItfOIYE6W~MuXtDTaewFgwGyNiO6ZcMMQbEfmF5MRrezMjbMLHo3UCgp4xFmB-3BtC3~bUb3ubtbJ0uK8kTJw-ijlVFHbujtykFlsrTj0OGHNbp75HBwx16Z6fPYVR6CJd5iMvcu9KljHYvXopSVt9MqXSscTRpMxPRz3w1DdJxoChTNRP4SppWxMpjbuX~E2G-mOQEWnFHaLScxnZfpNX28jes1yJJnTtqFAOFK8cdbhnOQzoulkpw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_instrumentation_of_public_subsidies_for_private_schools_Different_regulatory_models_with_concurrent_equity_implications","translated_slug":"","page_count":27,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":67654518,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67654518/thumbnails/1.jpg","file_name":"14749041211023339.pdf","download_url":"https://www.academia.edu/attachments/67654518/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_instrumentation_of_public_subsidies.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67654518/14749041211023339-libre.pdf?1623926121=\u0026response-content-disposition=attachment%3B+filename%3DThe_instrumentation_of_public_subsidies.pdf\u0026Expires=1733075827\u0026Signature=ZC6IcPPN-cmcT7GfOwSpK9tDIYGn4tiX~bYJ4hHaqM3Gaa3YdOGnPkegt-Jz4gO1DJVIJi2JvEe1GdkD3UDjzvEyDGReDp~ItfOIYE6W~MuXtDTaewFgwGyNiO6ZcMMQbEfmF5MRrezMjbMLHo3UCgp4xFmB-3BtC3~bUb3ubtbJ0uK8kTJw-ijlVFHbujtykFlsrTj0OGHNbp75HBwx16Z6fPYVR6CJd5iMvcu9KljHYvXopSVt9MqXSscTRpMxPRz3w1DdJxoChTNRP4SppWxMpjbuX~E2G-mOQEWnFHaLScxnZfpNX28jes1yJJnTtqFAOFK8cdbhnOQzoulkpw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13868,"name":"Education and Labor Markets","url":"https://www.academia.edu/Documents/in/Education_and_Labor_Markets"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice"},{"id":21172,"name":"Privatisation","url":"https://www.academia.edu/Documents/in/Privatisation"},{"id":193222,"name":"School Segregation","url":"https://www.academia.edu/Documents/in/School_Segregation"},{"id":604728,"name":"Privatization of Education","url":"https://www.academia.edu/Documents/in/Privatization_of_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="45708606"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/45708606/The_impact_of_the_Covid_19_pandemic_on_education_Rapid_review_of_the_literature_review"><img alt="Research paper thumbnail of The impact of the Covid-19 pandemic on education. Rapid review of the literature review" class="work-thumbnail" src="https://attachments.academia-assets.com/66200025/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/45708606/The_impact_of_the_Covid_19_pandemic_on_education_Rapid_review_of_the_literature_review">The impact of the Covid-19 pandemic on education. Rapid review of the literature review</a></div><div class="wp-workCard_item"><span>British Academy </span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This document synthesises the main findings of a rapid review of the literature relating to the e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This document synthesises the main findings of a rapid review of the literature relating to the effects on education of the COVID-19 pandemic. The objectives of this literature review are twofold. First, to analyse the dimensions and areas of research that have captured the greatest interest in the published academic literature on the impact of the pandemic on the education sector and to summarise the main findings. Second, to identify the main short- and long-term challenges for education as a consequence of the pandemic, based on the evidence available.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="43808ab56fb573589bffb4a004dc8572" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66200025,"asset_id":45708606,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66200025/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="45708606"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="45708606"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45708606; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45708606]").text(description); $(".js-view-count[data-work-id=45708606]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45708606; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='45708606']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 45708606, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "43808ab56fb573589bffb4a004dc8572" } } $('.js-work-strip[data-work-id=45708606]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":45708606,"title":"The impact of the Covid-19 pandemic on education. Rapid review of the literature review","translated_title":"","metadata":{"abstract":"This document synthesises the main findings of a rapid review of the literature relating to the effects on education of the COVID-19 pandemic. The objectives of this literature review are twofold. First, to analyse the dimensions and areas of research that have captured the greatest interest in the published academic literature on the impact of the pandemic on the education sector and to summarise the main findings. Second, to identify the main short- and long-term challenges for education as a consequence of the pandemic, based on the evidence available.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"British Academy "},"translated_abstract":"This document synthesises the main findings of a rapid review of the literature relating to the effects on education of the COVID-19 pandemic. The objectives of this literature review are twofold. First, to analyse the dimensions and areas of research that have captured the greatest interest in the published academic literature on the impact of the pandemic on the education sector and to summarise the main findings. Second, to identify the main short- and long-term challenges for education as a consequence of the pandemic, based on the evidence available.","internal_url":"https://www.academia.edu/45708606/The_impact_of_the_Covid_19_pandemic_on_education_Rapid_review_of_the_literature_review","translated_internal_url":"","created_at":"2021-04-07T03:41:13.687-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":66200025,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66200025/thumbnails/1.jpg","file_name":"COVID_decade_The_impact_on_education_Rapid_review_Adrian_Zancajo_Glasgow.pdf","download_url":"https://www.academia.edu/attachments/66200025/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_impact_of_the_Covid_19_pandemic_on_e.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66200025/COVID_decade_The_impact_on_education_Rapid_review_Adrian_Zancajo_Glasgow-libre.pdf?1617801543=\u0026response-content-disposition=attachment%3B+filename%3DThe_impact_of_the_Covid_19_pandemic_on_e.pdf\u0026Expires=1733307888\u0026Signature=Hc64ja88Cvj9RFu~jDkF3i6bsVyWfEVTTjP525bUYhLJ5u6mrzsq6rDWIJD2RKtt4XqUYNV0LBmPSzR~HumyPUcninRBPO9A3q703Us0gELZT85Vn-rZzhOpKgFUgT7x9LFZEGMrHemQVJy2b8-EvHiBe8OfHEI5gy5TmYZt1klT2Fs-C31exKjcbkBwwRrY-BHAbeNsXiS10unQ7sUhmueyBycX6P-k1oqVc6mFuThn94mPHdkJrqG31Ck3Dr-r7BlA63dOIg5JFabtwyAT1aM1YmWZrL4lqfOHqyK4A8PGIOOCQrO5RFzJr1PurHsxYr~eSeHJS8562l-dZK9i~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_impact_of_the_Covid_19_pandemic_on_education_Rapid_review_of_the_literature_review","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":66200025,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66200025/thumbnails/1.jpg","file_name":"COVID_decade_The_impact_on_education_Rapid_review_Adrian_Zancajo_Glasgow.pdf","download_url":"https://www.academia.edu/attachments/66200025/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_impact_of_the_Covid_19_pandemic_on_e.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66200025/COVID_decade_The_impact_on_education_Rapid_review_Adrian_Zancajo_Glasgow-libre.pdf?1617801543=\u0026response-content-disposition=attachment%3B+filename%3DThe_impact_of_the_Covid_19_pandemic_on_e.pdf\u0026Expires=1733307888\u0026Signature=Hc64ja88Cvj9RFu~jDkF3i6bsVyWfEVTTjP525bUYhLJ5u6mrzsq6rDWIJD2RKtt4XqUYNV0LBmPSzR~HumyPUcninRBPO9A3q703Us0gELZT85Vn-rZzhOpKgFUgT7x9LFZEGMrHemQVJy2b8-EvHiBe8OfHEI5gy5TmYZt1klT2Fs-C31exKjcbkBwwRrY-BHAbeNsXiS10unQ7sUhmueyBycX6P-k1oqVc6mFuThn94mPHdkJrqG31Ck3Dr-r7BlA63dOIg5JFabtwyAT1aM1YmWZrL4lqfOHqyK4A8PGIOOCQrO5RFzJr1PurHsxYr~eSeHJS8562l-dZK9i~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3512,"name":"Educational Inequalities (class; race; gender etc)","url":"https://www.academia.edu/Documents/in/Educational_Inequalities_class_race_gender_etc_"}],"urls":[{"id":17499171,"url":"https://www.thebritishacademy.ac.uk/documents/3226/COVID-decade-The-impact-on-education-Rapid-review-Adrian-Zancajo-Glasgow.pdf"},{"id":17499183,"url":"https://www.thebritishacademy.ac.uk/publications/covid-decade-impact-of-the-pandemic-on-education/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44721881"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44721881/Education_markets_and_school_segregation_a_mechanism_based_explanation"><img alt="Research paper thumbnail of Education markets and school segregation: a mechanism-based explanation" class="work-thumbnail" src="https://attachments.academia-assets.com/65203953/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44721881/Education_markets_and_school_segregation_a_mechanism_based_explanation">Education markets and school segregation: a mechanism-based explanation</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span>Compare: A Journal of Comparative and International Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Education markets have spread worldwide over the past few decades. Frequently, the expansion of m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Education markets have spread worldwide over the past few decades. Frequently, the expansion of markets in education is presented by their promoters as a means to improve the opportunities of the most socioeconomically disadvantaged students. However, the evidence available shows that market-oriented policies that enhance competition and choice tend to produce negative effects on equity by boosting school segregation and social stratification among public and private schools. This paper aims to unpack the mechanisms through which market-oriented policies and the involvement of private actors in education can foster the uneven distribution of students from disadvantaged backgrounds. By using a mechanism-based explanation, this paper identifies and describes the functioning of three main mechanisms by which pro-market policies generate school segregation. Finally, the paper addresses the analytical benefits of the mechanism-based approach and reflects on its policy implications regarding market-oriented reforms in education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="01a18193c80566c7f41d1b4975b96ef9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65203953,"asset_id":44721881,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65203953/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44721881"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44721881"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44721881; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44721881]").text(description); $(".js-view-count[data-work-id=44721881]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44721881; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44721881']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44721881, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "01a18193c80566c7f41d1b4975b96ef9" } } $('.js-work-strip[data-work-id=44721881]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44721881,"title":"Education markets and school segregation: a mechanism-based explanation","translated_title":"","metadata":{"doi":"10.1080/03057925.2020.1858272","abstract":"Education markets have spread worldwide over the past few decades. Frequently, the expansion of markets in education is presented by their promoters as a means to improve the opportunities of the most socioeconomically disadvantaged students. However, the evidence available shows that market-oriented policies that enhance competition and choice tend to produce negative effects on equity by boosting school segregation and social stratification among public and private schools. This paper aims to unpack the mechanisms through which market-oriented policies and the involvement of private actors in education can foster the uneven distribution of students from disadvantaged backgrounds. By using a mechanism-based explanation, this paper identifies and describes the functioning of three main mechanisms by which pro-market policies generate school segregation. Finally, the paper addresses the analytical benefits of the mechanism-based approach and reflects on its policy implications regarding market-oriented reforms in education.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Compare: A Journal of Comparative and International Education"},"translated_abstract":"Education markets have spread worldwide over the past few decades. Frequently, the expansion of markets in education is presented by their promoters as a means to improve the opportunities of the most socioeconomically disadvantaged students. However, the evidence available shows that market-oriented policies that enhance competition and choice tend to produce negative effects on equity by boosting school segregation and social stratification among public and private schools. This paper aims to unpack the mechanisms through which market-oriented policies and the involvement of private actors in education can foster the uneven distribution of students from disadvantaged backgrounds. By using a mechanism-based explanation, this paper identifies and describes the functioning of three main mechanisms by which pro-market policies generate school segregation. Finally, the paper addresses the analytical benefits of the mechanism-based approach and reflects on its policy implications regarding market-oriented reforms in education.","internal_url":"https://www.academia.edu/44721881/Education_markets_and_school_segregation_a_mechanism_based_explanation","translated_internal_url":"","created_at":"2020-12-16T23:51:51.845-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36066677,"work_id":44721881,"tagging_user_id":36212627,"tagged_user_id":23928165,"co_author_invite_id":null,"email":"x***l@uab.cat","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Xavier BONAL","title":"Education markets and school segregation: a mechanism-based explanation"}],"downloadable_attachments":[{"id":65203953,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65203953/thumbnails/1.jpg","file_name":"Zancajo_Bonal_2020.pdf","download_url":"https://www.academia.edu/attachments/65203953/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_markets_and_school_segregation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65203953/Zancajo_Bonal_2020-libre.pdf?1608194851=\u0026response-content-disposition=attachment%3B+filename%3DEducation_markets_and_school_segregation.pdf\u0026Expires=1733264004\u0026Signature=OZ846o3OUNQH~qVu33jbN9GygFt7gaG0nAwm4wXpGMBouzj25Zw1ubXWanOzHhxohJjU0hIRoeKdD8mZAlHi9NIstacNPJbxSr8hsvGu7wbQXFQ~ojnfJ632VZo68YQlBlTy1-UQu7ve2LpbIoa6hl8JhMkP-MJ6WGiEO7AbYZdHnw71Gvse5jPdALI1VHl4CIG45eXEEZPuVW-Q1oNphYr311mnrOvrww-60tRyoUdqBb7KpIRrQYqJlE98lqgd83RAC1MUFjYwaUiQxqlvHlFoSdYb9b89yzmhsm4OPcSfkJ1mv1G63ddPOFIJsWtt-K03ox2ky62GFq7wqY5cUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Education_markets_and_school_segregation_a_mechanism_based_explanation","translated_slug":"","page_count":24,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":65203953,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65203953/thumbnails/1.jpg","file_name":"Zancajo_Bonal_2020.pdf","download_url":"https://www.academia.edu/attachments/65203953/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_markets_and_school_segregation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65203953/Zancajo_Bonal_2020-libre.pdf?1608194851=\u0026response-content-disposition=attachment%3B+filename%3DEducation_markets_and_school_segregation.pdf\u0026Expires=1733264004\u0026Signature=OZ846o3OUNQH~qVu33jbN9GygFt7gaG0nAwm4wXpGMBouzj25Zw1ubXWanOzHhxohJjU0hIRoeKdD8mZAlHi9NIstacNPJbxSr8hsvGu7wbQXFQ~ojnfJ632VZo68YQlBlTy1-UQu7ve2LpbIoa6hl8JhMkP-MJ6WGiEO7AbYZdHnw71Gvse5jPdALI1VHl4CIG45eXEEZPuVW-Q1oNphYr311mnrOvrww-60tRyoUdqBb7KpIRrQYqJlE98lqgd83RAC1MUFjYwaUiQxqlvHlFoSdYb9b89yzmhsm4OPcSfkJ1mv1G63ddPOFIJsWtt-K03ox2ky62GFq7wqY5cUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":46644,"name":"Social Inequality","url":"https://www.academia.edu/Documents/in/Social_Inequality"},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":193222,"name":"School Segregation","url":"https://www.academia.edu/Documents/in/School_Segregation"},{"id":604728,"name":"Privatization of Education","url":"https://www.academia.edu/Documents/in/Privatization_of_Education"},{"id":664957,"name":"Markets In Education","url":"https://www.academia.edu/Documents/in/Markets_In_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44646162"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44646162/Student_mobility_and_school_segregation_in_an_un_controlled_choice_system_A_counterfactual_approach"><img alt="Research paper thumbnail of Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach" class="work-thumbnail" src="https://attachments.academia-assets.com/65116292/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44646162/Student_mobility_and_school_segregation_in_an_un_controlled_choice_system_A_counterfactual_approach">Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/RosarioScandurra">Rosario Scandurra</a></span></div><div class="wp-workCard_item"><span>British Educational Research Journal</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article explores the relationship between school choice, student mobility and school segrega...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article explores the relationship between school choice, student mobility and school segregation in Barcelona. The case of Barcelona is particularly interesting because the school admissions policy combines a particular design of catchment area with a significant level of choice options. We work on students and school register datasets for the school year 2016-2017 to observe the association between the socioeconomic characteristics of the students and their residential and educational geographical distribution. The article tests whether recent reforms that have undermined the role of residential proximity in admissions policy have impacted on the school segregation of three groups of socially disadvantaged students (foreign students, students entitled to Free School Meals (FSM) and students who are Recipients of Social Allowances (RSA)). We explore different patterns of mobility between socially disadvantaged and non-disadvantaged students and the impact of opting out from neighbourhood schools on school segregation. By using a counterfactual approach that compares real enrolment with simulated school enrolment in proximity schools, we provide evidence of a significant reduction of school segregation for all socially disadvantaged students, showing the negative effects of the current high number of school choice options. In addition, our analysis shows that school choice boosts remarkably the inequality between public and private sub-sidised schools. The final section of the article reflects on the implications of our findings for potential reforms in the current definition of catchment areas and the overall school choice policy in Barcelona.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3e6b50b82482cca9b5a65f04c5ac7dbf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65116292,"asset_id":44646162,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65116292/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44646162"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44646162"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44646162; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44646162]").text(description); $(".js-view-count[data-work-id=44646162]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44646162; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44646162']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44646162, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3e6b50b82482cca9b5a65f04c5ac7dbf" } } $('.js-work-strip[data-work-id=44646162]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44646162,"title":"Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach","translated_title":"","metadata":{"doi":"10.1002/berj.3694","abstract":"This article explores the relationship between school choice, student mobility and school segregation in Barcelona. The case of Barcelona is particularly interesting because the school admissions policy combines a particular design of catchment area with a significant level of choice options. We work on students and school register datasets for the school year 2016-2017 to observe the association between the socioeconomic characteristics of the students and their residential and educational geographical distribution. The article tests whether recent reforms that have undermined the role of residential proximity in admissions policy have impacted on the school segregation of three groups of socially disadvantaged students (foreign students, students entitled to Free School Meals (FSM) and students who are Recipients of Social Allowances (RSA)). We explore different patterns of mobility between socially disadvantaged and non-disadvantaged students and the impact of opting out from neighbourhood schools on school segregation. By using a counterfactual approach that compares real enrolment with simulated school enrolment in proximity schools, we provide evidence of a significant reduction of school segregation for all socially disadvantaged students, showing the negative effects of the current high number of school choice options. In addition, our analysis shows that school choice boosts remarkably the inequality between public and private sub-sidised schools. The final section of the article reflects on the implications of our findings for potential reforms in the current definition of catchment areas and the overall school choice policy in Barcelona.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"British Educational Research Journal"},"translated_abstract":"This article explores the relationship between school choice, student mobility and school segregation in Barcelona. The case of Barcelona is particularly interesting because the school admissions policy combines a particular design of catchment area with a significant level of choice options. We work on students and school register datasets for the school year 2016-2017 to observe the association between the socioeconomic characteristics of the students and their residential and educational geographical distribution. The article tests whether recent reforms that have undermined the role of residential proximity in admissions policy have impacted on the school segregation of three groups of socially disadvantaged students (foreign students, students entitled to Free School Meals (FSM) and students who are Recipients of Social Allowances (RSA)). We explore different patterns of mobility between socially disadvantaged and non-disadvantaged students and the impact of opting out from neighbourhood schools on school segregation. By using a counterfactual approach that compares real enrolment with simulated school enrolment in proximity schools, we provide evidence of a significant reduction of school segregation for all socially disadvantaged students, showing the negative effects of the current high number of school choice options. In addition, our analysis shows that school choice boosts remarkably the inequality between public and private sub-sidised schools. The final section of the article reflects on the implications of our findings for potential reforms in the current definition of catchment areas and the overall school choice policy in Barcelona.","internal_url":"https://www.academia.edu/44646162/Student_mobility_and_school_segregation_in_an_un_controlled_choice_system_A_counterfactual_approach","translated_internal_url":"","created_at":"2020-12-05T23:38:26.293-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36026062,"work_id":44646162,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach"},{"id":36026063,"work_id":44646162,"tagging_user_id":23928165,"tagged_user_id":2074070,"co_author_invite_id":null,"email":"r***a@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Rosario Scandurra","title":"Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach"}],"downloadable_attachments":[{"id":65116292,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65116292/thumbnails/1.jpg","file_name":"Article_BERJ.pdf","download_url":"https://www.academia.edu/attachments/65116292/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Student_mobility_and_school_segregation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65116292/Article_BERJ-libre.pdf?1607245499=\u0026response-content-disposition=attachment%3B+filename%3DStudent_mobility_and_school_segregation.pdf\u0026Expires=1733264004\u0026Signature=MWhrGuJ5VbPLLeC2f1U7IVmRZsnrg4sN7lvjuLQhB37xpm-Zl~FFUQ05Z-eVAsOTHxqQeRQbZTPrSI2AIoyVFFba3b5BrOdsud89qgZKhsDFGRKX1EXnCTHdOKf4m1GluRz3Dy1LQB6frKT8mlIO4~QdxykIZayZgPjx52ClOgAhTomL5QvtSKTyKvZbMNQouaJfmZ4sCPDqqVE2wquzAQllOBLdHMnUXfGGjtPNafjagyulsEsZYp5lNiRZSzIIg1WQnXKnh~mARUpxz2IhDw1eZwTskJs-UXSvGyHJvLQMzPSYxeB-NmLGUlDfMG1ayc-4xzKSd7KFqSMTakeCUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Student_mobility_and_school_segregation_in_an_un_controlled_choice_system_A_counterfactual_approach","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":65116292,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65116292/thumbnails/1.jpg","file_name":"Article_BERJ.pdf","download_url":"https://www.academia.edu/attachments/65116292/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Student_mobility_and_school_segregation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65116292/Article_BERJ-libre.pdf?1607245499=\u0026response-content-disposition=attachment%3B+filename%3DStudent_mobility_and_school_segregation.pdf\u0026Expires=1733264004\u0026Signature=MWhrGuJ5VbPLLeC2f1U7IVmRZsnrg4sN7lvjuLQhB37xpm-Zl~FFUQ05Z-eVAsOTHxqQeRQbZTPrSI2AIoyVFFba3b5BrOdsud89qgZKhsDFGRKX1EXnCTHdOKf4m1GluRz3Dy1LQB6frKT8mlIO4~QdxykIZayZgPjx52ClOgAhTomL5QvtSKTyKvZbMNQouaJfmZ4sCPDqqVE2wquzAQllOBLdHMnUXfGGjtPNafjagyulsEsZYp5lNiRZSzIIg1WQnXKnh~mARUpxz2IhDw1eZwTskJs-UXSvGyHJvLQMzPSYxeB-NmLGUlDfMG1ayc-4xzKSd7KFqSMTakeCUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education"},{"id":1362,"name":"Spatial Analysis","url":"https://www.academia.edu/Documents/in/Spatial_Analysis"},{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation"},{"id":7725,"name":"Urban Studies","url":"https://www.academia.edu/Documents/in/Urban_Studies"},{"id":29043,"name":"Urban mobility","url":"https://www.academia.edu/Documents/in/Urban_mobility"},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":79374,"name":"School Choice","url":"https://www.academia.edu/Documents/in/School_Choice"}],"urls":[{"id":9158331,"url":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3694"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44308030"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44308030/Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005_"><img alt="Research paper thumbnail of Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)" class="work-thumbnail" src="https://attachments.academia-assets.com/64693741/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44308030/Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005_">Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)</a></div><div class="wp-workCard_item"><span>Journal of Vocational Education & Training</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Mainstream approaches in comparative education have paid more attention to trends in donors’ prio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Mainstream approaches in comparative education have paid more attention to trends in donors’ priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. Drawing on constructivist political economy and historical institutionalist frameworks, the paper analyses the role played by global development paradigms and ideas in the VET policy reforms adopted in Chile during the period between 1964 and 2005. The study shows how the selective adoption of international development ideas in Chile was mediated by the ideological orientation of national government administrations in each historical period. It also shows how the main goals of VET policies evolved as the economy tertiarised and the demand for education grew among lower social classes. Finally, the paper identifies the military dictatorship as a path-shaping moment in the institutional con- figuration of VET in Chile, as it was able to impose a radical transformation of the system from central planning to decentralised market competition. This profound transformation generated institutional path-dependencies that restricted the capacity of future democratic governments to reverse the market model in VET.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8c40f3bf05d60206c483a7a5954c491e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64693741,"asset_id":44308030,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64693741/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44308030"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44308030"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44308030; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44308030]").text(description); $(".js-view-count[data-work-id=44308030]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44308030; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44308030']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44308030, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8c40f3bf05d60206c483a7a5954c491e" } } $('.js-work-strip[data-work-id=44308030]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44308030,"title":"Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)","translated_title":"","metadata":{"doi":"10.1080/13636820.2020.1833076","abstract":"Mainstream approaches in comparative education have paid more attention to trends in donors’ priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. Drawing on constructivist political economy and historical institutionalist frameworks, the paper analyses the role played by global development paradigms and ideas in the VET policy reforms adopted in Chile during the period between 1964 and 2005. The study shows how the selective adoption of international development ideas in Chile was mediated by the ideological orientation of national government administrations in each historical period. It also shows how the main goals of VET policies evolved as the economy tertiarised and the demand for education grew among lower social classes. Finally, the paper identifies the military dictatorship as a path-shaping moment in the institutional con- figuration of VET in Chile, as it was able to impose a radical transformation of the system from central planning to decentralised market competition. This profound transformation generated institutional path-dependencies that restricted the capacity of future democratic governments to reverse the market model in VET.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Journal of Vocational Education \u0026 Training"},"translated_abstract":"Mainstream approaches in comparative education have paid more attention to trends in donors’ priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. Drawing on constructivist political economy and historical institutionalist frameworks, the paper analyses the role played by global development paradigms and ideas in the VET policy reforms adopted in Chile during the period between 1964 and 2005. The study shows how the selective adoption of international development ideas in Chile was mediated by the ideological orientation of national government administrations in each historical period. It also shows how the main goals of VET policies evolved as the economy tertiarised and the demand for education grew among lower social classes. Finally, the paper identifies the military dictatorship as a path-shaping moment in the institutional con- figuration of VET in Chile, as it was able to impose a radical transformation of the system from central planning to decentralised market competition. This profound transformation generated institutional path-dependencies that restricted the capacity of future democratic governments to reverse the market model in VET.","internal_url":"https://www.academia.edu/44308030/Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005_","translated_internal_url":"","created_at":"2020-10-16T00:51:15.856-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":35838634,"work_id":44308030,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":250104,"email":"o***e@glasgow.ac.uk","display_order":-2,"name":"Oscar Valiente","title":"Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)"},{"id":35838635,"work_id":44308030,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":7125839,"email":"l***v@uahurtado.cl","display_order":-1,"name":"Leandro Sepúlveda","title":"Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)"}],"downloadable_attachments":[{"id":64693741,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64693741/thumbnails/1.jpg","file_name":"Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005.pdf","download_url":"https://www.academia.edu/attachments/64693741/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Development_paradigms_in_the_institution.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64693741/Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005-libre.pdf?1602835510=\u0026response-content-disposition=attachment%3B+filename%3DDevelopment_paradigms_in_the_institution.pdf\u0026Expires=1733307888\u0026Signature=AeRIOOk1ziqZ2nM7tqTHb6ut~W-Pzfc76ouN~2OofSh3isHHzeMP0FFAy1tG3lyuZO92qAikS6zChN9kcTNbpVbVFjc~hD-GwRY-O5mPMz8xDCMYL9n2Okqorlkm1uDSjfHGgAR55TbalciAiO4us4PFAIuBgVDAOBd1nPlXhNJEYxUtarEA8FNk2zm7~jEpI-sTTBDCSu4Pz1nUO9LzlcVf~SNVE759G1KAv0QDav7tBudmSfu4i0SXjLgCgUd1rT-cJ4HqS6n8p36IL5Vp0QRtMV4ub6LMNLc2ssbKxRxiRodcTKxqNwUtB5GdpxUt2h5C40e2RXquH~qPD0lsjQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005_","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":64693741,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64693741/thumbnails/1.jpg","file_name":"Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005.pdf","download_url":"https://www.academia.edu/attachments/64693741/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Development_paradigms_in_the_institution.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64693741/Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005-libre.pdf?1602835510=\u0026response-content-disposition=attachment%3B+filename%3DDevelopment_paradigms_in_the_institution.pdf\u0026Expires=1733307888\u0026Signature=AeRIOOk1ziqZ2nM7tqTHb6ut~W-Pzfc76ouN~2OofSh3isHHzeMP0FFAy1tG3lyuZO92qAikS6zChN9kcTNbpVbVFjc~hD-GwRY-O5mPMz8xDCMYL9n2Okqorlkm1uDSjfHGgAR55TbalciAiO4us4PFAIuBgVDAOBd1nPlXhNJEYxUtarEA8FNk2zm7~jEpI-sTTBDCSu4Pz1nUO9LzlcVf~SNVE759G1KAv0QDav7tBudmSfu4i0SXjLgCgUd1rT-cJ4HqS6n8p36IL5Vp0QRtMV4ub6LMNLc2ssbKxRxiRodcTKxqNwUtB5GdpxUt2h5C40e2RXquH~qPD0lsjQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":802,"name":"Political Economy","url":"https://www.academia.edu/Documents/in/Political_Economy"},{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":17369,"name":"Vocational Education","url":"https://www.academia.edu/Documents/in/Vocational_Education"},{"id":26329,"name":"Education and Development","url":"https://www.academia.edu/Documents/in/Education_and_Development"},{"id":28743,"name":"Comparative Education","url":"https://www.academia.edu/Documents/in/Comparative_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44181750"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44181750/Elecci%C3%B3n_de_Escuela_Movilidad_y_Segregaci%C3%B3n_Escolar_del_Alumnado_Vulnerable_en_Barcelona"><img alt="Research paper thumbnail of Elección de Escuela, Movilidad y Segregación Escolar del Alumnado Vulnerable en Barcelona" class="work-thumbnail" src="https://attachments.academia-assets.com/64545453/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44181750/Elecci%C3%B3n_de_Escuela_Movilidad_y_Segregaci%C3%B3n_Escolar_del_Alumnado_Vulnerable_en_Barcelona">Elección de Escuela, Movilidad y Segregación Escolar del Alumnado Vulnerable en Barcelona</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo analiza la relación entre elección de escuela, movilidad y segregación escolar del ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo analiza la relación entre elección de escuela, movilidad y segregación escolar del alumnado socialmente desfavorecido en Barcelona. Las particularidades del modelo de zonificación escolar de la ciudad, basado en un complejo sistema de elección restringida pero que otorga un amplio número de opciones de proximidad, lo convierten en un caso único en el que observar la relaciones entre movilidad y desigualdades educativas. A partir de datos de residencia y escolarización del alumnado de educación infantil y primaria el trabajo nos muestra cómo la interacción entre segregación residencial y pautas de movilidad del alumnado es generadora de mayor segregación escolar del alumnado vulnerable, tanto de nivel socioeconómico bajo como de nacionalidad extranjera. Un análisis contrafactual que simula modelos de escolarización basados en mayor proximidad demuestra que la segregación escolar del alumnado vulnerable se reduciría hasta un 50% en escenarios de menor movilidad y mayor escolarización de proximidad. Asimismo, estos escenarios reducirían la desigualdad de escolarización entre escuelas públicas y concertadas. El artículo concluye con una reflexión sobre las implicaciones políticas del análisis. Descriptores: Elección escolar; Segregación escolar; Movilidad; Barcelona; Desigualdad educativa. This article analyzes the relationship between school choice, mobility and school segregation of socially disadvantaged students in Barcelona. The particularities of the city's zoning system and catchment areas, based on a complex model of restricted choice with a wide number of proximity options, make it a unique case to observe the relationship between mobility and educational inequalities. By using data on students' residence and schooling of children in preschool and primary education, the article shows how the interaction between residential segregation and patterns of student mobility generates greater school segregation of both students from low socioeconomic status and foreign students. A counterfactual analysis that simulates schooling models based on greater proximity shows that the school segregation of vulnerable students would be reduced by up to 50% in scenarios of less mobility and greater proximity schooling. Likewise, these scenarios would reduce the inequality of schooling between public and private schools. The article concludes with some reflections on the political implications of the analysis.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="62235c6878bb3c80e2aede58cfbe245c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64545453,"asset_id":44181750,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64545453/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44181750"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44181750"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44181750; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44181750]").text(description); $(".js-view-count[data-work-id=44181750]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44181750; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44181750']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44181750, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "62235c6878bb3c80e2aede58cfbe245c" } } $('.js-work-strip[data-work-id=44181750]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44181750,"title":"Elección de Escuela, Movilidad y Segregación Escolar del Alumnado Vulnerable en Barcelona","translated_title":"","metadata":{"doi":"10.15366/reice2020.18.4.008","issue":"4","volume":"18","abstract":"Este artículo analiza la relación entre elección de escuela, movilidad y segregación escolar del alumnado socialmente desfavorecido en Barcelona. Las particularidades del modelo de zonificación escolar de la ciudad, basado en un complejo sistema de elección restringida pero que otorga un amplio número de opciones de proximidad, lo convierten en un caso único en el que observar la relaciones entre movilidad y desigualdades educativas. A partir de datos de residencia y escolarización del alumnado de educación infantil y primaria el trabajo nos muestra cómo la interacción entre segregación residencial y pautas de movilidad del alumnado es generadora de mayor segregación escolar del alumnado vulnerable, tanto de nivel socioeconómico bajo como de nacionalidad extranjera. Un análisis contrafactual que simula modelos de escolarización basados en mayor proximidad demuestra que la segregación escolar del alumnado vulnerable se reduciría hasta un 50% en escenarios de menor movilidad y mayor escolarización de proximidad. Asimismo, estos escenarios reducirían la desigualdad de escolarización entre escuelas públicas y concertadas. El artículo concluye con una reflexión sobre las implicaciones políticas del análisis. Descriptores: Elección escolar; Segregación escolar; Movilidad; Barcelona; Desigualdad educativa. This article analyzes the relationship between school choice, mobility and school segregation of socially disadvantaged students in Barcelona. The particularities of the city's zoning system and catchment areas, based on a complex model of restricted choice with a wide number of proximity options, make it a unique case to observe the relationship between mobility and educational inequalities. By using data on students' residence and schooling of children in preschool and primary education, the article shows how the interaction between residential segregation and patterns of student mobility generates greater school segregation of both students from low socioeconomic status and foreign students. A counterfactual analysis that simulates schooling models based on greater proximity shows that the school segregation of vulnerable students would be reduced by up to 50% in scenarios of less mobility and greater proximity schooling. Likewise, these scenarios would reduce the inequality of schooling between public and private schools. The article concludes with some reflections on the political implications of the analysis.","page_numbers":"197-218","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación"},"translated_abstract":"Este artículo analiza la relación entre elección de escuela, movilidad y segregación escolar del alumnado socialmente desfavorecido en Barcelona. Las particularidades del modelo de zonificación escolar de la ciudad, basado en un complejo sistema de elección restringida pero que otorga un amplio número de opciones de proximidad, lo convierten en un caso único en el que observar la relaciones entre movilidad y desigualdades educativas. A partir de datos de residencia y escolarización del alumnado de educación infantil y primaria el trabajo nos muestra cómo la interacción entre segregación residencial y pautas de movilidad del alumnado es generadora de mayor segregación escolar del alumnado vulnerable, tanto de nivel socioeconómico bajo como de nacionalidad extranjera. Un análisis contrafactual que simula modelos de escolarización basados en mayor proximidad demuestra que la segregación escolar del alumnado vulnerable se reduciría hasta un 50% en escenarios de menor movilidad y mayor escolarización de proximidad. Asimismo, estos escenarios reducirían la desigualdad de escolarización entre escuelas públicas y concertadas. El artículo concluye con una reflexión sobre las implicaciones políticas del análisis. Descriptores: Elección escolar; Segregación escolar; Movilidad; Barcelona; Desigualdad educativa. This article analyzes the relationship between school choice, mobility and school segregation of socially disadvantaged students in Barcelona. The particularities of the city's zoning system and catchment areas, based on a complex model of restricted choice with a wide number of proximity options, make it a unique case to observe the relationship between mobility and educational inequalities. By using data on students' residence and schooling of children in preschool and primary education, the article shows how the interaction between residential segregation and patterns of student mobility generates greater school segregation of both students from low socioeconomic status and foreign students. A counterfactual analysis that simulates schooling models based on greater proximity shows that the school segregation of vulnerable students would be reduced by up to 50% in scenarios of less mobility and greater proximity schooling. Likewise, these scenarios would reduce the inequality of schooling between public and private schools. The article concludes with some reflections on the political implications of the analysis.","internal_url":"https://www.academia.edu/44181750/Elecci%C3%B3n_de_Escuela_Movilidad_y_Segregaci%C3%B3n_Escolar_del_Alumnado_Vulnerable_en_Barcelona","translated_internal_url":"","created_at":"2020-09-28T05:42:10.556-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":35767947,"work_id":44181750,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Elección de Escuela, Movilidad y Segregación Escolar del Alumnado Vulnerable en Barcelona"}],"downloadable_attachments":[{"id":64545453,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64545453/thumbnails/1.jpg","file_name":"REICE_Bonal\u0026Zancajo.pdf","download_url":"https://www.academia.edu/attachments/64545453/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Eleccion_de_Escuela_Movilidad_y_Segregac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64545453/REICE_Bonal_Zancajo-libre.pdf?1601322807=\u0026response-content-disposition=attachment%3B+filename%3DEleccion_de_Escuela_Movilidad_y_Segregac.pdf\u0026Expires=1732811777\u0026Signature=dpb5R~8-4nUQhGHkxqCDx5yiNfMflsafPfNiyVe3LxezP3VfaFFwS~94S5j2X1tQZ~fwnQe5-eGOIiFQIdfXIaVXnYS7Fp96pKy2AWdIEJ69gZszc6SfYhI4Yt9woGrd1RtmFk0mH1BPxRxg4qtbOVMYQMFLDVajmGdJJrdwuHvfLK~DZhP5b0DrsomQcyMHQanrrnVSB~ZZbUqnkeD1-TSqi3IASLomdffb82DgPvRbVib8QNOyqjRshofp6WYjS03BGJnEWu1RzFijOByGQIXAnZJCDSVwvvBeBmWt49Rqh3u~XYdURgKvQ6cN~THAvkCemGrL-RNGT1zdNPKqHQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Elección_de_Escuela_Movilidad_y_Segregación_Escolar_del_Alumnado_Vulnerable_en_Barcelona","translated_slug":"","page_count":1,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":64545453,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64545453/thumbnails/1.jpg","file_name":"REICE_Bonal\u0026Zancajo.pdf","download_url":"https://www.academia.edu/attachments/64545453/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Eleccion_de_Escuela_Movilidad_y_Segregac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64545453/REICE_Bonal_Zancajo-libre.pdf?1601322807=\u0026response-content-disposition=attachment%3B+filename%3DEleccion_de_Escuela_Movilidad_y_Segregac.pdf\u0026Expires=1732811777\u0026Signature=dpb5R~8-4nUQhGHkxqCDx5yiNfMflsafPfNiyVe3LxezP3VfaFFwS~94S5j2X1tQZ~fwnQe5-eGOIiFQIdfXIaVXnYS7Fp96pKy2AWdIEJ69gZszc6SfYhI4Yt9woGrd1RtmFk0mH1BPxRxg4qtbOVMYQMFLDVajmGdJJrdwuHvfLK~DZhP5b0DrsomQcyMHQanrrnVSB~ZZbUqnkeD1-TSqi3IASLomdffb82DgPvRbVib8QNOyqjRshofp6WYjS03BGJnEWu1RzFijOByGQIXAnZJCDSVwvvBeBmWt49Rqh3u~XYdURgKvQ6cN~THAvkCemGrL-RNGT1zdNPKqHQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation"},{"id":46644,"name":"Social Inequality","url":"https://www.academia.edu/Documents/in/Social_Inequality"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n"},{"id":153338,"name":"Desigualdades Sociales","url":"https://www.academia.edu/Documents/in/Desigualdades_Sociales"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41262081"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41262081/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform"><img alt="Research paper thumbnail of Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform" class="work-thumbnail" src="https://attachments.academia-assets.com/61483176/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41262081/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform">Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform</a></div><div class="wp-workCard_item"><span>National Center for the Study of Privatization in Education (Working Paper)</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent decades, privatization and market policies in education have expanded globally. Neverth...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties.<br /><br />This paper aims to interrogate the process of policy adoption of this reform from a political economy perspective, identifying which drivers, mechanisms and actors have been influential in fostering or resisting the reform. The evidence presented is based on two methods of inquiry: on the one hand, a document analysis (n = 30) of the most relevant policy documents produced during the reform; and on the other hand, semi-structured interviews conducted with key stakeholders (n = 37) directly or indirectly involved in the process of reform. The findings show how the narratives that emerged to justify the need for reform have combined concerns about the education sector, but also how educational inequalities can affect the economic and social development of the country. Although the reform initially attracted a high level of public support, the policy formulation phase was characterized by the emergence of an important opposition movement led by a diverse range of actors, including right-wing parties and private providers but also families and a significant proportion of public opinion. The final legal reform approved was significantly influenced by the emerging opposition but also by the financial, institutional and technical restrictions that the reform faced. The discussion here will lastly elaborate on the implications of the Chilean process of education market regulation from a political economy perspective, as well as the main challenges and barriers that these processes of reform can face during policy adoption.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ef632158ff3a58d720de03d2e8738b05" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61483176,"asset_id":41262081,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61483176/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41262081"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41262081"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41262081; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41262081]").text(description); $(".js-view-count[data-work-id=41262081]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41262081; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41262081']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41262081, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ef632158ff3a58d720de03d2e8738b05" } } $('.js-work-strip[data-work-id=41262081]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41262081,"title":"Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform","translated_title":"","metadata":{"abstract":"In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties.\n\nThis paper aims to interrogate the process of policy adoption of this reform from a political economy perspective, identifying which drivers, mechanisms and actors have been influential in fostering or resisting the reform. The evidence presented is based on two methods of inquiry: on the one hand, a document analysis (n = 30) of the most relevant policy documents produced during the reform; and on the other hand, semi-structured interviews conducted with key stakeholders (n = 37) directly or indirectly involved in the process of reform. The findings show how the narratives that emerged to justify the need for reform have combined concerns about the education sector, but also how educational inequalities can affect the economic and social development of the country. Although the reform initially attracted a high level of public support, the policy formulation phase was characterized by the emergence of an important opposition movement led by a diverse range of actors, including right-wing parties and private providers but also families and a significant proportion of public opinion. The final legal reform approved was significantly influenced by the emerging opposition but also by the financial, institutional and technical restrictions that the reform faced. The discussion here will lastly elaborate on the implications of the Chilean process of education market regulation from a political economy perspective, as well as the main challenges and barriers that these processes of reform can face during policy adoption.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"National Center for the Study of Privatization in Education (Working Paper)"},"translated_abstract":"In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties.\n\nThis paper aims to interrogate the process of policy adoption of this reform from a political economy perspective, identifying which drivers, mechanisms and actors have been influential in fostering or resisting the reform. The evidence presented is based on two methods of inquiry: on the one hand, a document analysis (n = 30) of the most relevant policy documents produced during the reform; and on the other hand, semi-structured interviews conducted with key stakeholders (n = 37) directly or indirectly involved in the process of reform. The findings show how the narratives that emerged to justify the need for reform have combined concerns about the education sector, but also how educational inequalities can affect the economic and social development of the country. Although the reform initially attracted a high level of public support, the policy formulation phase was characterized by the emergence of an important opposition movement led by a diverse range of actors, including right-wing parties and private providers but also families and a significant proportion of public opinion. The final legal reform approved was significantly influenced by the emerging opposition but also by the financial, institutional and technical restrictions that the reform faced. The discussion here will lastly elaborate on the implications of the Chilean process of education market regulation from a political economy perspective, as well as the main challenges and barriers that these processes of reform can face during policy adoption.","internal_url":"https://www.academia.edu/41262081/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform","translated_internal_url":"","created_at":"2019-12-11T01:45:36.520-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61483176,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61483176/thumbnails/1.jpg","file_name":"WP23920191211-93865-1i35n60.pdf","download_url":"https://www.academia.edu/attachments/61483176/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Drivers_and_Hurdles_to_the_Regulation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61483176/WP23920191211-93865-1i35n60-libre.pdf?1576060046=\u0026response-content-disposition=attachment%3B+filename%3DDrivers_and_Hurdles_to_the_Regulation_of.pdf\u0026Expires=1733307888\u0026Signature=apPTcVna6nZLN~AiI-g7bvQr1Jd7L6sN3pF4TpYotb-i~nz8rgifi4dveVFK5CxAJ~ZKyR2JZhzwBZrVKRJJAT6Ch2Kp7Nwie6-TCwzvTclTYfkfzisxx9jncMuHaCNg18SmEWE0hYEV0MHIEOPGJ9xILKh62vuluJ-FHZ5ie24gIYJxx7d4UXA4s3td5HG5f2fMDS6hnEk7QmrnZ6D7ROaQP4h7zdMRATaXl1GevUT78tHAN31EK7qAitClE1QWL-1ZBqoLEczdSyNM5Qkhsl8nVJZvYacWUVBQjrejgZFo~cWQ7sMpxhRrGx9J31Rk48SOAy8PgYW0AgSHsF~1PQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform","translated_slug":"","page_count":39,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":61483176,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61483176/thumbnails/1.jpg","file_name":"WP23920191211-93865-1i35n60.pdf","download_url":"https://www.academia.edu/attachments/61483176/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Drivers_and_Hurdles_to_the_Regulation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61483176/WP23920191211-93865-1i35n60-libre.pdf?1576060046=\u0026response-content-disposition=attachment%3B+filename%3DDrivers_and_Hurdles_to_the_Regulation_of.pdf\u0026Expires=1733307888\u0026Signature=apPTcVna6nZLN~AiI-g7bvQr1Jd7L6sN3pF4TpYotb-i~nz8rgifi4dveVFK5CxAJ~ZKyR2JZhzwBZrVKRJJAT6Ch2Kp7Nwie6-TCwzvTclTYfkfzisxx9jncMuHaCNg18SmEWE0hYEV0MHIEOPGJ9xILKh62vuluJ-FHZ5ie24gIYJxx7d4UXA4s3td5HG5f2fMDS6hnEk7QmrnZ6D7ROaQP4h7zdMRATaXl1GevUT78tHAN31EK7qAitClE1QWL-1ZBqoLEczdSyNM5Qkhsl8nVJZvYacWUVBQjrejgZFo~cWQ7sMpxhRrGx9J31Rk48SOAy8PgYW0AgSHsF~1PQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40685734"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40685734/Education_Markets_and_Schools_Mechanisms_of_Exclusion_The_Case_of_Chile"><img alt="Research paper thumbnail of Education Markets and Schools’ Mechanisms of Exclusion: The Case of Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/60968640/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40685734/Education_Markets_and_Schools_Mechanisms_of_Exclusion_The_Case_of_Chile">Education Markets and Schools’ Mechanisms of Exclusion: The Case of Chile</a></div><div class="wp-workCard_item"><span>Education Policy Analysis Archives</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Education market advocates frequently argue that socioeconomically disadvantaged students could b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Education market advocates frequently argue that socioeconomically disadvantaged students could be the main beneficiaries of privatization and market policies. However, the international evidence has shown how privatization and pro-market policies have a negative impact in terms of equity, which particularly affect socioeconomically disadvantaged populations, increase school segregation and stratification, and foster educational inequalities. The main objective of this paper is to analyze how the responses developed by educational providers in marketized environments especially impact poor populations and can act as mechanisms of exclusion. In this context, Chile is an optimal case study due to the extreme version of privatization and market policies it adopted four decades ago. Based on the case study of two municipalities in Chile, which represent two local education markets, the presented evidence combines in-depth interviews with school principals and families. The paper analyses how schools’ responses in the context of a competitive environment produce, among other effects, processes of exclusion affecting students from low socioeconomic backgrounds, foster school segregation and increase educational inequalities. Finally, the paper elaborates on the limits of education markets and privatization policies, as well as market regulation reforms, in providing better educational opportunities to socioeconomically disadvantaged students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fdd398d0994a162fdb1e3b07fb3b8816" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60968640,"asset_id":40685734,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60968640/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40685734"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40685734"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40685734; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40685734]").text(description); $(".js-view-count[data-work-id=40685734]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40685734; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40685734']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40685734, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fdd398d0994a162fdb1e3b07fb3b8816" } } $('.js-work-strip[data-work-id=40685734]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40685734,"title":"Education Markets and Schools’ Mechanisms of Exclusion: The Case of Chile","translated_title":"","metadata":{"doi":"10.14507/epaa.27.4318","abstract":"Education market advocates frequently argue that socioeconomically disadvantaged students could be the main beneficiaries of privatization and market policies. However, the international evidence has shown how privatization and pro-market policies have a negative impact in terms of equity, which particularly affect socioeconomically disadvantaged populations, increase school segregation and stratification, and foster educational inequalities. The main objective of this paper is to analyze how the responses developed by educational providers in marketized environments especially impact poor populations and can act as mechanisms of exclusion. In this context, Chile is an optimal case study due to the extreme version of privatization and market policies it adopted four decades ago. Based on the case study of two municipalities in Chile, which represent two local education markets, the presented evidence combines in-depth interviews with school principals and families. The paper analyses how schools’ responses in the context of a competitive environment produce, among other effects, processes of exclusion affecting students from low socioeconomic backgrounds, foster school segregation and increase educational inequalities. Finally, the paper elaborates on the limits of education markets and privatization policies, as well as market regulation reforms, in providing better educational opportunities to socioeconomically disadvantaged students.\n","ai_title_tag":"Impacts of Education Markets on Exclusion in Chile","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Education Policy Analysis Archives"},"translated_abstract":"Education market advocates frequently argue that socioeconomically disadvantaged students could be the main beneficiaries of privatization and market policies. However, the international evidence has shown how privatization and pro-market policies have a negative impact in terms of equity, which particularly affect socioeconomically disadvantaged populations, increase school segregation and stratification, and foster educational inequalities. The main objective of this paper is to analyze how the responses developed by educational providers in marketized environments especially impact poor populations and can act as mechanisms of exclusion. In this context, Chile is an optimal case study due to the extreme version of privatization and market policies it adopted four decades ago. Based on the case study of two municipalities in Chile, which represent two local education markets, the presented evidence combines in-depth interviews with school principals and families. The paper analyses how schools’ responses in the context of a competitive environment produce, among other effects, processes of exclusion affecting students from low socioeconomic backgrounds, foster school segregation and increase educational inequalities. Finally, the paper elaborates on the limits of education markets and privatization policies, as well as market regulation reforms, in providing better educational opportunities to socioeconomically disadvantaged students.\n","internal_url":"https://www.academia.edu/40685734/Education_Markets_and_Schools_Mechanisms_of_Exclusion_The_Case_of_Chile","translated_internal_url":"","created_at":"2019-10-21T02:10:39.263-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":60968640,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60968640/thumbnails/1.jpg","file_name":"4318-20301-1-PB20191021-76536-nsuod1.pdf","download_url":"https://www.academia.edu/attachments/60968640/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_Markets_and_Schools_Mechanisms.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60968640/4318-20301-1-PB20191021-76536-nsuod1-libre.pdf?1571649539=\u0026response-content-disposition=attachment%3B+filename%3DEducation_Markets_and_Schools_Mechanisms.pdf\u0026Expires=1733307888\u0026Signature=IvjzThgbWkYq9KIijV4ec24iqQM0yc1UWLDsptQN3uzO7yW-sJ6ZiW8VClxcU~nOgLV-2r6dOv0iSE85KqojOW0o7fGlMzfLtird-4zzCwf9x6wmfFzXdkT9Iu~DfA-3-53ypT1wbNjeKhc~IJNHIp6tPRQmKwvDoeN2Fy~SZkZMuCOwpm1jHFVX2q5TVRKQQhbHLCfS~EbeXnZD6ZzPk1afGVYEMWaELHmV6L~ixuC7~mkgX9hOl1437hx3F-99g0Vm8XDrBdtqqfwaHX1lihqFDvKf4Xsww-~OWeKqJA00qYqoIhJk~2CPyffXRFo1Q9h1cJm7-ASPAj55Lp5dvA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Education_Markets_and_Schools_Mechanisms_of_Exclusion_The_Case_of_Chile","translated_slug":"","page_count":37,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":60968640,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60968640/thumbnails/1.jpg","file_name":"4318-20301-1-PB20191021-76536-nsuod1.pdf","download_url":"https://www.academia.edu/attachments/60968640/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_Markets_and_Schools_Mechanisms.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60968640/4318-20301-1-PB20191021-76536-nsuod1-libre.pdf?1571649539=\u0026response-content-disposition=attachment%3B+filename%3DEducation_Markets_and_Schools_Mechanisms.pdf\u0026Expires=1733307888\u0026Signature=IvjzThgbWkYq9KIijV4ec24iqQM0yc1UWLDsptQN3uzO7yW-sJ6ZiW8VClxcU~nOgLV-2r6dOv0iSE85KqojOW0o7fGlMzfLtird-4zzCwf9x6wmfFzXdkT9Iu~DfA-3-53ypT1wbNjeKhc~IJNHIp6tPRQmKwvDoeN2Fy~SZkZMuCOwpm1jHFVX2q5TVRKQQhbHLCfS~EbeXnZD6ZzPk1afGVYEMWaELHmV6L~ixuC7~mkgX9hOl1437hx3F-99g0Vm8XDrBdtqqfwaHX1lihqFDvKf4Xsww-~OWeKqJA00qYqoIhJk~2CPyffXRFo1Q9h1cJm7-ASPAj55Lp5dvA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":604728,"name":"Privatization of Education","url":"https://www.academia.edu/Documents/in/Privatization_of_Education"},{"id":664957,"name":"Markets In Education","url":"https://www.academia.edu/Documents/in/Markets_In_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40650905"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40650905/Schools_in_the_Marketplace_Analysis_of_School_Supply_Responses_in_the_Chilean_Education_Market"><img alt="Research paper thumbnail of Schools in the Marketplace: Analysis of School Supply Responses in the Chilean Education Market" class="work-thumbnail" src="https://attachments.academia-assets.com/61396305/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40650905/Schools_in_the_Marketplace_Analysis_of_School_Supply_Responses_in_the_Chilean_Education_Market">Schools in the Marketplace: Analysis of School Supply Responses in the Chilean Education Market</a></div><div class="wp-workCard_item"><span>Educational Policy</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents the findings of research focused on schools' responses to competitive environ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents the findings of research focused on schools' responses to competitive environments. Using the Chilean education market as a case study, the paper analyzes not only the responses developed by schools in different domains in the face of competitive incentives but also their diversity, as well as motivations, rationalities and objectives behind these responses. The findings also show how different mediating factors at the school and local levels are essential to any understanding of the capacity of market-oriented policies to alter the behavior of schools and obtain the expected results in terms of equity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9143e3319c87d03c8b778486e06fef5c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61396305,"asset_id":40650905,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61396305/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40650905"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40650905"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40650905; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40650905]").text(description); $(".js-view-count[data-work-id=40650905]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40650905; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40650905']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40650905, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9143e3319c87d03c8b778486e06fef5c" } } $('.js-work-strip[data-work-id=40650905]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40650905,"title":"Schools in the Marketplace: Analysis of School Supply Responses in the Chilean Education Market","translated_title":"","metadata":{"doi":"10.1177/0895904819881781","abstract":"This paper presents the findings of research focused on schools' responses to competitive environments. Using the Chilean education market as a case study, the paper analyzes not only the responses developed by schools in different domains in the face of competitive incentives but also their diversity, as well as motivations, rationalities and objectives behind these responses. The findings also show how different mediating factors at the school and local levels are essential to any understanding of the capacity of market-oriented policies to alter the behavior of schools and obtain the expected results in terms of equity.","ai_title_tag":"Chilean Schools' Responses to Educational Market Competition","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Educational Policy"},"translated_abstract":"This paper presents the findings of research focused on schools' responses to competitive environments. Using the Chilean education market as a case study, the paper analyzes not only the responses developed by schools in different domains in the face of competitive incentives but also their diversity, as well as motivations, rationalities and objectives behind these responses. The findings also show how different mediating factors at the school and local levels are essential to any understanding of the capacity of market-oriented policies to alter the behavior of schools and obtain the expected results in terms of equity.","internal_url":"https://www.academia.edu/40650905/Schools_in_the_Marketplace_Analysis_of_School_Supply_Responses_in_the_Chilean_Education_Market","translated_internal_url":"","created_at":"2019-10-17T07:00:34.023-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61396305,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61396305/thumbnails/1.jpg","file_name":"0895904819881781.pdf","download_url":"https://www.academia.edu/attachments/61396305/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Schools_in_the_Marketplace_Analysis_of_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61396305/0895904819881781-libre.pdf?1575281030=\u0026response-content-disposition=attachment%3B+filename%3DSchools_in_the_Marketplace_Analysis_of_S.pdf\u0026Expires=1733307888\u0026Signature=C18Q8DMWZmd2KIzQlAX2h174rpUWUFSJ4sK7r2yaFpFKWNOspOjq0TYvNfdrVZrlAUgTHRETmUKCNPPJoiY5tkpdXJGfDaWtnbFKdotVmJ3bF5v377g~YYYHNMG0Hn7Od1UIfZxEaDdJ7AkSr4TSWDeIQPVcCNos~5A2M92EqT-rikHqjrlOU-CnL5a5KXDW9-Dxp2wmK6Llyu8ocsDBbyxpRCyFl7I8gMig6tVhA97yXl39kP0cafXKY~V8-803fSYk3EkHdP4XRjPH9V1aCrTv4~AAwXxS~0gVWPOzA9W5jurK68NBco5C40NvqupFWX781Nr8ZDGdl8DVX4q1JA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Schools_in_the_Marketplace_Analysis_of_School_Supply_Responses_in_the_Chilean_Education_Market","translated_slug":"","page_count":22,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":61396305,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61396305/thumbnails/1.jpg","file_name":"0895904819881781.pdf","download_url":"https://www.academia.edu/attachments/61396305/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Schools_in_the_Marketplace_Analysis_of_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61396305/0895904819881781-libre.pdf?1575281030=\u0026response-content-disposition=attachment%3B+filename%3DSchools_in_the_Marketplace_Analysis_of_S.pdf\u0026Expires=1733307888\u0026Signature=C18Q8DMWZmd2KIzQlAX2h174rpUWUFSJ4sK7r2yaFpFKWNOspOjq0TYvNfdrVZrlAUgTHRETmUKCNPPJoiY5tkpdXJGfDaWtnbFKdotVmJ3bF5v377g~YYYHNMG0Hn7Od1UIfZxEaDdJ7AkSr4TSWDeIQPVcCNos~5A2M92EqT-rikHqjrlOU-CnL5a5KXDW9-Dxp2wmK6Llyu8ocsDBbyxpRCyFl7I8gMig6tVhA97yXl39kP0cafXKY~V8-803fSYk3EkHdP4XRjPH9V1aCrTv4~AAwXxS~0gVWPOzA9W5jurK68NBco5C40NvqupFWX781Nr8ZDGdl8DVX4q1JA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":664957,"name":"Markets In Education","url":"https://www.academia.edu/Documents/in/Markets_In_Education"},{"id":2326287,"name":"School Competition","url":"https://www.academia.edu/Documents/in/School_Competition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40637548"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40637548/The_coordination_of_skill_supply_and_demand_in_the_market_model_of_skill_formation_testing_the_assumptions_for_the_case_of_Chile"><img alt="Research paper thumbnail of The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/60918665/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40637548/The_coordination_of_skill_supply_and_demand_in_the_market_model_of_skill_formation_testing_the_assumptions_for_the_case_of_Chile">The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ub.academia.edu/JudithJacovkis">Judith Jacovkis</a></span></div><div class="wp-workCard_item"><span>International Journal of Lifelong Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The importance of skill formation for young people and the challenges of youth unemployment and u...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The importance of skill formation for young people and the challenges of<br />youth unemployment and underemployment are at the forefront of global<br />development agendas. However, there is still an open debate about the<br />most adequate policy frameworks to tackle these societal challenges and,<br />particularly, about the role that the state and the market should play in the<br />coordination of skills supply and demand. Taking Chile as a case study, the<br />paper analyses how the market model of skill formation is re-contextualised by practitioners and other stakeholders at the local level. Through a realist evaluation approach, the paper tests to what extent the underlying theoretical assumptions of the market model hold up when confronted with the reality of the contexts in which young people, education providers and employers make decisions. The case of Chile is particularly interesting for the comparative literature because of its extreme neoliberal orientation and the centrality of the market in the allocation of resources and opportunities among different social groups. The findings show the limitations of the market for coordinating the supply and demand of skills and its negative consequences on the educational and work prospects of young people, especially the most disadvantaged.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="453e04aa622a5e195dbe6df9e2c3c4ed" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60918665,"asset_id":40637548,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60918665/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40637548"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40637548"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40637548; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40637548]").text(description); $(".js-view-count[data-work-id=40637548]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40637548; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40637548']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40637548, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "453e04aa622a5e195dbe6df9e2c3c4ed" } } $('.js-work-strip[data-work-id=40637548]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40637548,"title":"The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile","translated_title":"","metadata":{"doi":"10.1080/02601370.2019.1678692","abstract":"The importance of skill formation for young people and the challenges of\nyouth unemployment and underemployment are at the forefront of global\ndevelopment agendas. However, there is still an open debate about the\nmost adequate policy frameworks to tackle these societal challenges and,\nparticularly, about the role that the state and the market should play in the\ncoordination of skills supply and demand. Taking Chile as a case study, the\npaper analyses how the market model of skill formation is re-contextualised by practitioners and other stakeholders at the local level. Through a realist evaluation approach, the paper tests to what extent the underlying theoretical assumptions of the market model hold up when confronted with the reality of the contexts in which young people, education providers and employers make decisions. The case of Chile is particularly interesting for the comparative literature because of its extreme neoliberal orientation and the centrality of the market in the allocation of resources and opportunities among different social groups. The findings show the limitations of the market for coordinating the supply and demand of skills and its negative consequences on the educational and work prospects of young people, especially the most disadvantaged.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"International Journal of Lifelong Education"},"translated_abstract":"The importance of skill formation for young people and the challenges of\nyouth unemployment and underemployment are at the forefront of global\ndevelopment agendas. However, there is still an open debate about the\nmost adequate policy frameworks to tackle these societal challenges and,\nparticularly, about the role that the state and the market should play in the\ncoordination of skills supply and demand. Taking Chile as a case study, the\npaper analyses how the market model of skill formation is re-contextualised by practitioners and other stakeholders at the local level. Through a realist evaluation approach, the paper tests to what extent the underlying theoretical assumptions of the market model hold up when confronted with the reality of the contexts in which young people, education providers and employers make decisions. The case of Chile is particularly interesting for the comparative literature because of its extreme neoliberal orientation and the centrality of the market in the allocation of resources and opportunities among different social groups. The findings show the limitations of the market for coordinating the supply and demand of skills and its negative consequences on the educational and work prospects of young people, especially the most disadvantaged.","internal_url":"https://www.academia.edu/40637548/The_coordination_of_skill_supply_and_demand_in_the_market_model_of_skill_formation_testing_the_assumptions_for_the_case_of_Chile","translated_internal_url":"","created_at":"2019-10-16T04:20:23.392-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":33157182,"work_id":40637548,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":250104,"email":"o***e@glasgow.ac.uk","display_order":-1,"name":"Oscar Valiente","title":"The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile"},{"id":33157183,"work_id":40637548,"tagging_user_id":36212627,"tagged_user_id":48325337,"co_author_invite_id":null,"email":"j***s@gmail.com","affiliation":"Universitat de Barcelona","display_order":1,"name":"Judith Jacovkis","title":"The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile"}],"downloadable_attachments":[{"id":60918665,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60918665/thumbnails/1.jpg","file_name":"The_coordination_of_skill_supply_and_demand_in_the_market_model20191016-10065-16ds0gu.pdf","download_url":"https://www.academia.edu/attachments/60918665/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_coordination_of_skill_supply_and_dem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60918665/The_coordination_of_skill_supply_and_demand_in_the_market_model20191016-10065-16ds0gu-libre.pdf?1571226218=\u0026response-content-disposition=attachment%3B+filename%3DThe_coordination_of_skill_supply_and_dem.pdf\u0026Expires=1733264004\u0026Signature=AxP2KaSBrbXLFqoapZhd5ER9Kn6PCQYOKhw-Ns4y1f1MFFbyNZKBvZJMAwqxkW2l3O-4y-WH6SoVu0RAj3r4R1GqMYoXD4tCABI0Hmj8JAGKew23Tdy7enznnMcl4n00xClJedq90Z3EuTdXWnCazZ2Xq4zDDQiZEBjuyYDq0kitW1I-PVMxA9DcmUPkPm0JFU6pM1QfWyhzLjSsdxErPSzapId1WTwPbr-pykbbyFOkD6xRJfhz0Nf4k-7XeONKgnmciWwVJBbX3lLPs30~xjulyVwj~wZSKZJ0nCb9kSuAGVDBpI5nc5kIqqhh3xGBwzZyjvPBi2nSgJo0b7BWug__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_coordination_of_skill_supply_and_demand_in_the_market_model_of_skill_formation_testing_the_assumptions_for_the_case_of_Chile","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":60918665,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60918665/thumbnails/1.jpg","file_name":"The_coordination_of_skill_supply_and_demand_in_the_market_model20191016-10065-16ds0gu.pdf","download_url":"https://www.academia.edu/attachments/60918665/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_coordination_of_skill_supply_and_dem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60918665/The_coordination_of_skill_supply_and_demand_in_the_market_model20191016-10065-16ds0gu-libre.pdf?1571226218=\u0026response-content-disposition=attachment%3B+filename%3DThe_coordination_of_skill_supply_and_dem.pdf\u0026Expires=1733264004\u0026Signature=AxP2KaSBrbXLFqoapZhd5ER9Kn6PCQYOKhw-Ns4y1f1MFFbyNZKBvZJMAwqxkW2l3O-4y-WH6SoVu0RAj3r4R1GqMYoXD4tCABI0Hmj8JAGKew23Tdy7enznnMcl4n00xClJedq90Z3EuTdXWnCazZ2Xq4zDDQiZEBjuyYDq0kitW1I-PVMxA9DcmUPkPm0JFU6pM1QfWyhzLjSsdxErPSzapId1WTwPbr-pykbbyFOkD6xRJfhz0Nf4k-7XeONKgnmciWwVJBbX3lLPs30~xjulyVwj~wZSKZJ0nCb9kSuAGVDBpI5nc5kIqqhh3xGBwzZyjvPBi2nSgJo0b7BWug__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":13868,"name":"Education and Labor Markets","url":"https://www.academia.edu/Documents/in/Education_and_Labor_Markets"},{"id":17369,"name":"Vocational Education","url":"https://www.academia.edu/Documents/in/Vocational_Education"},{"id":92812,"name":"TVET","url":"https://www.academia.edu/Documents/in/TVET"},{"id":986846,"name":"Skills Formation","url":"https://www.academia.edu/Documents/in/Skills_Formation"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40366589"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40366589/Residential_segregation_and_school_segregation_of_foreign_students_in_Barcelona"><img alt="Research paper thumbnail of Residential segregation and school segregation of foreign students in Barcelona" class="work-thumbnail" src="https://attachments.academia-assets.com/64969917/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40366589/Residential_segregation_and_school_segregation_of_foreign_students_in_Barcelona">Residential segregation and school segregation of foreign students in Barcelona</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>Urban Studies</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article examines the dynamics of the relationship between residential and school segregation...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article examines the dynamics of the relationship between residential and school segregation in Barcelona. The analysis explores which educational and non-educational drivers foster the school segregation of foreign students between the city’s neighbourhoods. The article also analyses to what extent the particularities of Barcelona’s admissions policy, which combines catchment areas with high levels of school choice, generate specific mechanisms of contextually bound school segregation within the local education market. The results confirm that residential segregation and educational segregation are two interrelated phenomena in Barcelona. In addition, the supply of publicly subsidised private schooling in the neighbourhoods is a main factor driving both educational segregation and isolation, especially in those neighbourhoods with a high concentration of foreign pupils. Based on the results, the article elaborates on the challenges for local education policymaking to address the dynamics of school segregation in urban spaces.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9615e6856378eccdd70fc486270ee8d5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64969917,"asset_id":40366589,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64969917/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40366589"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40366589"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40366589; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40366589]").text(description); $(".js-view-count[data-work-id=40366589]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40366589; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40366589']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40366589, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9615e6856378eccdd70fc486270ee8d5" } } $('.js-work-strip[data-work-id=40366589]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40366589,"title":"Residential segregation and school segregation of foreign students in Barcelona","translated_title":"","metadata":{"doi":"10.1177/0042098019863662.","abstract":"This article examines the dynamics of the relationship between residential and school segregation in Barcelona. The analysis explores which educational and non-educational drivers foster the school segregation of foreign students between the city’s neighbourhoods. The article also analyses to what extent the particularities of Barcelona’s admissions policy, which combines catchment areas with high levels of school choice, generate specific mechanisms of contextually bound school segregation within the local education market. The results confirm that residential segregation and educational segregation are two interrelated phenomena in Barcelona. In addition, the supply of publicly subsidised private schooling in the neighbourhoods is a main factor driving both educational segregation and isolation, especially in those neighbourhoods with a high concentration of foreign pupils. Based on the results, the article elaborates on the challenges for local education policymaking to address the dynamics of school segregation in urban spaces.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Urban Studies"},"translated_abstract":"This article examines the dynamics of the relationship between residential and school segregation in Barcelona. The analysis explores which educational and non-educational drivers foster the school segregation of foreign students between the city’s neighbourhoods. The article also analyses to what extent the particularities of Barcelona’s admissions policy, which combines catchment areas with high levels of school choice, generate specific mechanisms of contextually bound school segregation within the local education market. The results confirm that residential segregation and educational segregation are two interrelated phenomena in Barcelona. In addition, the supply of publicly subsidised private schooling in the neighbourhoods is a main factor driving both educational segregation and isolation, especially in those neighbourhoods with a high concentration of foreign pupils. Based on the results, the article elaborates on the challenges for local education policymaking to address the dynamics of school segregation in urban spaces.","internal_url":"https://www.academia.edu/40366589/Residential_segregation_and_school_segregation_of_foreign_students_in_Barcelona","translated_internal_url":"","created_at":"2019-09-16T08:38:53.823-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":33022395,"work_id":40366589,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Residential segregation and school segregation of foreign students in Barcelona"},{"id":33022396,"work_id":40366589,"tagging_user_id":23928165,"tagged_user_id":3531970,"co_author_invite_id":null,"email":"s***1@hotmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Rosario Scandurra","title":"Residential segregation and school segregation of foreign students in Barcelona"}],"downloadable_attachments":[{"id":64969917,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64969917/thumbnails/1.jpg","file_name":"0042098019863662.pdf","download_url":"https://www.academia.edu/attachments/64969917/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Residential_segregation_and_school_segre.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64969917/0042098019863662-libre.pdf?1605704405=\u0026response-content-disposition=attachment%3B+filename%3DResidential_segregation_and_school_segre.pdf\u0026Expires=1733029139\u0026Signature=UH6yzwNhmWc33np9d7d~NB8DCoZlTpdvrcVlV0b5LO5bkdWOJP0e~5McrPCwDxXe0zZl2R8oLXGBJ20D66QPsOGX2Tb2f13I4wHczwGkvQLA-VaOWIScIWtaQTvwrAmYzzrlvTIK78M3Yh704aGTdMAHdi~kX06zKAt0Lys~Npsk9eGBZVJu-XspYsp5osOTcCE-04ruQd6hT7-i8ZioNaDmcKSQW3IC3jJMMW9-hkzqlH~51fTQT2IIqmnNllIiCgPk1w1nsgJmy6m0uBT59~1AclKH~JM-aBt0HhL0xWf-sZudw84YYfxudl3nRnnvLUPrZBUnJKw1Gz-aJyjPzw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Residential_segregation_and_school_segregation_of_foreign_students_in_Barcelona","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":64969917,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64969917/thumbnails/1.jpg","file_name":"0042098019863662.pdf","download_url":"https://www.academia.edu/attachments/64969917/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Residential_segregation_and_school_segre.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64969917/0042098019863662-libre.pdf?1605704405=\u0026response-content-disposition=attachment%3B+filename%3DResidential_segregation_and_school_segre.pdf\u0026Expires=1733029139\u0026Signature=UH6yzwNhmWc33np9d7d~NB8DCoZlTpdvrcVlV0b5LO5bkdWOJP0e~5McrPCwDxXe0zZl2R8oLXGBJ20D66QPsOGX2Tb2f13I4wHczwGkvQLA-VaOWIScIWtaQTvwrAmYzzrlvTIK78M3Yh704aGTdMAHdi~kX06zKAt0Lys~Npsk9eGBZVJu-XspYsp5osOTcCE-04ruQd6hT7-i8ZioNaDmcKSQW3IC3jJMMW9-hkzqlH~51fTQT2IIqmnNllIiCgPk1w1nsgJmy6m0uBT59~1AclKH~JM-aBt0HhL0xWf-sZudw84YYfxudl3nRnnvLUPrZBUnJKw1Gz-aJyjPzw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":14730,"name":"Migration Studies","url":"https://www.academia.edu/Documents/in/Migration_Studies"},{"id":32215,"name":"Social Inequalities","url":"https://www.academia.edu/Documents/in/Social_Inequalities"},{"id":182874,"name":"Spatial Inequality","url":"https://www.academia.edu/Documents/in/Spatial_Inequality"}],"urls":[{"id":9144506,"url":"https://journals.sagepub.com/doi/pdf/10.1177/0042098019863662"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="3749354" id="papers"><div class="js-work-strip profile--work_container" data-work-id="103348268"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103348268/Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy"><img alt="Research paper thumbnail of Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy" class="work-thumbnail" src="https://attachments.academia-assets.com/103379101/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103348268/Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy">Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>Education policy analysis archives</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Federal and highly decentralized political systems open different spaces to interpret, adapt, and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share<br />important features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="246b8c004baeb7e6c8fe7cffaddbad14" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103379101,"asset_id":103348268,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103379101/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103348268"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103348268"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103348268; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103348268]").text(description); $(".js-view-count[data-work-id=103348268]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103348268; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103348268']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 103348268, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "246b8c004baeb7e6c8fe7cffaddbad14" } } $('.js-work-strip[data-work-id=103348268]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103348268,"title":"Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy","translated_title":"","metadata":{"doi":"10.14507/epaa.31.8031","issue":"68","volume":"31","abstract":"Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share\nimportant features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Education policy analysis archives"},"translated_abstract":"Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share\nimportant features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.","internal_url":"https://www.academia.edu/103348268/Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy","translated_internal_url":"","created_at":"2023-06-14T11:07:07.762-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":39985365,"work_id":103348268,"tagging_user_id":23928165,"tagged_user_id":60434743,"co_author_invite_id":null,"email":"m***s@uab.cat","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Marcel Pagès","title":"Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy"},{"id":39985366,"work_id":103348268,"tagging_user_id":23928165,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Antoni Verger","title":"Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy"},{"id":39985367,"work_id":103348268,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":3,"name":"Adrián Zancajo","title":"Regional Policy Trajectories in the Spanish Education System: Different Uses of Relative Autonomy"}],"downloadable_attachments":[{"id":103379101,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103379101/thumbnails/1.jpg","file_name":"8031_Bonal_FNL.pdf","download_url":"https://www.academia.edu/attachments/103379101/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Regional_Policy_Trajectories_in_the_Span.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103379101/8031_Bonal_FNL-libre.pdf?1686770054=\u0026response-content-disposition=attachment%3B+filename%3DRegional_Policy_Trajectories_in_the_Span.pdf\u0026Expires=1732974517\u0026Signature=ZfciarfO5DuulEhOVsG9-NeaigapUMcFU9kiAKVqz58U3fODytFow29E5JakXjcGhcZhK0RfyDg~iKjr6c-G2ErTVa3CYH1cQEkYLfMi6SBxCkWRk8O7bza8~3nODQ~8isbN-ypDboMcv2t-3HCzBzd2fev3I4PfmYoC7scsEfA0MUicpCxnq-yPsbNk~0ylmrEY6u2AqXM6MDZmrZ1MGxQrxurAg2nLfaYx7IZMcClmB2L2Ep3s0dOfHuUjKUvzvfOUwGax8t9BAER9Vkk5mQNGEUDXBQ0eBQd6yUBnLVsUheQw7Z4ZTf1doLp304pIKWbioorveabm0R1kg2Ofsw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Regional_Policy_Trajectories_in_the_Spanish_Education_System_Different_Uses_of_Relative_Autonomy","translated_slug":"","page_count":26,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":103379101,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103379101/thumbnails/1.jpg","file_name":"8031_Bonal_FNL.pdf","download_url":"https://www.academia.edu/attachments/103379101/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Regional_Policy_Trajectories_in_the_Span.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103379101/8031_Bonal_FNL-libre.pdf?1686770054=\u0026response-content-disposition=attachment%3B+filename%3DRegional_Policy_Trajectories_in_the_Span.pdf\u0026Expires=1732974517\u0026Signature=ZfciarfO5DuulEhOVsG9-NeaigapUMcFU9kiAKVqz58U3fODytFow29E5JakXjcGhcZhK0RfyDg~iKjr6c-G2ErTVa3CYH1cQEkYLfMi6SBxCkWRk8O7bza8~3nODQ~8isbN-ypDboMcv2t-3HCzBzd2fev3I4PfmYoC7scsEfA0MUicpCxnq-yPsbNk~0ylmrEY6u2AqXM6MDZmrZ1MGxQrxurAg2nLfaYx7IZMcClmB2L2Ep3s0dOfHuUjKUvzvfOUwGax8t9BAER9Vkk5mQNGEUDXBQ0eBQd6yUBnLVsUheQw7Z4ZTf1doLp304pIKWbioorveabm0R1kg2Ofsw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":6285,"name":"Federalism","url":"https://www.academia.edu/Documents/in/Federalism"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69345060"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69345060/Digitalization_and_beyond_the_effects_of_Covid_19_on_post_pandemic_educational_policy_and_delivery_in_Europe"><img alt="Research paper thumbnail of Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe" class="work-thumbnail" src="https://attachments.academia-assets.com/79477503/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69345060/Digitalization_and_beyond_the_effects_of_Covid_19_on_post_pandemic_educational_policy_and_delivery_in_Europe">Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a></span></div><div class="wp-workCard_item"><span>Policy and Society</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Education has been extremely affected by the coronavirus disease crisis, with almost all countrie...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Education has been extremely affected by the coronavirus disease crisis, with almost all countries temporarily closing their schools in 2020. After the first stage of the pandemic, in which national governments focused on guaranteeing the academic year's continuity, key international organizations emphasized the need to adopt structural policy reforms to face the challenges posed by the crisis. Based on international and European countries' policy documents, this paper analyzes long-term responses articulated in the education sector. The analysis has allowed us to identify three preponderant areas of response: the digitalization of the educational system, educational inequalities, and teachers' development. The agendas and policy instruments that international organizations have so far pushed for in relation to each of these areas do not differ substantially from the agendas and instruments they promoted in the pre-pandemic era. It is still early to assess the deepness of the transformations in course, but in most cases, prevailing responses represent the intensification of change processes initiated before the pandemic. Nonetheless, the type and intensity of country responses vary among the European Union member states. Although the pandemic represents a common thread, countries have experienced the crisis differently according to the characteristics of their educational systems and the main problems the crisis has revealed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7bce1fefd8196730fcf9810d313b645" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79477503,"asset_id":69345060,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79477503/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69345060"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69345060"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69345060; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69345060]").text(description); $(".js-view-count[data-work-id=69345060]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69345060; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69345060']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69345060, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d7bce1fefd8196730fcf9810d313b645" } } $('.js-work-strip[data-work-id=69345060]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69345060,"title":"Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe","translated_title":"","metadata":{"doi":"10.1093/polsoc/puab016","abstract":"Education has been extremely affected by the coronavirus disease crisis, with almost all countries temporarily closing their schools in 2020. After the first stage of the pandemic, in which national governments focused on guaranteeing the academic year's continuity, key international organizations emphasized the need to adopt structural policy reforms to face the challenges posed by the crisis. Based on international and European countries' policy documents, this paper analyzes long-term responses articulated in the education sector. The analysis has allowed us to identify three preponderant areas of response: the digitalization of the educational system, educational inequalities, and teachers' development. The agendas and policy instruments that international organizations have so far pushed for in relation to each of these areas do not differ substantially from the agendas and instruments they promoted in the pre-pandemic era. It is still early to assess the deepness of the transformations in course, but in most cases, prevailing responses represent the intensification of change processes initiated before the pandemic. Nonetheless, the type and intensity of country responses vary among the European Union member states. Although the pandemic represents a common thread, countries have experienced the crisis differently according to the characteristics of their educational systems and the main problems the crisis has revealed.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Policy and Society"},"translated_abstract":"Education has been extremely affected by the coronavirus disease crisis, with almost all countries temporarily closing their schools in 2020. After the first stage of the pandemic, in which national governments focused on guaranteeing the academic year's continuity, key international organizations emphasized the need to adopt structural policy reforms to face the challenges posed by the crisis. Based on international and European countries' policy documents, this paper analyzes long-term responses articulated in the education sector. The analysis has allowed us to identify three preponderant areas of response: the digitalization of the educational system, educational inequalities, and teachers' development. The agendas and policy instruments that international organizations have so far pushed for in relation to each of these areas do not differ substantially from the agendas and instruments they promoted in the pre-pandemic era. It is still early to assess the deepness of the transformations in course, but in most cases, prevailing responses represent the intensification of change processes initiated before the pandemic. Nonetheless, the type and intensity of country responses vary among the European Union member states. Although the pandemic represents a common thread, countries have experienced the crisis differently according to the characteristics of their educational systems and the main problems the crisis has revealed.","internal_url":"https://www.academia.edu/69345060/Digitalization_and_beyond_the_effects_of_Covid_19_on_post_pandemic_educational_policy_and_delivery_in_Europe","translated_internal_url":"","created_at":"2022-01-24T04:25:36.987-08:00","section":"Journal Articles","preview_url":null,"current_user_can_edit":{"authorship":{"id":74390187,"created_at":"2022-01-24T11:53:10.963-08:00","section_id":375802,"updated_at":"2023-09-29T22:56:39.887-07:00","user_id":3285691,"work_id":69345060,"display_order":-1731841643,"is_owner":false}},"current_user_is_owner":false,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":37535494,"work_id":69345060,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Antoni Verger","title":"Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe"},{"id":37535495,"work_id":69345060,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":7427258,"email":"p***a@gmail.com","display_order":2,"name":"Pedro Bolea","title":"Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe"}],"downloadable_attachments":[{"id":79477503,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79477503/thumbnails/1.jpg","file_name":"puab016.pdf","download_url":"https://www.academia.edu/attachments/79477503/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Digitalization_and_beyond_the_effects_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79477503/puab016-libre.pdf?1643028020=\u0026response-content-disposition=attachment%3B+filename%3DDigitalization_and_beyond_the_effects_of.pdf\u0026Expires=1733074636\u0026Signature=TH9TmwPp3WjFtgwHvSHVnQRJESnru2~elIY7f3c4BVK2W3OeRpCZSwUHJmo7V1Hhdv~YqyhaGBnSo8nUc7MGrQJchsGTq3HosGEedRrfhMXYVVPF4y30U5Ljtrb1JwQ0ydzKZaImZ2p41WG8U4R5W~smn6fLxkc52Fv6ySkEWkocuEAh8jYVOEIgFh3iAXBjS5OLowdgkkftukchiNUhqgdF6RI7SuaU-KFriZOeiz~hj9roIF8J3~7rXtPQ57SMGmX-AjeXbfX8JFDA2lpKyZPAsT9m23A1u-72p7VrmfHrGqjtH8ukcc9HL5YNilqMAISDJhzYzzd6ffaVGe0AtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Digitalization_and_beyond_the_effects_of_Covid_19_on_post_pandemic_educational_policy_and_delivery_in_Europe","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo","email":"WkxqZVFMeUxZNEFRT2o0NC9wcFpJbUhROTlWRlE0QzhrdytZekhxVXpFS0syZ0NsdFpXbE1taEZ6NHByQ1hDUS0tajVITjBPVzllSjRveXRDWGhqMzZDZz09--860dc3883c13bab29a1392685a3f99c3e308cc34"},"attachments":[{"id":79477503,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79477503/thumbnails/1.jpg","file_name":"puab016.pdf","download_url":"https://www.academia.edu/attachments/79477503/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Digitalization_and_beyond_the_effects_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79477503/puab016-libre.pdf?1643028020=\u0026response-content-disposition=attachment%3B+filename%3DDigitalization_and_beyond_the_effects_of.pdf\u0026Expires=1733074636\u0026Signature=TH9TmwPp3WjFtgwHvSHVnQRJESnru2~elIY7f3c4BVK2W3OeRpCZSwUHJmo7V1Hhdv~YqyhaGBnSo8nUc7MGrQJchsGTq3HosGEedRrfhMXYVVPF4y30U5Ljtrb1JwQ0ydzKZaImZ2p41WG8U4R5W~smn6fLxkc52Fv6ySkEWkocuEAh8jYVOEIgFh3iAXBjS5OLowdgkkftukchiNUhqgdF6RI7SuaU-KFriZOeiz~hj9roIF8J3~7rXtPQ57SMGmX-AjeXbfX8JFDA2lpKyZPAsT9m23A1u-72p7VrmfHrGqjtH8ukcc9HL5YNilqMAISDJhzYzzd6ffaVGe0AtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":44391,"name":"Policy Change","url":"https://www.academia.edu/Documents/in/Policy_Change"},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":56711,"name":"Digital Education","url":"https://www.academia.edu/Documents/in/Digital_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99440065"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99440065/Recontextualizaci%C3%B3n_de_pol%C3%ADticas_y_cuasi_mercados_educativos_Un_an%C3%A1lisis_de_las_din%C3%A1micas_de_demanda_y_oferta_escolar_en_Chile"><img alt="Research paper thumbnail of Recontextualización de políticas y (cuasi)mercados educativos. Un análisis de las dinámicas de demanda y oferta escolar en Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/100529298/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99440065/Recontextualizaci%C3%B3n_de_pol%C3%ADticas_y_cuasi_mercados_educativos_Un_an%C3%A1lisis_de_las_din%C3%A1micas_de_demanda_y_oferta_escolar_en_Chile">Recontextualización de políticas y (cuasi)mercados educativos. Un análisis de las dinámicas de demanda y oferta escolar en Chile</a></div><div class="wp-workCard_item"><span>education policy analysis archives</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article challenges the main assumptions of public choice theory in education by analyzing th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article challenges the main assumptions of public choice theory in education by analyzing the functioning of market mechanisms and the educational offer and demand dynamics in Chile - the country that has adopted quasimarket policies in education for a longer period and at a larger scale. In analytical terms, the article relies on the work on school choice and education markets developed by Stephen Ball, as well as on the conceptual framework developed by the same author most recently to understand the logics of action of schools in local educational spaces and the &#39;enactment&#39; of education policy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6276634e6273b821f5fe23c039cb654c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100529298,"asset_id":99440065,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100529298/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99440065"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99440065"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99440065; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99440065]").text(description); $(".js-view-count[data-work-id=99440065]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99440065; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99440065']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99440065, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6276634e6273b821f5fe23c039cb654c" } } $('.js-work-strip[data-work-id=99440065]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99440065,"title":"Recontextualización de políticas y (cuasi)mercados educativos. Un análisis de las dinámicas de demanda y oferta escolar en Chile","translated_title":"","metadata":{"abstract":"This article challenges the main assumptions of public choice theory in education by analyzing the functioning of market mechanisms and the educational offer and demand dynamics in Chile - the country that has adopted quasimarket policies in education for a longer period and at a larger scale. In analytical terms, the article relies on the work on school choice and education markets developed by Stephen Ball, as well as on the conceptual framework developed by the same author most recently to understand the logics of action of schools in local educational spaces and the \u0026#39;enactment\u0026#39; of education policy.","publisher":"Education Policy Analysis Archives","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"education policy analysis archives"},"translated_abstract":"This article challenges the main assumptions of public choice theory in education by analyzing the functioning of market mechanisms and the educational offer and demand dynamics in Chile - the country that has adopted quasimarket policies in education for a longer period and at a larger scale. In analytical terms, the article relies on the work on school choice and education markets developed by Stephen Ball, as well as on the conceptual framework developed by the same author most recently to understand the logics of action of schools in local educational spaces and the \u0026#39;enactment\u0026#39; of education policy.","internal_url":"https://www.academia.edu/99440065/Recontextualizaci%C3%B3n_de_pol%C3%ADticas_y_cuasi_mercados_educativos_Un_an%C3%A1lisis_de_las_din%C3%A1micas_de_demanda_y_oferta_escolar_en_Chile","translated_internal_url":"","created_at":"2023-04-01T01:07:55.213-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":100529298,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100529298/thumbnails/1.jpg","file_name":"arcanapol_a2016V24n27p1iSPA.pdf","download_url":"https://www.academia.edu/attachments/100529298/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Recontextualizacion_de_politicas_y_cuasi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100529298/arcanapol_a2016V24n27p1iSPA-libre.pdf?1680339917=\u0026response-content-disposition=attachment%3B+filename%3DRecontextualizacion_de_politicas_y_cuasi.pdf\u0026Expires=1733307887\u0026Signature=es2XwEZ7Yb7oI0NsLRZGopPtF91LuM9t-gkl0GjNNHxdoKxLz09uVYR07PNSlJkhN92Y0MeUX1bckEqw4mdRUQ8ynpZTKYKQo5yzAddXLO~B8dkUvRyg2Jyu8q65Px4tLbz1qEeDHG02Hn3GejXJ0Y20ePA6MpleWEM7oCbNbCCUF1kUaRl03eHMTdMigy~d9tNY8cssyzfW5MbNMieT8QALA5KtbgWo5VTrpXZuCOBwm1QSIP8bU4n021-p~eU~4DtqsUEHavTKAVbtPpuLf6gf2w9XDDWt5YAz~LX4em-9Dsh3WJxvm-pz78Dg8Y4OrGUzNcwbkNarpRPaokciCg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Recontextualización_de_políticas_y_cuasi_mercados_educativos_Un_análisis_de_las_dinámicas_de_demanda_y_oferta_escolar_en_Chile","translated_slug":"","page_count":27,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":100529298,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100529298/thumbnails/1.jpg","file_name":"arcanapol_a2016V24n27p1iSPA.pdf","download_url":"https://www.academia.edu/attachments/100529298/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Recontextualizacion_de_politicas_y_cuasi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100529298/arcanapol_a2016V24n27p1iSPA-libre.pdf?1680339917=\u0026response-content-disposition=attachment%3B+filename%3DRecontextualizacion_de_politicas_y_cuasi.pdf\u0026Expires=1733307887\u0026Signature=es2XwEZ7Yb7oI0NsLRZGopPtF91LuM9t-gkl0GjNNHxdoKxLz09uVYR07PNSlJkhN92Y0MeUX1bckEqw4mdRUQ8ynpZTKYKQo5yzAddXLO~B8dkUvRyg2Jyu8q65Px4tLbz1qEeDHG02Hn3GejXJ0Y20ePA6MpleWEM7oCbNbCCUF1kUaRl03eHMTdMigy~d9tNY8cssyzfW5MbNMieT8QALA5KtbgWo5VTrpXZuCOBwm1QSIP8bU4n021-p~eU~4DtqsUEHavTKAVbtPpuLf6gf2w9XDDWt5YAz~LX4em-9Dsh3WJxvm-pz78Dg8Y4OrGUzNcwbkNarpRPaokciCg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":11216,"name":"Public Choice","url":"https://www.academia.edu/Documents/in/Public_Choice"},{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"id":79374,"name":"School Choice","url":"https://www.academia.edu/Documents/in/School_Choice"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":218734,"name":"Private Education","url":"https://www.academia.edu/Documents/in/Private_Education"},{"id":276252,"name":"Stephen Ball","url":"https://www.academia.edu/Documents/in/Stephen_Ball"},{"id":276253,"name":"Stephen J Ball","url":"https://www.academia.edu/Documents/in/Stephen_J_Ball"},{"id":336705,"name":"Arizona State University","url":"https://www.academia.edu/Documents/in/Arizona_State_University"},{"id":478537,"name":"Recontextualization","url":"https://www.academia.edu/Documents/in/Recontextualization"},{"id":613664,"name":"Public Choice Theory","url":"https://www.academia.edu/Documents/in/Public_Choice_Theory"},{"id":896488,"name":"Escolha Pública","url":"https://www.academia.edu/Documents/in/Escolha_Publica"},{"id":1974390,"name":"Policy Enactment","url":"https://www.academia.edu/Documents/in/Policy_Enactment"},{"id":2326287,"name":"School Competition","url":"https://www.academia.edu/Documents/in/School_Competition"},{"id":2400311,"name":"Teoría de la Elección Pública","url":"https://www.academia.edu/Documents/in/Teor%C3%ADa_de_la_Elecci%C3%B3n_P%C3%BAblica"},{"id":3008309,"name":"elección escolar","url":"https://www.academia.edu/Documents/in/elecci%C3%B3n_escolar"},{"id":3043236,"name":"Recontextualización","url":"https://www.academia.edu/Documents/in/Recontextualizaci%C3%B3n"},{"id":4063411,"name":"Recontextualização","url":"https://www.academia.edu/Documents/in/Recontextualiza%C3%A7%C3%A3o-2"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="95884191"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/95884191/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform1"><img alt="Research paper thumbnail of Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform1" class="work-thumbnail" src="https://attachments.academia-assets.com/97940179/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/95884191/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform1">Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform1</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent decades, privatization and market policies in education have expanded globally. Neverth...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties. This paper aims to inte...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e10f909bca95e189dcc75f9f325a9056" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97940179,"asset_id":95884191,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97940179/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="95884191"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="95884191"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 95884191; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=95884191]").text(description); $(".js-view-count[data-work-id=95884191]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 95884191; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='95884191']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 95884191, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e10f909bca95e189dcc75f9f325a9056" } } $('.js-work-strip[data-work-id=95884191]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":95884191,"title":"Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform1","translated_title":"","metadata":{"abstract":"In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties. This paper aims to inte...","publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":"In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties. This paper aims to inte...","internal_url":"https://www.academia.edu/95884191/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform1","translated_internal_url":"","created_at":"2023-01-28T23:21:11.943-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":97940179,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/97940179/thumbnails/1.jpg","file_name":"WP239.pdf","download_url":"https://www.academia.edu/attachments/97940179/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Drivers_and_Hurdles_to_the_Regulation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/97940179/WP239-libre.pdf?1674978447=\u0026response-content-disposition=attachment%3B+filename%3DDrivers_and_Hurdles_to_the_Regulation_of.pdf\u0026Expires=1733307888\u0026Signature=cAlyrnx7qhreo7n-1FjuhuRMorRrwQavJacuSU9HDEp85Z13sV3lZWaOH223ANWVFuBxqJRs3n4E2BnZy3~Epm224VxZAUONisjqR9ad~zafmh4oBB6a5Jh3VL8RRbtLRJDjUOCl22Q6LLhKwNAFJAei0q6i-rSYcSyZ1ZcWoxzNIDj0DcNC0SyFBLAyxat9nqm~KCafeVhmDi5e0lOalj7uFDDiuRxGgNVXMXcBG3OWnyfoz~s2JszITKghl7PpBCh2lnIc8eVRex1U4Cu5gW1hpVqXZUbKIffzn9z~k8-GW1y9KN1-JoWTFxNP7z5CXfWCslxR7VE1Kc65jYUrCw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform1","translated_slug":"","page_count":39,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":97940179,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/97940179/thumbnails/1.jpg","file_name":"WP239.pdf","download_url":"https://www.academia.edu/attachments/97940179/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Drivers_and_Hurdles_to_the_Regulation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/97940179/WP239-libre.pdf?1674978447=\u0026response-content-disposition=attachment%3B+filename%3DDrivers_and_Hurdles_to_the_Regulation_of.pdf\u0026Expires=1733307888\u0026Signature=cAlyrnx7qhreo7n-1FjuhuRMorRrwQavJacuSU9HDEp85Z13sV3lZWaOH223ANWVFuBxqJRs3n4E2BnZy3~Epm224VxZAUONisjqR9ad~zafmh4oBB6a5Jh3VL8RRbtLRJDjUOCl22Q6LLhKwNAFJAei0q6i-rSYcSyZ1ZcWoxzNIDj0DcNC0SyFBLAyxat9nqm~KCafeVhmDi5e0lOalj7uFDDiuRxGgNVXMXcBG3OWnyfoz~s2JszITKghl7PpBCh2lnIc8eVRex1U4Cu5gW1hpVqXZUbKIffzn9z~k8-GW1y9KN1-JoWTFxNP7z5CXfWCslxR7VE1Kc65jYUrCw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":97940178,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/97940178/thumbnails/1.jpg","file_name":"WP239.pdf","download_url":"https://www.academia.edu/attachments/97940178/download_file","bulk_download_file_name":"Drivers_and_Hurdles_to_the_Regulation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/97940178/WP239-libre.pdf?1674978454=\u0026response-content-disposition=attachment%3B+filename%3DDrivers_and_Hurdles_to_the_Regulation_of.pdf\u0026Expires=1733307888\u0026Signature=L1oGTIuyilhsz~c0uvS-hFS-MbfOWX9a3qBrTcQBahmTVkriXuZCnEKXidEOehuwUzVthvm7Wkob~FZguqaCOG-wTHOZCj9a3xkZ23TJlO5TQjP2zL6tsqQ8zB1xI~e2~qZUmfEz~~QZC3uFsJfIARsm1Z1hUvcs7LUIijDbyX6aaZ2-EacDN2FJ-kGUIU4Z9mqPXT~lFrKoGly84nBWTUQM7mYZG3TqYQIsWb4akQDynpOpxWhbnqqSqJnF1OqII9EIfoZTRpWw6bntpUHp9KFEY2FYcdt8eDnTgMpkt-mpX9Vfha3gMjJ0UIx0QdeuNT1vH2ixVih~3l~nsLe0gA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies"}],"urls":[{"id":28484431,"url":"https://ncspe.tc.columbia.edu/working-papers/WP239.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92437658"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/92437658/The_World_Bank_and_education_in_a_changing_global_arena"><img alt="Research paper thumbnail of The World Bank and education in a changing global arena" class="work-thumbnail" src="https://attachments.academia-assets.com/95446385/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/92437658/The_World_Bank_and_education_in_a_changing_global_arena">The World Bank and education in a changing global arena</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>International Encyclopedia of Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The World Bank has been one of the most important actors influencing global education development...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The World Bank has been one of the most important actors influencing global education development policies in the past decades. Beyond its role as an international lender, the World Bank has long enjoyed a dominant position in the definition of the global education agenda. This entry provides a historical analysis of the World Bank's development in the education sector. The analysis has been divided into three main periods that characterize how the education sector priorities and strategies of the World Bank have evolved since the sixties. For each period identified, the article also examines how internal and external factors have influenced the position of this organization in education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cd1b7d1df7de94f4af80e4b66ae1e9ed" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95446385,"asset_id":92437658,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95446385/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92437658"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92437658"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92437658; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92437658]").text(description); $(".js-view-count[data-work-id=92437658]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92437658; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92437658']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 92437658, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cd1b7d1df7de94f4af80e4b66ae1e9ed" } } $('.js-work-strip[data-work-id=92437658]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92437658,"title":"The World Bank and education in a changing global arena","translated_title":"","metadata":{"abstract":"The World Bank has been one of the most important actors influencing global education development policies in the past decades. Beyond its role as an international lender, the World Bank has long enjoyed a dominant position in the definition of the global education agenda. This entry provides a historical analysis of the World Bank's development in the education sector. The analysis has been divided into three main periods that characterize how the education sector priorities and strategies of the World Bank have evolved since the sixties. For each period identified, the article also examines how internal and external factors have influenced the position of this organization in education.","page_numbers":"480-487","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"International Encyclopedia of Education"},"translated_abstract":"The World Bank has been one of the most important actors influencing global education development policies in the past decades. Beyond its role as an international lender, the World Bank has long enjoyed a dominant position in the definition of the global education agenda. This entry provides a historical analysis of the World Bank's development in the education sector. The analysis has been divided into three main periods that characterize how the education sector priorities and strategies of the World Bank have evolved since the sixties. For each period identified, the article also examines how internal and external factors have influenced the position of this organization in education.","internal_url":"https://www.academia.edu/92437658/The_World_Bank_and_education_in_a_changing_global_arena","translated_internal_url":"","created_at":"2022-12-08T09:02:27.821-08:00","section":"Papers","preview_url":null,"current_user_can_edit":true,"current_user_is_owner":true,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":39169999,"work_id":92437658,"tagging_user_id":23928165,"tagged_user_id":null,"co_author_invite_id":246850,"email":"x***l@uab.es","display_order":1,"name":"Xavier Bonal","title":"The World Bank and education in a changing global arena"},{"id":39170000,"work_id":92437658,"tagging_user_id":23928165,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":2,"name":"Clara Fontdevila","title":"The World Bank and education in a changing global arena"},{"id":39170001,"work_id":92437658,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":3,"name":"Adrián Zancajo","title":"The World Bank and education in a changing global arena"}],"downloadable_attachments":[{"id":95446385,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95446385/thumbnails/1.jpg","file_name":"WB_Encyclopedia.pdf","download_url":"https://www.academia.edu/attachments/95446385/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_World_Bank_and_education_in_a_changi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95446385/WB_Encyclopedia-libre.pdf?1670520223=\u0026response-content-disposition=attachment%3B+filename%3DThe_World_Bank_and_education_in_a_changi.pdf\u0026Expires=1733124399\u0026Signature=GbKPlQfjdDONN9Rgh6ln0DYR5Lx6~nk8amcVzFB~eNHOxUHi-G~KVVP71ScnvRHEE5viSgwTkR66yMlkTNwEyhMiJUhmDQP~vl-W1BgoGlg7C1yTZjSPvcRu-O7~cTQ-pxAzVawqR2W2CAM0doAGxPYMZ7OQF6gwpXE7Sfgg~PSS6gH1OD6GDc8IqP0Q8AL588n62LN1RygqU~GkqnuwSKpRRGi7MBhu9WwLzitLAjc6Mir0BQET8zm6w2Cy392Y-2EPABuHwUFJRNb0ulxqZbjOjI6Qrqc5kLp3jA8RQcXfGQPTVSC04VG0Z4lLQwAmRvV-8hcNRWQoIfdk5YLwBg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_World_Bank_and_education_in_a_changing_global_arena","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":95446385,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95446385/thumbnails/1.jpg","file_name":"WB_Encyclopedia.pdf","download_url":"https://www.academia.edu/attachments/95446385/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_World_Bank_and_education_in_a_changi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95446385/WB_Encyclopedia-libre.pdf?1670520223=\u0026response-content-disposition=attachment%3B+filename%3DThe_World_Bank_and_education_in_a_changi.pdf\u0026Expires=1733124399\u0026Signature=GbKPlQfjdDONN9Rgh6ln0DYR5Lx6~nk8amcVzFB~eNHOxUHi-G~KVVP71ScnvRHEE5viSgwTkR66yMlkTNwEyhMiJUhmDQP~vl-W1BgoGlg7C1yTZjSPvcRu-O7~cTQ-pxAzVawqR2W2CAM0doAGxPYMZ7OQF6gwpXE7Sfgg~PSS6gH1OD6GDc8IqP0Q8AL588n62LN1RygqU~GkqnuwSKpRRGi7MBhu9WwLzitLAjc6Mir0BQET8zm6w2Cy392Y-2EPABuHwUFJRNb0ulxqZbjOjI6Qrqc5kLp3jA8RQcXfGQPTVSC04VG0Z4lLQwAmRvV-8hcNRWQoIfdk5YLwBg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":1911,"name":"International Studies","url":"https://www.academia.edu/Documents/in/International_Studies"},{"id":3345,"name":"International organizations","url":"https://www.academia.edu/Documents/in/International_organizations"},{"id":13474,"name":"World Bank","url":"https://www.academia.edu/Documents/in/World_Bank"},{"id":46644,"name":"Social Inequality","url":"https://www.academia.edu/Documents/in/Social_Inequality"},{"id":95088,"name":"Poverty and Inequality","url":"https://www.academia.edu/Documents/in/Poverty_and_Inequality-1"}],"urls":[{"id":26802904,"url":"https://www.sciencedirect.com/science/article/pii/B9780128186305010551"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="78839136"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/78839136/Las_Alianzas_Pu_blico_Privadas_en_educacio_n_debates_modelos_y_horizontes_regulativos_en_los_pai_ses_de_la_OCDE"><img alt="Research paper thumbnail of Las Alianzas Público-Privadas en educación: debates, modelos y horizontes regulativos en los países de la OCDE" class="work-thumbnail" src="https://attachments.academia-assets.com/85741527/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/78839136/Las_Alianzas_Pu_blico_Privadas_en_educacio_n_debates_modelos_y_horizontes_regulativos_en_los_pai_ses_de_la_OCDE">Las Alianzas Público-Privadas en educación: debates, modelos y horizontes regulativos en los países de la OCDE</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a></span></div><div class="wp-workCard_item"><span>Journal of Supranational Policies of Education</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pese a la creciente popularidad de las Alianzas Público-Privadas (APP) en el sector educativo, ex...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pese a la creciente popularidad de las Alianzas Público-Privadas (APP) en el sector educativo, existe un amplio consenso académico sobre su impacto negativo sobre las desigualdades educativas. En los últimos años, organismos internacionales como la OCDE, la UNESCO o el Banco Mundial han mostrado una creciente preocupación por dicho impacto. Sin embargo, la mayoría de estos organismos internacionales no cuestiona directamente la política de APP sino que apuesta por procesos de regulación pública que permitan compatibilizar los supuestos efectos positivos de las APP con mayores niveles de equidad. El presente artículo contribuye al debate internacional sobre la regulación pública de la educación privada subvencionada. Para ello, analizamos las diferentes configuraciones regulativas de las APP que prevalecen en los países de la OCDE, y exploramos los procesos de problematización y de reforma que han acontecido en ellos. El artículo concluye con una reflexión sobre las implicaciones políticas y los límites y desafíos de dichas reformas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e32dbbad0683fc898f9f69d267880c5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":85741527,"asset_id":78839136,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/85741527/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="78839136"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="78839136"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78839136; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=78839136]").text(description); $(".js-view-count[data-work-id=78839136]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 78839136; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='78839136']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 78839136, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0e32dbbad0683fc898f9f69d267880c5" } } $('.js-work-strip[data-work-id=78839136]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":78839136,"title":"Las Alianzas Público-Privadas en educación: debates, modelos y horizontes regulativos en los países de la OCDE","translated_title":"","metadata":{"doi":"10.15366/jospoe2022.15.001","abstract":"Pese a la creciente popularidad de las Alianzas Público-Privadas (APP) en el sector educativo, existe un amplio consenso académico sobre su impacto negativo sobre las desigualdades educativas. En los últimos años, organismos internacionales como la OCDE, la UNESCO o el Banco Mundial han mostrado una creciente preocupación por dicho impacto. Sin embargo, la mayoría de estos organismos internacionales no cuestiona directamente la política de APP sino que apuesta por procesos de regulación pública que permitan compatibilizar los supuestos efectos positivos de las APP con mayores niveles de equidad. El presente artículo contribuye al debate internacional sobre la regulación pública de la educación privada subvencionada. Para ello, analizamos las diferentes configuraciones regulativas de las APP que prevalecen en los países de la OCDE, y exploramos los procesos de problematización y de reforma que han acontecido en ellos. El artículo concluye con una reflexión sobre las implicaciones políticas y los límites y desafíos de dichas reformas.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Journal of Supranational Policies of Education"},"translated_abstract":"Pese a la creciente popularidad de las Alianzas Público-Privadas (APP) en el sector educativo, existe un amplio consenso académico sobre su impacto negativo sobre las desigualdades educativas. En los últimos años, organismos internacionales como la OCDE, la UNESCO o el Banco Mundial han mostrado una creciente preocupación por dicho impacto. Sin embargo, la mayoría de estos organismos internacionales no cuestiona directamente la política de APP sino que apuesta por procesos de regulación pública que permitan compatibilizar los supuestos efectos positivos de las APP con mayores niveles de equidad. El presente artículo contribuye al debate internacional sobre la regulación pública de la educación privada subvencionada. Para ello, analizamos las diferentes configuraciones regulativas de las APP que prevalecen en los países de la OCDE, y exploramos los procesos de problematización y de reforma que han acontecido en ellos. El artículo concluye con una reflexión sobre las implicaciones políticas y los límites y desafíos de dichas reformas.","internal_url":"https://www.academia.edu/78839136/Las_Alianzas_Pu_blico_Privadas_en_educacio_n_debates_modelos_y_horizontes_regulativos_en_los_pai_ses_de_la_OCDE","translated_internal_url":"","created_at":"2022-05-09T03:48:54.217-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":38196080,"work_id":78839136,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":1,"name":"Clara Fontdevila","title":"Las Alianzas Público-Privadas en educación: debates, modelos y horizontes regulativos en los países de la OCDE"},{"id":38196081,"work_id":78839136,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Antoni Verger","title":"Las Alianzas Público-Privadas en educación: debates, modelos y horizontes regulativos en los países de la OCDE"}],"downloadable_attachments":[{"id":85741527,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/85741527/thumbnails/1.jpg","file_name":"document.pdf","download_url":"https://www.academia.edu/attachments/85741527/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Las_Alianzas_Pu_blico_Privadas_en_educac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/85741527/document-libre.pdf?1652096369=\u0026response-content-disposition=attachment%3B+filename%3DLas_Alianzas_Pu_blico_Privadas_en_educac.pdf\u0026Expires=1733075827\u0026Signature=Uc8Jqqw4krfgmGeZq1dghHiEBk~XJoGahkueee45SBaI7QXo4v~kASmKq0mSzFiXW0o4q3P1e1OKPhrhl-uFFgw8UZ~NK3MoR~hYmc9Ve7mmGwLmokarEZV-nHKhurpswIIO3jeG5sSg~X8HP8MtPWG73l5pOYJzpdxtIRr0UIOztW7ConhOayUAP9OmCOHfHAlSiz2n-Cs6TilknEr9nuS3ReF5wvk4gi6-6Gi4G9zJnsm384N1AVV0v5zX2wmhfZkrKvzGq3vonJeJo1JlA22DRVE~3mk-b~TIzKXfJ4X4wNTVUCUWJC3bv3728s-hz7Tvm6kWTr60jqz6mfXfZA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Las_Alianzas_Pu_blico_Privadas_en_educacio_n_debates_modelos_y_horizontes_regulativos_en_los_pai_ses_de_la_OCDE","translated_slug":"","page_count":27,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":85741527,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/85741527/thumbnails/1.jpg","file_name":"document.pdf","download_url":"https://www.academia.edu/attachments/85741527/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Las_Alianzas_Pu_blico_Privadas_en_educac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/85741527/document-libre.pdf?1652096369=\u0026response-content-disposition=attachment%3B+filename%3DLas_Alianzas_Pu_blico_Privadas_en_educac.pdf\u0026Expires=1733075827\u0026Signature=Uc8Jqqw4krfgmGeZq1dghHiEBk~XJoGahkueee45SBaI7QXo4v~kASmKq0mSzFiXW0o4q3P1e1OKPhrhl-uFFgw8UZ~NK3MoR~hYmc9Ve7mmGwLmokarEZV-nHKhurpswIIO3jeG5sSg~X8HP8MtPWG73l5pOYJzpdxtIRr0UIOztW7ConhOayUAP9OmCOHfHAlSiz2n-Cs6TilknEr9nuS3ReF5wvk4gi6-6Gi4G9zJnsm384N1AVV0v5zX2wmhfZkrKvzGq3vonJeJo1JlA22DRVE~3mk-b~TIzKXfJ4X4wNTVUCUWJC3bv3728s-hz7Tvm6kWTr60jqz6mfXfZA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":218734,"name":"Private Education","url":"https://www.academia.edu/Documents/in/Private_Education"},{"id":532012,"name":"Alianzas Público-Privadas","url":"https://www.academia.edu/Documents/in/Alianzas_Publico-Privadas"},{"id":664957,"name":"Markets In Education","url":"https://www.academia.edu/Documents/in/Markets_In_Education"},{"id":3901928,"name":"public -private partnerships (PPPs)","url":"https://www.academia.edu/Documents/in/public_private_partnerships_PPPs_-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="65063845"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/65063845/Opting_out_of_neighbourhood_schools_The_role_of_local_education_markets_in_student_mobility"><img alt="Research paper thumbnail of Opting out of neighbourhood schools: The role of local education markets in student mobility" class="work-thumbnail" src="https://attachments.academia-assets.com/76813749/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/65063845/Opting_out_of_neighbourhood_schools_The_role_of_local_education_markets_in_student_mobility">Opting out of neighbourhood schools: The role of local education markets in student mobility</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/RosarioScandurra">Rosario Scandurra</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span>Population, Space and Place</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Open enrolment policies assume that students living in disadvantaged areas can access better scho...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Open enrolment policies assume that students living in disadvantaged areas can access better schools outside their neighbourhood. However, characteristics of individuals, quality of schooling and neighbourhood characteristics interact in very complex ways to produce heterogeneous patterns of school choice in local educa-Popul. Space Place.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e23f6c521da84ef2ad161057b1508877" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76813749,"asset_id":65063845,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76813749/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65063845"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65063845"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65063845; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=65063845]").text(description); $(".js-view-count[data-work-id=65063845]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65063845; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='65063845']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 65063845, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e23f6c521da84ef2ad161057b1508877" } } $('.js-work-strip[data-work-id=65063845]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":65063845,"title":"Opting out of neighbourhood schools: The role of local education markets in student mobility","translated_title":"","metadata":{"doi":"10.1002/psp.2542","abstract":"Open enrolment policies assume that students living in disadvantaged areas can access better schools outside their neighbourhood. However, characteristics of individuals, quality of schooling and neighbourhood characteristics interact in very complex ways to produce heterogeneous patterns of school choice in local educa-Popul. Space Place.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Population, Space and Place"},"translated_abstract":"Open enrolment policies assume that students living in disadvantaged areas can access better schools outside their neighbourhood. However, characteristics of individuals, quality of schooling and neighbourhood characteristics interact in very complex ways to produce heterogeneous patterns of school choice in local educa-Popul. Space Place.","internal_url":"https://www.academia.edu/65063845/Opting_out_of_neighbourhood_schools_The_role_of_local_education_markets_in_student_mobility","translated_internal_url":"","created_at":"2021-12-18T23:59:21.141-08:00","section":"Papers","preview_url":null,"current_user_can_edit":true,"current_user_is_owner":true,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":37271636,"work_id":65063845,"tagging_user_id":23928165,"tagged_user_id":2074070,"co_author_invite_id":null,"email":"r***a@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":-2,"name":"Rosario Scandurra","title":"Opting out of neighbourhood schools: The role of local education markets in student mobility"},{"id":37271635,"work_id":65063845,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":-1,"name":"Adrián Zancajo","title":"Opting out of neighbourhood schools: The role of local education markets in student mobility"}],"downloadable_attachments":[{"id":76813749,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/76813749/thumbnails/1.jpg","file_name":"Opting_out_of_neighbourhood_schools.pdf","download_url":"https://www.academia.edu/attachments/76813749/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Opting_out_of_neighbourhood_schools_The.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/76813749/Opting_out_of_neighbourhood_schools-libre.pdf?1639916616=\u0026response-content-disposition=attachment%3B+filename%3DOpting_out_of_neighbourhood_schools_The.pdf\u0026Expires=1733255620\u0026Signature=AcVKduJY3f84arD0zR8hemHDXDG~G2iKyO~p5WgXo95GNwe8BUiEdGgtZV9~fEvXMNCBNRDwzyX5xqXdFpLOaaEN6MqoPOMOdj0Nl74TNgUfha2VvSBsNhAI5olq8VBYKsHSsMlDtUYjMR1LnuTmv~0gqpfloQqF0LxrW11RBqMUJYsxwr3641v~QEjonVssqHiZq0WMsvGpMMJdr5fd9g8Q1kKNubTV~TDWgs~mpGV99M4-DxfakHOgNfvDmj2Xt9g1ba~Lemqho4i2vAsMyUrB~fHGjmZXMatpyBB0I8vX3w92VBo-zYJwv029AilzbkufqxnHjZhe~KH1xFX44Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Opting_out_of_neighbourhood_schools_The_role_of_local_education_markets_in_student_mobility","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":76813749,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/76813749/thumbnails/1.jpg","file_name":"Opting_out_of_neighbourhood_schools.pdf","download_url":"https://www.academia.edu/attachments/76813749/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Opting_out_of_neighbourhood_schools_The.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/76813749/Opting_out_of_neighbourhood_schools-libre.pdf?1639916616=\u0026response-content-disposition=attachment%3B+filename%3DOpting_out_of_neighbourhood_schools_The.pdf\u0026Expires=1733255620\u0026Signature=AcVKduJY3f84arD0zR8hemHDXDG~G2iKyO~p5WgXo95GNwe8BUiEdGgtZV9~fEvXMNCBNRDwzyX5xqXdFpLOaaEN6MqoPOMOdj0Nl74TNgUfha2VvSBsNhAI5olq8VBYKsHSsMlDtUYjMR1LnuTmv~0gqpfloQqF0LxrW11RBqMUJYsxwr3641v~QEjonVssqHiZq0WMsvGpMMJdr5fd9g8Q1kKNubTV~TDWgs~mpGV99M4-DxfakHOgNfvDmj2Xt9g1ba~Lemqho4i2vAsMyUrB~fHGjmZXMatpyBB0I8vX3w92VBo-zYJwv029AilzbkufqxnHjZhe~KH1xFX44Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation"},{"id":23056,"name":"Geo-spatial analysis with GIS and GPS","url":"https://www.academia.edu/Documents/in/Geo-spatial_analysis_with_GIS_and_GPS"},{"id":37723,"name":"Geography Education","url":"https://www.academia.edu/Documents/in/Geography_Education"},{"id":46400,"name":"Student Mobility","url":"https://www.academia.edu/Documents/in/Student_Mobility"}],"urls":[{"id":15391476,"url":"https://onlinelibrary.wiley.com/doi/10.1002/psp.2542"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63725985"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective"><img alt="Research paper thumbnail of Regulating Public-Private Partnerships, governing non-state schools: An equity perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/76057434/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective">Regulating Public-Private Partnerships, governing non-state schools: An equity perspective</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span>Background paper prepared for the 2021/2 Global education monitoring report: Non-state actors in education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The global expansion of non-state actors as providers of basic education has frequently taken pla...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregation and students selection practices. As a response to these equity concerns, different actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidized schooling can be put at the service of the right to education. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design. As a result of this debate, several international organizations call to adopt regulatory frameworks that could contribute to inhibit both school segmentation and opportunistic behaviors in the context of PPPs.<br /><br />Despite the centrality of regulation and accountability efforts in the debate around PPPs in basic education, the different policy options and instruments available for such purposes have been less systematically examined. The first objective of this paper is to identify the main regulatory and accountability dimensions involved in the governance of private subsidized schools, as well as the main policy designs available for each of these dimensions to promote equity in education. On this basis, the paper examines how different PPP regulatory dimensions can affect educational equity. The evidence presented is based on a review of the available literature on the relationship between PPPs and education equity in education systems with a significant presence of publicly funded private schools. Finally, the paper systematizes the main lessons drawn from the literature reviewed regarding the regulation of private subsidized schools in the context of PPPs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f260670ca3d061eecbde0e1dea3179ef" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76057434,"asset_id":63725985,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76057434/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63725985"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63725985"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63725985; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63725985]").text(description); $(".js-view-count[data-work-id=63725985]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63725985; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63725985']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63725985, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f260670ca3d061eecbde0e1dea3179ef" } } $('.js-work-strip[data-work-id=63725985]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63725985,"title":"Regulating Public-Private Partnerships, governing non-state schools: An equity perspective","translated_title":"","metadata":{"abstract":"The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregation and students selection practices. As a response to these equity concerns, different actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidized schooling can be put at the service of the right to education. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design. As a result of this debate, several international organizations call to adopt regulatory frameworks that could contribute to inhibit both school segmentation and opportunistic behaviors in the context of PPPs.\n\nDespite the centrality of regulation and accountability efforts in the debate around PPPs in basic education, the different policy options and instruments available for such purposes have been less systematically examined. The first objective of this paper is to identify the main regulatory and accountability dimensions involved in the governance of private subsidized schools, as well as the main policy designs available for each of these dimensions to promote equity in education. On this basis, the paper examines how different PPP regulatory dimensions can affect educational equity. The evidence presented is based on a review of the available literature on the relationship between PPPs and education equity in education systems with a significant presence of publicly funded private schools. Finally, the paper systematizes the main lessons drawn from the literature reviewed regarding the regulation of private subsidized schools in the context of PPPs.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Background paper prepared for the 2021/2 Global education monitoring report: Non-state actors in education"},"translated_abstract":"The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregation and students selection practices. As a response to these equity concerns, different actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidized schooling can be put at the service of the right to education. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design. As a result of this debate, several international organizations call to adopt regulatory frameworks that could contribute to inhibit both school segmentation and opportunistic behaviors in the context of PPPs.\n\nDespite the centrality of regulation and accountability efforts in the debate around PPPs in basic education, the different policy options and instruments available for such purposes have been less systematically examined. The first objective of this paper is to identify the main regulatory and accountability dimensions involved in the governance of private subsidized schools, as well as the main policy designs available for each of these dimensions to promote equity in education. On this basis, the paper examines how different PPP regulatory dimensions can affect educational equity. The evidence presented is based on a review of the available literature on the relationship between PPPs and education equity in education systems with a significant presence of publicly funded private schools. Finally, the paper systematizes the main lessons drawn from the literature reviewed regarding the regulation of private subsidized schools in the context of PPPs.","internal_url":"https://www.academia.edu/63725985/Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective","translated_internal_url":"","created_at":"2021-12-10T01:41:26.188-08:00","section":"Papers","preview_url":null,"current_user_can_edit":{"authorship":{"id":68709124,"created_at":"2021-12-10T02:29:54.949-08:00","section_id":2326338,"updated_at":"2021-12-10T02:29:54.949-08:00","user_id":23928165,"work_id":63725985,"display_order":-8388595,"is_owner":false}},"current_user_is_owner":false,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":37216370,"work_id":63725985,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":1,"name":"Clara Fontdevila","title":"Regulating Public-Private Partnerships, governing non-state schools: An equity perspective"},{"id":37216371,"work_id":63725985,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Antoni Verger","title":"Regulating Public-Private Partnerships, governing non-state schools: An equity perspective"},{"id":37216372,"work_id":63725985,"tagging_user_id":36212627,"tagged_user_id":23928165,"co_author_invite_id":null,"email":"x***l@uab.cat","affiliation":"Universitat Autònoma de Barcelona","display_order":3,"name":"Xavier BONAL","title":"Regulating Public-Private Partnerships, governing non-state schools: An equity perspective"}],"downloadable_attachments":[{"id":76057434,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/76057434/thumbnails/1.jpg","file_name":"380092eng.pdf","download_url":"https://www.academia.edu/attachments/76057434/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Regulating_Public_Private_Partnerships_g.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/76057434/380092eng-libre.pdf?1639199180=\u0026response-content-disposition=attachment%3B+filename%3DRegulating_Public_Private_Partnerships_g.pdf\u0026Expires=1733124399\u0026Signature=F0YEDeHTPJDK7QnsXVLm0gyPqWzroqMs0L4m7WlRcvlZOG6JOWHxPZSolXaGdiWvGAnTHjHdLzuJwmfHg4tNMlgCjZrlsQzo-rr6QfxsoaY9ZNy9iPKQZ~4pKnTiQF9ULGhPI~0XsiOohF-6oRR02dAdsryBjMMdc~hLcsf8znWQVpHAbSufMTOUb9yM~ygiGSBx-4xNOnBA8igbpFiW-~aGQwZnf~gW4ICShIVaK3fBaAUnu1kochpIaFsoQAaFyjJ1vxQ1~55aaeFuJ0VcmlBMW-LYFgMrsDIhrdMCqQynfz9Aglrf6NM5dWQgChKmh2qpr6-mu~zUBzXBMkC09w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Regulating_Public_Private_Partnerships_governing_non_state_schools_An_equity_perspective","translated_slug":"","page_count":84,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo","email":"T1dhcjJqZXNsdzF5VUZUdmhrbE4vUGVQaDhIc1dmeWtMYmw3ZGIycjRZcVlnU2ZZSlBDTjFBV1E1aEpFbXE4TC0tQ0tINUdYNmxuaFFHSnZuVWZXV0dndz09--d4c6773ef4755b8482bb58a79d7d0d2c6f207212"},"attachments":[{"id":76057434,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/76057434/thumbnails/1.jpg","file_name":"380092eng.pdf","download_url":"https://www.academia.edu/attachments/76057434/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Regulating_Public_Private_Partnerships_g.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/76057434/380092eng-libre.pdf?1639199180=\u0026response-content-disposition=attachment%3B+filename%3DRegulating_Public_Private_Partnerships_g.pdf\u0026Expires=1733124399\u0026Signature=F0YEDeHTPJDK7QnsXVLm0gyPqWzroqMs0L4m7WlRcvlZOG6JOWHxPZSolXaGdiWvGAnTHjHdLzuJwmfHg4tNMlgCjZrlsQzo-rr6QfxsoaY9ZNy9iPKQZ~4pKnTiQF9ULGhPI~0XsiOohF-6oRR02dAdsryBjMMdc~hLcsf8znWQVpHAbSufMTOUb9yM~ygiGSBx-4xNOnBA8igbpFiW-~aGQwZnf~gW4ICShIVaK3fBaAUnu1kochpIaFsoQAaFyjJ1vxQ1~55aaeFuJ0VcmlBMW-LYFgMrsDIhrdMCqQynfz9Aglrf6NM5dWQgChKmh2qpr6-mu~zUBzXBMkC09w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3287,"name":"Regulation And Governance","url":"https://www.academia.edu/Documents/in/Regulation_And_Governance"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice"},{"id":3901928,"name":"public -private partnerships (PPPs)","url":"https://www.academia.edu/Documents/in/public_private_partnerships_PPPs_-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="60000311"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/60000311/Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile"><img alt="Research paper thumbnail of Understanding aspirations: why do secondary TVET students aim so high in Chile?" class="work-thumbnail" src="https://attachments.academia-assets.com/73639649/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/60000311/Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile">Understanding aspirations: why do secondary TVET students aim so high in Chile?</a></div><div class="wp-workCard_item"><span>Journal of Vocational Education & Training</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The interest in educational and professional aspirations of students transiting to post-secondary...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of in-depth interviews and combining a critical realist approach to social action with capabilities approach, the paper explores the educational and professional aspirations of students at the end of secondary TVET in Chile. We consider that high educational aspirations of secondary TVET students in Chile need to be understood as a reflexive response to significantly high social inequalities in the country, the precarity of working conditions in a highly liberalised labour market, and the enduring neoliberal tenet of meritocracy. We also argue that understanding aspirations is key to reimagine TVET’s roles and purposes at individual, institutional and national levels, towards fairer opportunities for human development.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="055418b1bb45fdc620781f75860cdc64" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73639649,"asset_id":60000311,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73639649/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="60000311"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="60000311"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60000311; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=60000311]").text(description); $(".js-view-count[data-work-id=60000311]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 60000311; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='60000311']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 60000311, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "055418b1bb45fdc620781f75860cdc64" } } $('.js-work-strip[data-work-id=60000311]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":60000311,"title":"Understanding aspirations: why do secondary TVET students aim so high in Chile?","translated_title":"","metadata":{"doi":"10.1080/13636820.2021.1973543","abstract":"The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of in-depth interviews and combining a critical realist approach to social action with capabilities approach, the paper explores the educational and professional aspirations of students at the end of secondary TVET in Chile. We consider that high educational aspirations of secondary TVET students in Chile need to be understood as a reflexive response to significantly high social inequalities in the country, the precarity of working conditions in a highly liberalised labour market, and the enduring neoliberal tenet of meritocracy. We also argue that understanding aspirations is key to reimagine TVET’s roles and purposes at individual, institutional and national levels, towards fairer opportunities for human development.","publisher":"Informa UK Limited","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Journal of Vocational Education \u0026 Training"},"translated_abstract":"The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of in-depth interviews and combining a critical realist approach to social action with capabilities approach, the paper explores the educational and professional aspirations of students at the end of secondary TVET in Chile. We consider that high educational aspirations of secondary TVET students in Chile need to be understood as a reflexive response to significantly high social inequalities in the country, the precarity of working conditions in a highly liberalised labour market, and the enduring neoliberal tenet of meritocracy. We also argue that understanding aspirations is key to reimagine TVET’s roles and purposes at individual, institutional and national levels, towards fairer opportunities for human development.","internal_url":"https://www.academia.edu/60000311/Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile","translated_internal_url":"","created_at":"2021-10-26T01:01:49.639-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":37037372,"work_id":60000311,"tagging_user_id":36212627,"tagged_user_id":83176438,"co_author_invite_id":null,"email":"a***i@gmail.com","affiliation":"University of Glasgow","display_order":-3,"name":"Alice Aldinucci","title":"Understanding aspirations: why do secondary TVET students aim so high in Chile?"},{"id":37037373,"work_id":60000311,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":250104,"email":"o***e@glasgow.ac.uk","display_order":-2,"name":"Oscar Valiente","title":"Understanding aspirations: why do secondary TVET students aim so high in Chile?"},{"id":37037374,"work_id":60000311,"tagging_user_id":36212627,"tagged_user_id":6090348,"co_author_invite_id":null,"email":"s***l@glasgow.ac.uk","affiliation":"University of Glasgow","display_order":-1,"name":"Scott A Hurrell","title":"Understanding aspirations: why do secondary TVET students aim so high in Chile?"}],"downloadable_attachments":[{"id":73639649,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/73639649/thumbnails/1.jpg","file_name":"Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile.pdf","download_url":"https://www.academia.edu/attachments/73639649/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Understanding_aspirations_why_do_seconda.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/73639649/Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile-libre.pdf?1635235718=\u0026response-content-disposition=attachment%3B+filename%3DUnderstanding_aspirations_why_do_seconda.pdf\u0026Expires=1733307888\u0026Signature=g18DiAmTj8~lrHQKRJxbSyZMECfo3VApngMezJDh466YxCk2MvcPkpuy71x~Os9GvwddkyzsiY2BOSoBSk1Tw9E6yb44c7sL7VLCNQd-z4BPGIPVZ7dXld-gS2nvIIYpvmRSI98ZXyb4QB6cWl1nqfcfYq8NzoRvBcfgHAUf83TAIOg1CzLLEHyw~e-mj48Mtf9fgvu06dTA-qE1RbvtbyHlQrJBVOyiQStPOGYUHaUd07hHvwbr7xZxBIL~QuNp9OA7suY0SKygukdJXdBMDgJA5e5X~IwOCo0eXUAea4zB0bhWkPt2q1WK~9JEbvyPQgn8BbmksY017OwVzK3D4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":73639649,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/73639649/thumbnails/1.jpg","file_name":"Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile.pdf","download_url":"https://www.academia.edu/attachments/73639649/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Understanding_aspirations_why_do_seconda.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/73639649/Understanding_aspirations_why_do_secondary_TVET_students_aim_so_high_in_Chile-libre.pdf?1635235718=\u0026response-content-disposition=attachment%3B+filename%3DUnderstanding_aspirations_why_do_seconda.pdf\u0026Expires=1733307888\u0026Signature=g18DiAmTj8~lrHQKRJxbSyZMECfo3VApngMezJDh466YxCk2MvcPkpuy71x~Os9GvwddkyzsiY2BOSoBSk1Tw9E6yb44c7sL7VLCNQd-z4BPGIPVZ7dXld-gS2nvIIYpvmRSI98ZXyb4QB6cWl1nqfcfYq8NzoRvBcfgHAUf83TAIOg1CzLLEHyw~e-mj48Mtf9fgvu06dTA-qE1RbvtbyHlQrJBVOyiQStPOGYUHaUd07hHvwbr7xZxBIL~QuNp9OA7suY0SKygukdJXdBMDgJA5e5X~IwOCo0eXUAea4zB0bhWkPt2q1WK~9JEbvyPQgn8BbmksY017OwVzK3D4A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":17369,"name":"Vocational Education","url":"https://www.academia.edu/Documents/in/Vocational_Education"},{"id":46325,"name":"Student Aspirations","url":"https://www.academia.edu/Documents/in/Student_Aspirations"},{"id":224538,"name":"Post-Secondary Education","url":"https://www.academia.edu/Documents/in/Post-Secondary_Education"}],"urls":[{"id":13696897,"url":"https://www.tandfonline.com/doi/pdf/10.1080/13636820.2021.1973543"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49270822"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49270822/The_instrumentation_of_public_subsidies_for_private_schools_Different_regulatory_models_with_concurrent_equity_implications"><img alt="Research paper thumbnail of The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications" class="work-thumbnail" src="https://attachments.academia-assets.com/67654518/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49270822/The_instrumentation_of_public_subsidies_for_private_schools_Different_regulatory_models_with_concurrent_equity_implications">The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a></span></div><div class="wp-workCard_item"><span>European Educational Research Journal</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The availability of public funding for private schools, in both primary and secondary education, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The availability of public funding for private schools, in both primary and secondary education, has become a common feature in a number of OECD countries. The expansion of public subsidies for privately owned schools has consequences that go far beyond the involvement of private actors in the provision of education. These include deepening forms of regulatory governance in educational systems and the blurring of frontiers between public and private education. Public subsidies for privately owned schools have been adopted following diverse rationalities and in pursuit of different goals. In light of the diversity, this research examines the regulatory configurations of private subsidized education provision across OECD countries, from a policy instruments' perspective. Based on a systematic review of the literature, the article identifies four models of regulation of private subsidized education, and analyses why and how these models have been problematized and have evolved accordingly. The paper pays particular attention to recent educational reforms adopted, in most cases, to tackle the equity challenges posed by publicly subsidized private provision. Finally, the paper elaborates on the implications that this form of provision has for public education and the achievement of equity goals, and reflects on the potential and limits of regulatory reforms when confronting these issues.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a1c78618f1dd0b9b4bc7c742a000b9ac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67654518,"asset_id":49270822,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67654518/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49270822"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49270822"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49270822; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49270822]").text(description); $(".js-view-count[data-work-id=49270822]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49270822; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49270822']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49270822, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a1c78618f1dd0b9b4bc7c742a000b9ac" } } $('.js-work-strip[data-work-id=49270822]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49270822,"title":"The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications","translated_title":"","metadata":{"abstract":"The availability of public funding for private schools, in both primary and secondary education, has become a common feature in a number of OECD countries. The expansion of public subsidies for privately owned schools has consequences that go far beyond the involvement of private actors in the provision of education. These include deepening forms of regulatory governance in educational systems and the blurring of frontiers between public and private education. Public subsidies for privately owned schools have been adopted following diverse rationalities and in pursuit of different goals. In light of the diversity, this research examines the regulatory configurations of private subsidized education provision across OECD countries, from a policy instruments' perspective. Based on a systematic review of the literature, the article identifies four models of regulation of private subsidized education, and analyses why and how these models have been problematized and have evolved accordingly. The paper pays particular attention to recent educational reforms adopted, in most cases, to tackle the equity challenges posed by publicly subsidized private provision. Finally, the paper elaborates on the implications that this form of provision has for public education and the achievement of equity goals, and reflects on the potential and limits of regulatory reforms when confronting these issues.","ai_title_tag":"Regulatory Models of Public Subsidies for Private Schools","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"European Educational Research Journal"},"translated_abstract":"The availability of public funding for private schools, in both primary and secondary education, has become a common feature in a number of OECD countries. The expansion of public subsidies for privately owned schools has consequences that go far beyond the involvement of private actors in the provision of education. These include deepening forms of regulatory governance in educational systems and the blurring of frontiers between public and private education. Public subsidies for privately owned schools have been adopted following diverse rationalities and in pursuit of different goals. In light of the diversity, this research examines the regulatory configurations of private subsidized education provision across OECD countries, from a policy instruments' perspective. Based on a systematic review of the literature, the article identifies four models of regulation of private subsidized education, and analyses why and how these models have been problematized and have evolved accordingly. The paper pays particular attention to recent educational reforms adopted, in most cases, to tackle the equity challenges posed by publicly subsidized private provision. Finally, the paper elaborates on the implications that this form of provision has for public education and the achievement of equity goals, and reflects on the potential and limits of regulatory reforms when confronting these issues.","internal_url":"https://www.academia.edu/49270822/The_instrumentation_of_public_subsidies_for_private_schools_Different_regulatory_models_with_concurrent_equity_implications","translated_internal_url":"","created_at":"2021-06-17T03:04:25.929-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36627329,"work_id":49270822,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Antoni Verger","title":"The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications"},{"id":36627330,"work_id":49270822,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":2,"name":"Clara Fontdevila","title":"The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications"}],"downloadable_attachments":[{"id":67654518,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67654518/thumbnails/1.jpg","file_name":"14749041211023339.pdf","download_url":"https://www.academia.edu/attachments/67654518/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_instrumentation_of_public_subsidies.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67654518/14749041211023339-libre.pdf?1623926121=\u0026response-content-disposition=attachment%3B+filename%3DThe_instrumentation_of_public_subsidies.pdf\u0026Expires=1733075827\u0026Signature=ZC6IcPPN-cmcT7GfOwSpK9tDIYGn4tiX~bYJ4hHaqM3Gaa3YdOGnPkegt-Jz4gO1DJVIJi2JvEe1GdkD3UDjzvEyDGReDp~ItfOIYE6W~MuXtDTaewFgwGyNiO6ZcMMQbEfmF5MRrezMjbMLHo3UCgp4xFmB-3BtC3~bUb3ubtbJ0uK8kTJw-ijlVFHbujtykFlsrTj0OGHNbp75HBwx16Z6fPYVR6CJd5iMvcu9KljHYvXopSVt9MqXSscTRpMxPRz3w1DdJxoChTNRP4SppWxMpjbuX~E2G-mOQEWnFHaLScxnZfpNX28jes1yJJnTtqFAOFK8cdbhnOQzoulkpw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_instrumentation_of_public_subsidies_for_private_schools_Different_regulatory_models_with_concurrent_equity_implications","translated_slug":"","page_count":27,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":67654518,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67654518/thumbnails/1.jpg","file_name":"14749041211023339.pdf","download_url":"https://www.academia.edu/attachments/67654518/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_instrumentation_of_public_subsidies.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67654518/14749041211023339-libre.pdf?1623926121=\u0026response-content-disposition=attachment%3B+filename%3DThe_instrumentation_of_public_subsidies.pdf\u0026Expires=1733075827\u0026Signature=ZC6IcPPN-cmcT7GfOwSpK9tDIYGn4tiX~bYJ4hHaqM3Gaa3YdOGnPkegt-Jz4gO1DJVIJi2JvEe1GdkD3UDjzvEyDGReDp~ItfOIYE6W~MuXtDTaewFgwGyNiO6ZcMMQbEfmF5MRrezMjbMLHo3UCgp4xFmB-3BtC3~bUb3ubtbJ0uK8kTJw-ijlVFHbujtykFlsrTj0OGHNbp75HBwx16Z6fPYVR6CJd5iMvcu9KljHYvXopSVt9MqXSscTRpMxPRz3w1DdJxoChTNRP4SppWxMpjbuX~E2G-mOQEWnFHaLScxnZfpNX28jes1yJJnTtqFAOFK8cdbhnOQzoulkpw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13868,"name":"Education and Labor Markets","url":"https://www.academia.edu/Documents/in/Education_and_Labor_Markets"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice"},{"id":21172,"name":"Privatisation","url":"https://www.academia.edu/Documents/in/Privatisation"},{"id":193222,"name":"School Segregation","url":"https://www.academia.edu/Documents/in/School_Segregation"},{"id":604728,"name":"Privatization of Education","url":"https://www.academia.edu/Documents/in/Privatization_of_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="45708606"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/45708606/The_impact_of_the_Covid_19_pandemic_on_education_Rapid_review_of_the_literature_review"><img alt="Research paper thumbnail of The impact of the Covid-19 pandemic on education. Rapid review of the literature review" class="work-thumbnail" src="https://attachments.academia-assets.com/66200025/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/45708606/The_impact_of_the_Covid_19_pandemic_on_education_Rapid_review_of_the_literature_review">The impact of the Covid-19 pandemic on education. Rapid review of the literature review</a></div><div class="wp-workCard_item"><span>British Academy </span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This document synthesises the main findings of a rapid review of the literature relating to the e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This document synthesises the main findings of a rapid review of the literature relating to the effects on education of the COVID-19 pandemic. The objectives of this literature review are twofold. First, to analyse the dimensions and areas of research that have captured the greatest interest in the published academic literature on the impact of the pandemic on the education sector and to summarise the main findings. Second, to identify the main short- and long-term challenges for education as a consequence of the pandemic, based on the evidence available.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="43808ab56fb573589bffb4a004dc8572" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66200025,"asset_id":45708606,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66200025/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="45708606"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="45708606"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45708606; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45708606]").text(description); $(".js-view-count[data-work-id=45708606]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45708606; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='45708606']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 45708606, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "43808ab56fb573589bffb4a004dc8572" } } $('.js-work-strip[data-work-id=45708606]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":45708606,"title":"The impact of the Covid-19 pandemic on education. Rapid review of the literature review","translated_title":"","metadata":{"abstract":"This document synthesises the main findings of a rapid review of the literature relating to the effects on education of the COVID-19 pandemic. The objectives of this literature review are twofold. First, to analyse the dimensions and areas of research that have captured the greatest interest in the published academic literature on the impact of the pandemic on the education sector and to summarise the main findings. Second, to identify the main short- and long-term challenges for education as a consequence of the pandemic, based on the evidence available.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"British Academy "},"translated_abstract":"This document synthesises the main findings of a rapid review of the literature relating to the effects on education of the COVID-19 pandemic. The objectives of this literature review are twofold. First, to analyse the dimensions and areas of research that have captured the greatest interest in the published academic literature on the impact of the pandemic on the education sector and to summarise the main findings. Second, to identify the main short- and long-term challenges for education as a consequence of the pandemic, based on the evidence available.","internal_url":"https://www.academia.edu/45708606/The_impact_of_the_Covid_19_pandemic_on_education_Rapid_review_of_the_literature_review","translated_internal_url":"","created_at":"2021-04-07T03:41:13.687-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":66200025,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66200025/thumbnails/1.jpg","file_name":"COVID_decade_The_impact_on_education_Rapid_review_Adrian_Zancajo_Glasgow.pdf","download_url":"https://www.academia.edu/attachments/66200025/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_impact_of_the_Covid_19_pandemic_on_e.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66200025/COVID_decade_The_impact_on_education_Rapid_review_Adrian_Zancajo_Glasgow-libre.pdf?1617801543=\u0026response-content-disposition=attachment%3B+filename%3DThe_impact_of_the_Covid_19_pandemic_on_e.pdf\u0026Expires=1733307888\u0026Signature=Hc64ja88Cvj9RFu~jDkF3i6bsVyWfEVTTjP525bUYhLJ5u6mrzsq6rDWIJD2RKtt4XqUYNV0LBmPSzR~HumyPUcninRBPO9A3q703Us0gELZT85Vn-rZzhOpKgFUgT7x9LFZEGMrHemQVJy2b8-EvHiBe8OfHEI5gy5TmYZt1klT2Fs-C31exKjcbkBwwRrY-BHAbeNsXiS10unQ7sUhmueyBycX6P-k1oqVc6mFuThn94mPHdkJrqG31Ck3Dr-r7BlA63dOIg5JFabtwyAT1aM1YmWZrL4lqfOHqyK4A8PGIOOCQrO5RFzJr1PurHsxYr~eSeHJS8562l-dZK9i~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_impact_of_the_Covid_19_pandemic_on_education_Rapid_review_of_the_literature_review","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":66200025,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/66200025/thumbnails/1.jpg","file_name":"COVID_decade_The_impact_on_education_Rapid_review_Adrian_Zancajo_Glasgow.pdf","download_url":"https://www.academia.edu/attachments/66200025/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_impact_of_the_Covid_19_pandemic_on_e.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/66200025/COVID_decade_The_impact_on_education_Rapid_review_Adrian_Zancajo_Glasgow-libre.pdf?1617801543=\u0026response-content-disposition=attachment%3B+filename%3DThe_impact_of_the_Covid_19_pandemic_on_e.pdf\u0026Expires=1733307888\u0026Signature=Hc64ja88Cvj9RFu~jDkF3i6bsVyWfEVTTjP525bUYhLJ5u6mrzsq6rDWIJD2RKtt4XqUYNV0LBmPSzR~HumyPUcninRBPO9A3q703Us0gELZT85Vn-rZzhOpKgFUgT7x9LFZEGMrHemQVJy2b8-EvHiBe8OfHEI5gy5TmYZt1klT2Fs-C31exKjcbkBwwRrY-BHAbeNsXiS10unQ7sUhmueyBycX6P-k1oqVc6mFuThn94mPHdkJrqG31Ck3Dr-r7BlA63dOIg5JFabtwyAT1aM1YmWZrL4lqfOHqyK4A8PGIOOCQrO5RFzJr1PurHsxYr~eSeHJS8562l-dZK9i~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3512,"name":"Educational Inequalities (class; race; gender etc)","url":"https://www.academia.edu/Documents/in/Educational_Inequalities_class_race_gender_etc_"}],"urls":[{"id":17499171,"url":"https://www.thebritishacademy.ac.uk/documents/3226/COVID-decade-The-impact-on-education-Rapid-review-Adrian-Zancajo-Glasgow.pdf"},{"id":17499183,"url":"https://www.thebritishacademy.ac.uk/publications/covid-decade-impact-of-the-pandemic-on-education/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44721881"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44721881/Education_markets_and_school_segregation_a_mechanism_based_explanation"><img alt="Research paper thumbnail of Education markets and school segregation: a mechanism-based explanation" class="work-thumbnail" src="https://attachments.academia-assets.com/65203953/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44721881/Education_markets_and_school_segregation_a_mechanism_based_explanation">Education markets and school segregation: a mechanism-based explanation</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item"><span>Compare: A Journal of Comparative and International Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Education markets have spread worldwide over the past few decades. Frequently, the expansion of m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Education markets have spread worldwide over the past few decades. Frequently, the expansion of markets in education is presented by their promoters as a means to improve the opportunities of the most socioeconomically disadvantaged students. However, the evidence available shows that market-oriented policies that enhance competition and choice tend to produce negative effects on equity by boosting school segregation and social stratification among public and private schools. This paper aims to unpack the mechanisms through which market-oriented policies and the involvement of private actors in education can foster the uneven distribution of students from disadvantaged backgrounds. By using a mechanism-based explanation, this paper identifies and describes the functioning of three main mechanisms by which pro-market policies generate school segregation. Finally, the paper addresses the analytical benefits of the mechanism-based approach and reflects on its policy implications regarding market-oriented reforms in education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="01a18193c80566c7f41d1b4975b96ef9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65203953,"asset_id":44721881,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65203953/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44721881"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44721881"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44721881; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44721881]").text(description); $(".js-view-count[data-work-id=44721881]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44721881; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44721881']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44721881, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "01a18193c80566c7f41d1b4975b96ef9" } } $('.js-work-strip[data-work-id=44721881]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44721881,"title":"Education markets and school segregation: a mechanism-based explanation","translated_title":"","metadata":{"doi":"10.1080/03057925.2020.1858272","abstract":"Education markets have spread worldwide over the past few decades. Frequently, the expansion of markets in education is presented by their promoters as a means to improve the opportunities of the most socioeconomically disadvantaged students. However, the evidence available shows that market-oriented policies that enhance competition and choice tend to produce negative effects on equity by boosting school segregation and social stratification among public and private schools. This paper aims to unpack the mechanisms through which market-oriented policies and the involvement of private actors in education can foster the uneven distribution of students from disadvantaged backgrounds. By using a mechanism-based explanation, this paper identifies and describes the functioning of three main mechanisms by which pro-market policies generate school segregation. Finally, the paper addresses the analytical benefits of the mechanism-based approach and reflects on its policy implications regarding market-oriented reforms in education.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Compare: A Journal of Comparative and International Education"},"translated_abstract":"Education markets have spread worldwide over the past few decades. Frequently, the expansion of markets in education is presented by their promoters as a means to improve the opportunities of the most socioeconomically disadvantaged students. However, the evidence available shows that market-oriented policies that enhance competition and choice tend to produce negative effects on equity by boosting school segregation and social stratification among public and private schools. This paper aims to unpack the mechanisms through which market-oriented policies and the involvement of private actors in education can foster the uneven distribution of students from disadvantaged backgrounds. By using a mechanism-based explanation, this paper identifies and describes the functioning of three main mechanisms by which pro-market policies generate school segregation. Finally, the paper addresses the analytical benefits of the mechanism-based approach and reflects on its policy implications regarding market-oriented reforms in education.","internal_url":"https://www.academia.edu/44721881/Education_markets_and_school_segregation_a_mechanism_based_explanation","translated_internal_url":"","created_at":"2020-12-16T23:51:51.845-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36066677,"work_id":44721881,"tagging_user_id":36212627,"tagged_user_id":23928165,"co_author_invite_id":null,"email":"x***l@uab.cat","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Xavier BONAL","title":"Education markets and school segregation: a mechanism-based explanation"}],"downloadable_attachments":[{"id":65203953,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65203953/thumbnails/1.jpg","file_name":"Zancajo_Bonal_2020.pdf","download_url":"https://www.academia.edu/attachments/65203953/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_markets_and_school_segregation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65203953/Zancajo_Bonal_2020-libre.pdf?1608194851=\u0026response-content-disposition=attachment%3B+filename%3DEducation_markets_and_school_segregation.pdf\u0026Expires=1733264004\u0026Signature=OZ846o3OUNQH~qVu33jbN9GygFt7gaG0nAwm4wXpGMBouzj25Zw1ubXWanOzHhxohJjU0hIRoeKdD8mZAlHi9NIstacNPJbxSr8hsvGu7wbQXFQ~ojnfJ632VZo68YQlBlTy1-UQu7ve2LpbIoa6hl8JhMkP-MJ6WGiEO7AbYZdHnw71Gvse5jPdALI1VHl4CIG45eXEEZPuVW-Q1oNphYr311mnrOvrww-60tRyoUdqBb7KpIRrQYqJlE98lqgd83RAC1MUFjYwaUiQxqlvHlFoSdYb9b89yzmhsm4OPcSfkJ1mv1G63ddPOFIJsWtt-K03ox2ky62GFq7wqY5cUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Education_markets_and_school_segregation_a_mechanism_based_explanation","translated_slug":"","page_count":24,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":65203953,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65203953/thumbnails/1.jpg","file_name":"Zancajo_Bonal_2020.pdf","download_url":"https://www.academia.edu/attachments/65203953/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_markets_and_school_segregation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65203953/Zancajo_Bonal_2020-libre.pdf?1608194851=\u0026response-content-disposition=attachment%3B+filename%3DEducation_markets_and_school_segregation.pdf\u0026Expires=1733264004\u0026Signature=OZ846o3OUNQH~qVu33jbN9GygFt7gaG0nAwm4wXpGMBouzj25Zw1ubXWanOzHhxohJjU0hIRoeKdD8mZAlHi9NIstacNPJbxSr8hsvGu7wbQXFQ~ojnfJ632VZo68YQlBlTy1-UQu7ve2LpbIoa6hl8JhMkP-MJ6WGiEO7AbYZdHnw71Gvse5jPdALI1VHl4CIG45eXEEZPuVW-Q1oNphYr311mnrOvrww-60tRyoUdqBb7KpIRrQYqJlE98lqgd83RAC1MUFjYwaUiQxqlvHlFoSdYb9b89yzmhsm4OPcSfkJ1mv1G63ddPOFIJsWtt-K03ox2ky62GFq7wqY5cUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":46644,"name":"Social Inequality","url":"https://www.academia.edu/Documents/in/Social_Inequality"},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":193222,"name":"School Segregation","url":"https://www.academia.edu/Documents/in/School_Segregation"},{"id":604728,"name":"Privatization of Education","url":"https://www.academia.edu/Documents/in/Privatization_of_Education"},{"id":664957,"name":"Markets In Education","url":"https://www.academia.edu/Documents/in/Markets_In_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44646162"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44646162/Student_mobility_and_school_segregation_in_an_un_controlled_choice_system_A_counterfactual_approach"><img alt="Research paper thumbnail of Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach" class="work-thumbnail" src="https://attachments.academia-assets.com/65116292/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44646162/Student_mobility_and_school_segregation_in_an_un_controlled_choice_system_A_counterfactual_approach">Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/RosarioScandurra">Rosario Scandurra</a></span></div><div class="wp-workCard_item"><span>British Educational Research Journal</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article explores the relationship between school choice, student mobility and school segrega...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article explores the relationship between school choice, student mobility and school segregation in Barcelona. The case of Barcelona is particularly interesting because the school admissions policy combines a particular design of catchment area with a significant level of choice options. We work on students and school register datasets for the school year 2016-2017 to observe the association between the socioeconomic characteristics of the students and their residential and educational geographical distribution. The article tests whether recent reforms that have undermined the role of residential proximity in admissions policy have impacted on the school segregation of three groups of socially disadvantaged students (foreign students, students entitled to Free School Meals (FSM) and students who are Recipients of Social Allowances (RSA)). We explore different patterns of mobility between socially disadvantaged and non-disadvantaged students and the impact of opting out from neighbourhood schools on school segregation. By using a counterfactual approach that compares real enrolment with simulated school enrolment in proximity schools, we provide evidence of a significant reduction of school segregation for all socially disadvantaged students, showing the negative effects of the current high number of school choice options. In addition, our analysis shows that school choice boosts remarkably the inequality between public and private sub-sidised schools. The final section of the article reflects on the implications of our findings for potential reforms in the current definition of catchment areas and the overall school choice policy in Barcelona.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3e6b50b82482cca9b5a65f04c5ac7dbf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65116292,"asset_id":44646162,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65116292/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44646162"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44646162"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44646162; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44646162]").text(description); $(".js-view-count[data-work-id=44646162]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44646162; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44646162']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44646162, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3e6b50b82482cca9b5a65f04c5ac7dbf" } } $('.js-work-strip[data-work-id=44646162]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44646162,"title":"Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach","translated_title":"","metadata":{"doi":"10.1002/berj.3694","abstract":"This article explores the relationship between school choice, student mobility and school segregation in Barcelona. The case of Barcelona is particularly interesting because the school admissions policy combines a particular design of catchment area with a significant level of choice options. We work on students and school register datasets for the school year 2016-2017 to observe the association between the socioeconomic characteristics of the students and their residential and educational geographical distribution. The article tests whether recent reforms that have undermined the role of residential proximity in admissions policy have impacted on the school segregation of three groups of socially disadvantaged students (foreign students, students entitled to Free School Meals (FSM) and students who are Recipients of Social Allowances (RSA)). We explore different patterns of mobility between socially disadvantaged and non-disadvantaged students and the impact of opting out from neighbourhood schools on school segregation. By using a counterfactual approach that compares real enrolment with simulated school enrolment in proximity schools, we provide evidence of a significant reduction of school segregation for all socially disadvantaged students, showing the negative effects of the current high number of school choice options. In addition, our analysis shows that school choice boosts remarkably the inequality between public and private sub-sidised schools. The final section of the article reflects on the implications of our findings for potential reforms in the current definition of catchment areas and the overall school choice policy in Barcelona.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"British Educational Research Journal"},"translated_abstract":"This article explores the relationship between school choice, student mobility and school segregation in Barcelona. The case of Barcelona is particularly interesting because the school admissions policy combines a particular design of catchment area with a significant level of choice options. We work on students and school register datasets for the school year 2016-2017 to observe the association between the socioeconomic characteristics of the students and their residential and educational geographical distribution. The article tests whether recent reforms that have undermined the role of residential proximity in admissions policy have impacted on the school segregation of three groups of socially disadvantaged students (foreign students, students entitled to Free School Meals (FSM) and students who are Recipients of Social Allowances (RSA)). We explore different patterns of mobility between socially disadvantaged and non-disadvantaged students and the impact of opting out from neighbourhood schools on school segregation. By using a counterfactual approach that compares real enrolment with simulated school enrolment in proximity schools, we provide evidence of a significant reduction of school segregation for all socially disadvantaged students, showing the negative effects of the current high number of school choice options. In addition, our analysis shows that school choice boosts remarkably the inequality between public and private sub-sidised schools. The final section of the article reflects on the implications of our findings for potential reforms in the current definition of catchment areas and the overall school choice policy in Barcelona.","internal_url":"https://www.academia.edu/44646162/Student_mobility_and_school_segregation_in_an_un_controlled_choice_system_A_counterfactual_approach","translated_internal_url":"","created_at":"2020-12-05T23:38:26.293-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36026062,"work_id":44646162,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach"},{"id":36026063,"work_id":44646162,"tagging_user_id":23928165,"tagged_user_id":2074070,"co_author_invite_id":null,"email":"r***a@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Rosario Scandurra","title":"Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach"}],"downloadable_attachments":[{"id":65116292,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65116292/thumbnails/1.jpg","file_name":"Article_BERJ.pdf","download_url":"https://www.academia.edu/attachments/65116292/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Student_mobility_and_school_segregation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65116292/Article_BERJ-libre.pdf?1607245499=\u0026response-content-disposition=attachment%3B+filename%3DStudent_mobility_and_school_segregation.pdf\u0026Expires=1733264004\u0026Signature=MWhrGuJ5VbPLLeC2f1U7IVmRZsnrg4sN7lvjuLQhB37xpm-Zl~FFUQ05Z-eVAsOTHxqQeRQbZTPrSI2AIoyVFFba3b5BrOdsud89qgZKhsDFGRKX1EXnCTHdOKf4m1GluRz3Dy1LQB6frKT8mlIO4~QdxykIZayZgPjx52ClOgAhTomL5QvtSKTyKvZbMNQouaJfmZ4sCPDqqVE2wquzAQllOBLdHMnUXfGGjtPNafjagyulsEsZYp5lNiRZSzIIg1WQnXKnh~mARUpxz2IhDw1eZwTskJs-UXSvGyHJvLQMzPSYxeB-NmLGUlDfMG1ayc-4xzKSd7KFqSMTakeCUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Student_mobility_and_school_segregation_in_an_un_controlled_choice_system_A_counterfactual_approach","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":65116292,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65116292/thumbnails/1.jpg","file_name":"Article_BERJ.pdf","download_url":"https://www.academia.edu/attachments/65116292/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Student_mobility_and_school_segregation.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65116292/Article_BERJ-libre.pdf?1607245499=\u0026response-content-disposition=attachment%3B+filename%3DStudent_mobility_and_school_segregation.pdf\u0026Expires=1733264004\u0026Signature=MWhrGuJ5VbPLLeC2f1U7IVmRZsnrg4sN7lvjuLQhB37xpm-Zl~FFUQ05Z-eVAsOTHxqQeRQbZTPrSI2AIoyVFFba3b5BrOdsud89qgZKhsDFGRKX1EXnCTHdOKf4m1GluRz3Dy1LQB6frKT8mlIO4~QdxykIZayZgPjx52ClOgAhTomL5QvtSKTyKvZbMNQouaJfmZ4sCPDqqVE2wquzAQllOBLdHMnUXfGGjtPNafjagyulsEsZYp5lNiRZSzIIg1WQnXKnh~mARUpxz2IhDw1eZwTskJs-UXSvGyHJvLQMzPSYxeB-NmLGUlDfMG1ayc-4xzKSd7KFqSMTakeCUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education"},{"id":1362,"name":"Spatial Analysis","url":"https://www.academia.edu/Documents/in/Spatial_Analysis"},{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation"},{"id":7725,"name":"Urban Studies","url":"https://www.academia.edu/Documents/in/Urban_Studies"},{"id":29043,"name":"Urban mobility","url":"https://www.academia.edu/Documents/in/Urban_mobility"},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":79374,"name":"School Choice","url":"https://www.academia.edu/Documents/in/School_Choice"}],"urls":[{"id":9158331,"url":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3694"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44308030"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44308030/Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005_"><img alt="Research paper thumbnail of Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)" class="work-thumbnail" src="https://attachments.academia-assets.com/64693741/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44308030/Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005_">Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)</a></div><div class="wp-workCard_item"><span>Journal of Vocational Education & Training</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Mainstream approaches in comparative education have paid more attention to trends in donors’ prio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Mainstream approaches in comparative education have paid more attention to trends in donors’ priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. Drawing on constructivist political economy and historical institutionalist frameworks, the paper analyses the role played by global development paradigms and ideas in the VET policy reforms adopted in Chile during the period between 1964 and 2005. The study shows how the selective adoption of international development ideas in Chile was mediated by the ideological orientation of national government administrations in each historical period. It also shows how the main goals of VET policies evolved as the economy tertiarised and the demand for education grew among lower social classes. Finally, the paper identifies the military dictatorship as a path-shaping moment in the institutional con- figuration of VET in Chile, as it was able to impose a radical transformation of the system from central planning to decentralised market competition. This profound transformation generated institutional path-dependencies that restricted the capacity of future democratic governments to reverse the market model in VET.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8c40f3bf05d60206c483a7a5954c491e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64693741,"asset_id":44308030,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64693741/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44308030"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44308030"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44308030; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44308030]").text(description); $(".js-view-count[data-work-id=44308030]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44308030; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44308030']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44308030, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8c40f3bf05d60206c483a7a5954c491e" } } $('.js-work-strip[data-work-id=44308030]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44308030,"title":"Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)","translated_title":"","metadata":{"doi":"10.1080/13636820.2020.1833076","abstract":"Mainstream approaches in comparative education have paid more attention to trends in donors’ priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. Drawing on constructivist political economy and historical institutionalist frameworks, the paper analyses the role played by global development paradigms and ideas in the VET policy reforms adopted in Chile during the period between 1964 and 2005. The study shows how the selective adoption of international development ideas in Chile was mediated by the ideological orientation of national government administrations in each historical period. It also shows how the main goals of VET policies evolved as the economy tertiarised and the demand for education grew among lower social classes. Finally, the paper identifies the military dictatorship as a path-shaping moment in the institutional con- figuration of VET in Chile, as it was able to impose a radical transformation of the system from central planning to decentralised market competition. This profound transformation generated institutional path-dependencies that restricted the capacity of future democratic governments to reverse the market model in VET.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Journal of Vocational Education \u0026 Training"},"translated_abstract":"Mainstream approaches in comparative education have paid more attention to trends in donors’ priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. Drawing on constructivist political economy and historical institutionalist frameworks, the paper analyses the role played by global development paradigms and ideas in the VET policy reforms adopted in Chile during the period between 1964 and 2005. The study shows how the selective adoption of international development ideas in Chile was mediated by the ideological orientation of national government administrations in each historical period. It also shows how the main goals of VET policies evolved as the economy tertiarised and the demand for education grew among lower social classes. Finally, the paper identifies the military dictatorship as a path-shaping moment in the institutional con- figuration of VET in Chile, as it was able to impose a radical transformation of the system from central planning to decentralised market competition. This profound transformation generated institutional path-dependencies that restricted the capacity of future democratic governments to reverse the market model in VET.","internal_url":"https://www.academia.edu/44308030/Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005_","translated_internal_url":"","created_at":"2020-10-16T00:51:15.856-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":35838634,"work_id":44308030,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":250104,"email":"o***e@glasgow.ac.uk","display_order":-2,"name":"Oscar Valiente","title":"Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)"},{"id":35838635,"work_id":44308030,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":7125839,"email":"l***v@uahurtado.cl","display_order":-1,"name":"Leandro Sepúlveda","title":"Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)"}],"downloadable_attachments":[{"id":64693741,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64693741/thumbnails/1.jpg","file_name":"Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005.pdf","download_url":"https://www.academia.edu/attachments/64693741/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Development_paradigms_in_the_institution.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64693741/Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005-libre.pdf?1602835510=\u0026response-content-disposition=attachment%3B+filename%3DDevelopment_paradigms_in_the_institution.pdf\u0026Expires=1733307888\u0026Signature=AeRIOOk1ziqZ2nM7tqTHb6ut~W-Pzfc76ouN~2OofSh3isHHzeMP0FFAy1tG3lyuZO92qAikS6zChN9kcTNbpVbVFjc~hD-GwRY-O5mPMz8xDCMYL9n2Okqorlkm1uDSjfHGgAR55TbalciAiO4us4PFAIuBgVDAOBd1nPlXhNJEYxUtarEA8FNk2zm7~jEpI-sTTBDCSu4Pz1nUO9LzlcVf~SNVE759G1KAv0QDav7tBudmSfu4i0SXjLgCgUd1rT-cJ4HqS6n8p36IL5Vp0QRtMV4ub6LMNLc2ssbKxRxiRodcTKxqNwUtB5GdpxUt2h5C40e2RXquH~qPD0lsjQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005_","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":64693741,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64693741/thumbnails/1.jpg","file_name":"Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005.pdf","download_url":"https://www.academia.edu/attachments/64693741/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Development_paradigms_in_the_institution.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64693741/Development_paradigms_in_the_institutional_configuration_of_vocational_education_and_training_in_Chile_1964_2005-libre.pdf?1602835510=\u0026response-content-disposition=attachment%3B+filename%3DDevelopment_paradigms_in_the_institution.pdf\u0026Expires=1733307888\u0026Signature=AeRIOOk1ziqZ2nM7tqTHb6ut~W-Pzfc76ouN~2OofSh3isHHzeMP0FFAy1tG3lyuZO92qAikS6zChN9kcTNbpVbVFjc~hD-GwRY-O5mPMz8xDCMYL9n2Okqorlkm1uDSjfHGgAR55TbalciAiO4us4PFAIuBgVDAOBd1nPlXhNJEYxUtarEA8FNk2zm7~jEpI-sTTBDCSu4Pz1nUO9LzlcVf~SNVE759G1KAv0QDav7tBudmSfu4i0SXjLgCgUd1rT-cJ4HqS6n8p36IL5Vp0QRtMV4ub6LMNLc2ssbKxRxiRodcTKxqNwUtB5GdpxUt2h5C40e2RXquH~qPD0lsjQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":802,"name":"Political Economy","url":"https://www.academia.edu/Documents/in/Political_Economy"},{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":17369,"name":"Vocational Education","url":"https://www.academia.edu/Documents/in/Vocational_Education"},{"id":26329,"name":"Education and Development","url":"https://www.academia.edu/Documents/in/Education_and_Development"},{"id":28743,"name":"Comparative Education","url":"https://www.academia.edu/Documents/in/Comparative_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44181750"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44181750/Elecci%C3%B3n_de_Escuela_Movilidad_y_Segregaci%C3%B3n_Escolar_del_Alumnado_Vulnerable_en_Barcelona"><img alt="Research paper thumbnail of Elección de Escuela, Movilidad y Segregación Escolar del Alumnado Vulnerable en Barcelona" class="work-thumbnail" src="https://attachments.academia-assets.com/64545453/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44181750/Elecci%C3%B3n_de_Escuela_Movilidad_y_Segregaci%C3%B3n_Escolar_del_Alumnado_Vulnerable_en_Barcelona">Elección de Escuela, Movilidad y Segregación Escolar del Alumnado Vulnerable en Barcelona</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo analiza la relación entre elección de escuela, movilidad y segregación escolar del ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo analiza la relación entre elección de escuela, movilidad y segregación escolar del alumnado socialmente desfavorecido en Barcelona. Las particularidades del modelo de zonificación escolar de la ciudad, basado en un complejo sistema de elección restringida pero que otorga un amplio número de opciones de proximidad, lo convierten en un caso único en el que observar la relaciones entre movilidad y desigualdades educativas. A partir de datos de residencia y escolarización del alumnado de educación infantil y primaria el trabajo nos muestra cómo la interacción entre segregación residencial y pautas de movilidad del alumnado es generadora de mayor segregación escolar del alumnado vulnerable, tanto de nivel socioeconómico bajo como de nacionalidad extranjera. Un análisis contrafactual que simula modelos de escolarización basados en mayor proximidad demuestra que la segregación escolar del alumnado vulnerable se reduciría hasta un 50% en escenarios de menor movilidad y mayor escolarización de proximidad. Asimismo, estos escenarios reducirían la desigualdad de escolarización entre escuelas públicas y concertadas. El artículo concluye con una reflexión sobre las implicaciones políticas del análisis. Descriptores: Elección escolar; Segregación escolar; Movilidad; Barcelona; Desigualdad educativa. This article analyzes the relationship between school choice, mobility and school segregation of socially disadvantaged students in Barcelona. The particularities of the city's zoning system and catchment areas, based on a complex model of restricted choice with a wide number of proximity options, make it a unique case to observe the relationship between mobility and educational inequalities. By using data on students' residence and schooling of children in preschool and primary education, the article shows how the interaction between residential segregation and patterns of student mobility generates greater school segregation of both students from low socioeconomic status and foreign students. A counterfactual analysis that simulates schooling models based on greater proximity shows that the school segregation of vulnerable students would be reduced by up to 50% in scenarios of less mobility and greater proximity schooling. Likewise, these scenarios would reduce the inequality of schooling between public and private schools. The article concludes with some reflections on the political implications of the analysis.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="62235c6878bb3c80e2aede58cfbe245c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64545453,"asset_id":44181750,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64545453/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44181750"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44181750"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44181750; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44181750]").text(description); $(".js-view-count[data-work-id=44181750]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44181750; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44181750']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44181750, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "62235c6878bb3c80e2aede58cfbe245c" } } $('.js-work-strip[data-work-id=44181750]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44181750,"title":"Elección de Escuela, Movilidad y Segregación Escolar del Alumnado Vulnerable en Barcelona","translated_title":"","metadata":{"doi":"10.15366/reice2020.18.4.008","issue":"4","volume":"18","abstract":"Este artículo analiza la relación entre elección de escuela, movilidad y segregación escolar del alumnado socialmente desfavorecido en Barcelona. Las particularidades del modelo de zonificación escolar de la ciudad, basado en un complejo sistema de elección restringida pero que otorga un amplio número de opciones de proximidad, lo convierten en un caso único en el que observar la relaciones entre movilidad y desigualdades educativas. A partir de datos de residencia y escolarización del alumnado de educación infantil y primaria el trabajo nos muestra cómo la interacción entre segregación residencial y pautas de movilidad del alumnado es generadora de mayor segregación escolar del alumnado vulnerable, tanto de nivel socioeconómico bajo como de nacionalidad extranjera. Un análisis contrafactual que simula modelos de escolarización basados en mayor proximidad demuestra que la segregación escolar del alumnado vulnerable se reduciría hasta un 50% en escenarios de menor movilidad y mayor escolarización de proximidad. Asimismo, estos escenarios reducirían la desigualdad de escolarización entre escuelas públicas y concertadas. El artículo concluye con una reflexión sobre las implicaciones políticas del análisis. Descriptores: Elección escolar; Segregación escolar; Movilidad; Barcelona; Desigualdad educativa. This article analyzes the relationship between school choice, mobility and school segregation of socially disadvantaged students in Barcelona. The particularities of the city's zoning system and catchment areas, based on a complex model of restricted choice with a wide number of proximity options, make it a unique case to observe the relationship between mobility and educational inequalities. By using data on students' residence and schooling of children in preschool and primary education, the article shows how the interaction between residential segregation and patterns of student mobility generates greater school segregation of both students from low socioeconomic status and foreign students. A counterfactual analysis that simulates schooling models based on greater proximity shows that the school segregation of vulnerable students would be reduced by up to 50% in scenarios of less mobility and greater proximity schooling. Likewise, these scenarios would reduce the inequality of schooling between public and private schools. The article concludes with some reflections on the political implications of the analysis.","page_numbers":"197-218","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación"},"translated_abstract":"Este artículo analiza la relación entre elección de escuela, movilidad y segregación escolar del alumnado socialmente desfavorecido en Barcelona. Las particularidades del modelo de zonificación escolar de la ciudad, basado en un complejo sistema de elección restringida pero que otorga un amplio número de opciones de proximidad, lo convierten en un caso único en el que observar la relaciones entre movilidad y desigualdades educativas. A partir de datos de residencia y escolarización del alumnado de educación infantil y primaria el trabajo nos muestra cómo la interacción entre segregación residencial y pautas de movilidad del alumnado es generadora de mayor segregación escolar del alumnado vulnerable, tanto de nivel socioeconómico bajo como de nacionalidad extranjera. Un análisis contrafactual que simula modelos de escolarización basados en mayor proximidad demuestra que la segregación escolar del alumnado vulnerable se reduciría hasta un 50% en escenarios de menor movilidad y mayor escolarización de proximidad. Asimismo, estos escenarios reducirían la desigualdad de escolarización entre escuelas públicas y concertadas. El artículo concluye con una reflexión sobre las implicaciones políticas del análisis. Descriptores: Elección escolar; Segregación escolar; Movilidad; Barcelona; Desigualdad educativa. This article analyzes the relationship between school choice, mobility and school segregation of socially disadvantaged students in Barcelona. The particularities of the city's zoning system and catchment areas, based on a complex model of restricted choice with a wide number of proximity options, make it a unique case to observe the relationship between mobility and educational inequalities. By using data on students' residence and schooling of children in preschool and primary education, the article shows how the interaction between residential segregation and patterns of student mobility generates greater school segregation of both students from low socioeconomic status and foreign students. A counterfactual analysis that simulates schooling models based on greater proximity shows that the school segregation of vulnerable students would be reduced by up to 50% in scenarios of less mobility and greater proximity schooling. Likewise, these scenarios would reduce the inequality of schooling between public and private schools. The article concludes with some reflections on the political implications of the analysis.","internal_url":"https://www.academia.edu/44181750/Elecci%C3%B3n_de_Escuela_Movilidad_y_Segregaci%C3%B3n_Escolar_del_Alumnado_Vulnerable_en_Barcelona","translated_internal_url":"","created_at":"2020-09-28T05:42:10.556-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":35767947,"work_id":44181750,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Elección de Escuela, Movilidad y Segregación Escolar del Alumnado Vulnerable en Barcelona"}],"downloadable_attachments":[{"id":64545453,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64545453/thumbnails/1.jpg","file_name":"REICE_Bonal\u0026Zancajo.pdf","download_url":"https://www.academia.edu/attachments/64545453/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Eleccion_de_Escuela_Movilidad_y_Segregac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64545453/REICE_Bonal_Zancajo-libre.pdf?1601322807=\u0026response-content-disposition=attachment%3B+filename%3DEleccion_de_Escuela_Movilidad_y_Segregac.pdf\u0026Expires=1732811777\u0026Signature=dpb5R~8-4nUQhGHkxqCDx5yiNfMflsafPfNiyVe3LxezP3VfaFFwS~94S5j2X1tQZ~fwnQe5-eGOIiFQIdfXIaVXnYS7Fp96pKy2AWdIEJ69gZszc6SfYhI4Yt9woGrd1RtmFk0mH1BPxRxg4qtbOVMYQMFLDVajmGdJJrdwuHvfLK~DZhP5b0DrsomQcyMHQanrrnVSB~ZZbUqnkeD1-TSqi3IASLomdffb82DgPvRbVib8QNOyqjRshofp6WYjS03BGJnEWu1RzFijOByGQIXAnZJCDSVwvvBeBmWt49Rqh3u~XYdURgKvQ6cN~THAvkCemGrL-RNGT1zdNPKqHQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Elección_de_Escuela_Movilidad_y_Segregación_Escolar_del_Alumnado_Vulnerable_en_Barcelona","translated_slug":"","page_count":1,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":64545453,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64545453/thumbnails/1.jpg","file_name":"REICE_Bonal\u0026Zancajo.pdf","download_url":"https://www.academia.edu/attachments/64545453/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Eleccion_de_Escuela_Movilidad_y_Segregac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64545453/REICE_Bonal_Zancajo-libre.pdf?1601322807=\u0026response-content-disposition=attachment%3B+filename%3DEleccion_de_Escuela_Movilidad_y_Segregac.pdf\u0026Expires=1732811777\u0026Signature=dpb5R~8-4nUQhGHkxqCDx5yiNfMflsafPfNiyVe3LxezP3VfaFFwS~94S5j2X1tQZ~fwnQe5-eGOIiFQIdfXIaVXnYS7Fp96pKy2AWdIEJ69gZszc6SfYhI4Yt9woGrd1RtmFk0mH1BPxRxg4qtbOVMYQMFLDVajmGdJJrdwuHvfLK~DZhP5b0DrsomQcyMHQanrrnVSB~ZZbUqnkeD1-TSqi3IASLomdffb82DgPvRbVib8QNOyqjRshofp6WYjS03BGJnEWu1RzFijOByGQIXAnZJCDSVwvvBeBmWt49Rqh3u~XYdURgKvQ6cN~THAvkCemGrL-RNGT1zdNPKqHQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation"},{"id":46644,"name":"Social Inequality","url":"https://www.academia.edu/Documents/in/Social_Inequality"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n"},{"id":153338,"name":"Desigualdades Sociales","url":"https://www.academia.edu/Documents/in/Desigualdades_Sociales"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41262081"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41262081/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform"><img alt="Research paper thumbnail of Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform" class="work-thumbnail" src="https://attachments.academia-assets.com/61483176/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41262081/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform">Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform</a></div><div class="wp-workCard_item"><span>National Center for the Study of Privatization in Education (Working Paper)</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent decades, privatization and market policies in education have expanded globally. Neverth...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties.<br /><br />This paper aims to interrogate the process of policy adoption of this reform from a political economy perspective, identifying which drivers, mechanisms and actors have been influential in fostering or resisting the reform. The evidence presented is based on two methods of inquiry: on the one hand, a document analysis (n = 30) of the most relevant policy documents produced during the reform; and on the other hand, semi-structured interviews conducted with key stakeholders (n = 37) directly or indirectly involved in the process of reform. The findings show how the narratives that emerged to justify the need for reform have combined concerns about the education sector, but also how educational inequalities can affect the economic and social development of the country. Although the reform initially attracted a high level of public support, the policy formulation phase was characterized by the emergence of an important opposition movement led by a diverse range of actors, including right-wing parties and private providers but also families and a significant proportion of public opinion. The final legal reform approved was significantly influenced by the emerging opposition but also by the financial, institutional and technical restrictions that the reform faced. The discussion here will lastly elaborate on the implications of the Chilean process of education market regulation from a political economy perspective, as well as the main challenges and barriers that these processes of reform can face during policy adoption.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ef632158ff3a58d720de03d2e8738b05" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61483176,"asset_id":41262081,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61483176/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41262081"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41262081"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41262081; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41262081]").text(description); $(".js-view-count[data-work-id=41262081]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41262081; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41262081']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41262081, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ef632158ff3a58d720de03d2e8738b05" } } $('.js-work-strip[data-work-id=41262081]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41262081,"title":"Drivers and Hurdles to the Regulation of Education Markets: The Political Economy of Chilean Reform","translated_title":"","metadata":{"abstract":"In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties.\n\nThis paper aims to interrogate the process of policy adoption of this reform from a political economy perspective, identifying which drivers, mechanisms and actors have been influential in fostering or resisting the reform. The evidence presented is based on two methods of inquiry: on the one hand, a document analysis (n = 30) of the most relevant policy documents produced during the reform; and on the other hand, semi-structured interviews conducted with key stakeholders (n = 37) directly or indirectly involved in the process of reform. The findings show how the narratives that emerged to justify the need for reform have combined concerns about the education sector, but also how educational inequalities can affect the economic and social development of the country. Although the reform initially attracted a high level of public support, the policy formulation phase was characterized by the emergence of an important opposition movement led by a diverse range of actors, including right-wing parties and private providers but also families and a significant proportion of public opinion. The final legal reform approved was significantly influenced by the emerging opposition but also by the financial, institutional and technical restrictions that the reform faced. The discussion here will lastly elaborate on the implications of the Chilean process of education market regulation from a political economy perspective, as well as the main challenges and barriers that these processes of reform can face during policy adoption.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"National Center for the Study of Privatization in Education (Working Paper)"},"translated_abstract":"In recent decades, privatization and market policies in education have expanded globally. Nevertheless, both national and international actors have become increasingly concerned about the negative impact of these policies on social and educational equity, and point out the need for more effective regulations to attenuate market dynamics in education. In this context, a new government came to power in Chile in 2014 with an agenda for structural education reforms. One of the most emblematic initiatives of this process (Inclusion Law) consisted of a new regulatory framework for the basic education market, prohibiting selective admissions, mandatory add-on tuition fees and the possibility of schools operating for profit. The main objective of this process of education market regulation was to tackle the high level of inequalities and school segregation, which have characterized the Chilean education system since the adoption of neoliberal reforms in the eighties.\n\nThis paper aims to interrogate the process of policy adoption of this reform from a political economy perspective, identifying which drivers, mechanisms and actors have been influential in fostering or resisting the reform. The evidence presented is based on two methods of inquiry: on the one hand, a document analysis (n = 30) of the most relevant policy documents produced during the reform; and on the other hand, semi-structured interviews conducted with key stakeholders (n = 37) directly or indirectly involved in the process of reform. The findings show how the narratives that emerged to justify the need for reform have combined concerns about the education sector, but also how educational inequalities can affect the economic and social development of the country. Although the reform initially attracted a high level of public support, the policy formulation phase was characterized by the emergence of an important opposition movement led by a diverse range of actors, including right-wing parties and private providers but also families and a significant proportion of public opinion. The final legal reform approved was significantly influenced by the emerging opposition but also by the financial, institutional and technical restrictions that the reform faced. The discussion here will lastly elaborate on the implications of the Chilean process of education market regulation from a political economy perspective, as well as the main challenges and barriers that these processes of reform can face during policy adoption.","internal_url":"https://www.academia.edu/41262081/Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform","translated_internal_url":"","created_at":"2019-12-11T01:45:36.520-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61483176,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61483176/thumbnails/1.jpg","file_name":"WP23920191211-93865-1i35n60.pdf","download_url":"https://www.academia.edu/attachments/61483176/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Drivers_and_Hurdles_to_the_Regulation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61483176/WP23920191211-93865-1i35n60-libre.pdf?1576060046=\u0026response-content-disposition=attachment%3B+filename%3DDrivers_and_Hurdles_to_the_Regulation_of.pdf\u0026Expires=1733307888\u0026Signature=apPTcVna6nZLN~AiI-g7bvQr1Jd7L6sN3pF4TpYotb-i~nz8rgifi4dveVFK5CxAJ~ZKyR2JZhzwBZrVKRJJAT6Ch2Kp7Nwie6-TCwzvTclTYfkfzisxx9jncMuHaCNg18SmEWE0hYEV0MHIEOPGJ9xILKh62vuluJ-FHZ5ie24gIYJxx7d4UXA4s3td5HG5f2fMDS6hnEk7QmrnZ6D7ROaQP4h7zdMRATaXl1GevUT78tHAN31EK7qAitClE1QWL-1ZBqoLEczdSyNM5Qkhsl8nVJZvYacWUVBQjrejgZFo~cWQ7sMpxhRrGx9J31Rk48SOAy8PgYW0AgSHsF~1PQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Drivers_and_Hurdles_to_the_Regulation_of_Education_Markets_The_Political_Economy_of_Chilean_Reform","translated_slug":"","page_count":39,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":61483176,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61483176/thumbnails/1.jpg","file_name":"WP23920191211-93865-1i35n60.pdf","download_url":"https://www.academia.edu/attachments/61483176/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Drivers_and_Hurdles_to_the_Regulation_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61483176/WP23920191211-93865-1i35n60-libre.pdf?1576060046=\u0026response-content-disposition=attachment%3B+filename%3DDrivers_and_Hurdles_to_the_Regulation_of.pdf\u0026Expires=1733307888\u0026Signature=apPTcVna6nZLN~AiI-g7bvQr1Jd7L6sN3pF4TpYotb-i~nz8rgifi4dveVFK5CxAJ~ZKyR2JZhzwBZrVKRJJAT6Ch2Kp7Nwie6-TCwzvTclTYfkfzisxx9jncMuHaCNg18SmEWE0hYEV0MHIEOPGJ9xILKh62vuluJ-FHZ5ie24gIYJxx7d4UXA4s3td5HG5f2fMDS6hnEk7QmrnZ6D7ROaQP4h7zdMRATaXl1GevUT78tHAN31EK7qAitClE1QWL-1ZBqoLEczdSyNM5Qkhsl8nVJZvYacWUVBQjrejgZFo~cWQ7sMpxhRrGx9J31Rk48SOAy8PgYW0AgSHsF~1PQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40685734"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40685734/Education_Markets_and_Schools_Mechanisms_of_Exclusion_The_Case_of_Chile"><img alt="Research paper thumbnail of Education Markets and Schools’ Mechanisms of Exclusion: The Case of Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/60968640/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40685734/Education_Markets_and_Schools_Mechanisms_of_Exclusion_The_Case_of_Chile">Education Markets and Schools’ Mechanisms of Exclusion: The Case of Chile</a></div><div class="wp-workCard_item"><span>Education Policy Analysis Archives</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Education market advocates frequently argue that socioeconomically disadvantaged students could b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Education market advocates frequently argue that socioeconomically disadvantaged students could be the main beneficiaries of privatization and market policies. However, the international evidence has shown how privatization and pro-market policies have a negative impact in terms of equity, which particularly affect socioeconomically disadvantaged populations, increase school segregation and stratification, and foster educational inequalities. The main objective of this paper is to analyze how the responses developed by educational providers in marketized environments especially impact poor populations and can act as mechanisms of exclusion. In this context, Chile is an optimal case study due to the extreme version of privatization and market policies it adopted four decades ago. Based on the case study of two municipalities in Chile, which represent two local education markets, the presented evidence combines in-depth interviews with school principals and families. The paper analyses how schools’ responses in the context of a competitive environment produce, among other effects, processes of exclusion affecting students from low socioeconomic backgrounds, foster school segregation and increase educational inequalities. Finally, the paper elaborates on the limits of education markets and privatization policies, as well as market regulation reforms, in providing better educational opportunities to socioeconomically disadvantaged students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fdd398d0994a162fdb1e3b07fb3b8816" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60968640,"asset_id":40685734,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60968640/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40685734"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40685734"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40685734; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40685734]").text(description); $(".js-view-count[data-work-id=40685734]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40685734; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40685734']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40685734, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fdd398d0994a162fdb1e3b07fb3b8816" } } $('.js-work-strip[data-work-id=40685734]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40685734,"title":"Education Markets and Schools’ Mechanisms of Exclusion: The Case of Chile","translated_title":"","metadata":{"doi":"10.14507/epaa.27.4318","abstract":"Education market advocates frequently argue that socioeconomically disadvantaged students could be the main beneficiaries of privatization and market policies. However, the international evidence has shown how privatization and pro-market policies have a negative impact in terms of equity, which particularly affect socioeconomically disadvantaged populations, increase school segregation and stratification, and foster educational inequalities. The main objective of this paper is to analyze how the responses developed by educational providers in marketized environments especially impact poor populations and can act as mechanisms of exclusion. In this context, Chile is an optimal case study due to the extreme version of privatization and market policies it adopted four decades ago. Based on the case study of two municipalities in Chile, which represent two local education markets, the presented evidence combines in-depth interviews with school principals and families. The paper analyses how schools’ responses in the context of a competitive environment produce, among other effects, processes of exclusion affecting students from low socioeconomic backgrounds, foster school segregation and increase educational inequalities. Finally, the paper elaborates on the limits of education markets and privatization policies, as well as market regulation reforms, in providing better educational opportunities to socioeconomically disadvantaged students.\n","ai_title_tag":"Impacts of Education Markets on Exclusion in Chile","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Education Policy Analysis Archives"},"translated_abstract":"Education market advocates frequently argue that socioeconomically disadvantaged students could be the main beneficiaries of privatization and market policies. However, the international evidence has shown how privatization and pro-market policies have a negative impact in terms of equity, which particularly affect socioeconomically disadvantaged populations, increase school segregation and stratification, and foster educational inequalities. The main objective of this paper is to analyze how the responses developed by educational providers in marketized environments especially impact poor populations and can act as mechanisms of exclusion. In this context, Chile is an optimal case study due to the extreme version of privatization and market policies it adopted four decades ago. Based on the case study of two municipalities in Chile, which represent two local education markets, the presented evidence combines in-depth interviews with school principals and families. The paper analyses how schools’ responses in the context of a competitive environment produce, among other effects, processes of exclusion affecting students from low socioeconomic backgrounds, foster school segregation and increase educational inequalities. Finally, the paper elaborates on the limits of education markets and privatization policies, as well as market regulation reforms, in providing better educational opportunities to socioeconomically disadvantaged students.\n","internal_url":"https://www.academia.edu/40685734/Education_Markets_and_Schools_Mechanisms_of_Exclusion_The_Case_of_Chile","translated_internal_url":"","created_at":"2019-10-21T02:10:39.263-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":60968640,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60968640/thumbnails/1.jpg","file_name":"4318-20301-1-PB20191021-76536-nsuod1.pdf","download_url":"https://www.academia.edu/attachments/60968640/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_Markets_and_Schools_Mechanisms.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60968640/4318-20301-1-PB20191021-76536-nsuod1-libre.pdf?1571649539=\u0026response-content-disposition=attachment%3B+filename%3DEducation_Markets_and_Schools_Mechanisms.pdf\u0026Expires=1733307888\u0026Signature=IvjzThgbWkYq9KIijV4ec24iqQM0yc1UWLDsptQN3uzO7yW-sJ6ZiW8VClxcU~nOgLV-2r6dOv0iSE85KqojOW0o7fGlMzfLtird-4zzCwf9x6wmfFzXdkT9Iu~DfA-3-53ypT1wbNjeKhc~IJNHIp6tPRQmKwvDoeN2Fy~SZkZMuCOwpm1jHFVX2q5TVRKQQhbHLCfS~EbeXnZD6ZzPk1afGVYEMWaELHmV6L~ixuC7~mkgX9hOl1437hx3F-99g0Vm8XDrBdtqqfwaHX1lihqFDvKf4Xsww-~OWeKqJA00qYqoIhJk~2CPyffXRFo1Q9h1cJm7-ASPAj55Lp5dvA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Education_Markets_and_Schools_Mechanisms_of_Exclusion_The_Case_of_Chile","translated_slug":"","page_count":37,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":60968640,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60968640/thumbnails/1.jpg","file_name":"4318-20301-1-PB20191021-76536-nsuod1.pdf","download_url":"https://www.academia.edu/attachments/60968640/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_Markets_and_Schools_Mechanisms.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60968640/4318-20301-1-PB20191021-76536-nsuod1-libre.pdf?1571649539=\u0026response-content-disposition=attachment%3B+filename%3DEducation_Markets_and_Schools_Mechanisms.pdf\u0026Expires=1733307888\u0026Signature=IvjzThgbWkYq9KIijV4ec24iqQM0yc1UWLDsptQN3uzO7yW-sJ6ZiW8VClxcU~nOgLV-2r6dOv0iSE85KqojOW0o7fGlMzfLtird-4zzCwf9x6wmfFzXdkT9Iu~DfA-3-53ypT1wbNjeKhc~IJNHIp6tPRQmKwvDoeN2Fy~SZkZMuCOwpm1jHFVX2q5TVRKQQhbHLCfS~EbeXnZD6ZzPk1afGVYEMWaELHmV6L~ixuC7~mkgX9hOl1437hx3F-99g0Vm8XDrBdtqqfwaHX1lihqFDvKf4Xsww-~OWeKqJA00qYqoIhJk~2CPyffXRFo1Q9h1cJm7-ASPAj55Lp5dvA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":604728,"name":"Privatization of Education","url":"https://www.academia.edu/Documents/in/Privatization_of_Education"},{"id":664957,"name":"Markets In Education","url":"https://www.academia.edu/Documents/in/Markets_In_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40650905"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40650905/Schools_in_the_Marketplace_Analysis_of_School_Supply_Responses_in_the_Chilean_Education_Market"><img alt="Research paper thumbnail of Schools in the Marketplace: Analysis of School Supply Responses in the Chilean Education Market" class="work-thumbnail" src="https://attachments.academia-assets.com/61396305/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40650905/Schools_in_the_Marketplace_Analysis_of_School_Supply_Responses_in_the_Chilean_Education_Market">Schools in the Marketplace: Analysis of School Supply Responses in the Chilean Education Market</a></div><div class="wp-workCard_item"><span>Educational Policy</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents the findings of research focused on schools' responses to competitive environ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents the findings of research focused on schools' responses to competitive environments. Using the Chilean education market as a case study, the paper analyzes not only the responses developed by schools in different domains in the face of competitive incentives but also their diversity, as well as motivations, rationalities and objectives behind these responses. The findings also show how different mediating factors at the school and local levels are essential to any understanding of the capacity of market-oriented policies to alter the behavior of schools and obtain the expected results in terms of equity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9143e3319c87d03c8b778486e06fef5c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61396305,"asset_id":40650905,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61396305/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40650905"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40650905"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40650905; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40650905]").text(description); $(".js-view-count[data-work-id=40650905]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40650905; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40650905']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40650905, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9143e3319c87d03c8b778486e06fef5c" } } $('.js-work-strip[data-work-id=40650905]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40650905,"title":"Schools in the Marketplace: Analysis of School Supply Responses in the Chilean Education Market","translated_title":"","metadata":{"doi":"10.1177/0895904819881781","abstract":"This paper presents the findings of research focused on schools' responses to competitive environments. Using the Chilean education market as a case study, the paper analyzes not only the responses developed by schools in different domains in the face of competitive incentives but also their diversity, as well as motivations, rationalities and objectives behind these responses. The findings also show how different mediating factors at the school and local levels are essential to any understanding of the capacity of market-oriented policies to alter the behavior of schools and obtain the expected results in terms of equity.","ai_title_tag":"Chilean Schools' Responses to Educational Market Competition","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Educational Policy"},"translated_abstract":"This paper presents the findings of research focused on schools' responses to competitive environments. Using the Chilean education market as a case study, the paper analyzes not only the responses developed by schools in different domains in the face of competitive incentives but also their diversity, as well as motivations, rationalities and objectives behind these responses. The findings also show how different mediating factors at the school and local levels are essential to any understanding of the capacity of market-oriented policies to alter the behavior of schools and obtain the expected results in terms of equity.","internal_url":"https://www.academia.edu/40650905/Schools_in_the_Marketplace_Analysis_of_School_Supply_Responses_in_the_Chilean_Education_Market","translated_internal_url":"","created_at":"2019-10-17T07:00:34.023-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61396305,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61396305/thumbnails/1.jpg","file_name":"0895904819881781.pdf","download_url":"https://www.academia.edu/attachments/61396305/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Schools_in_the_Marketplace_Analysis_of_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61396305/0895904819881781-libre.pdf?1575281030=\u0026response-content-disposition=attachment%3B+filename%3DSchools_in_the_Marketplace_Analysis_of_S.pdf\u0026Expires=1733307888\u0026Signature=C18Q8DMWZmd2KIzQlAX2h174rpUWUFSJ4sK7r2yaFpFKWNOspOjq0TYvNfdrVZrlAUgTHRETmUKCNPPJoiY5tkpdXJGfDaWtnbFKdotVmJ3bF5v377g~YYYHNMG0Hn7Od1UIfZxEaDdJ7AkSr4TSWDeIQPVcCNos~5A2M92EqT-rikHqjrlOU-CnL5a5KXDW9-Dxp2wmK6Llyu8ocsDBbyxpRCyFl7I8gMig6tVhA97yXl39kP0cafXKY~V8-803fSYk3EkHdP4XRjPH9V1aCrTv4~AAwXxS~0gVWPOzA9W5jurK68NBco5C40NvqupFWX781Nr8ZDGdl8DVX4q1JA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Schools_in_the_Marketplace_Analysis_of_School_Supply_Responses_in_the_Chilean_Education_Market","translated_slug":"","page_count":22,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":61396305,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61396305/thumbnails/1.jpg","file_name":"0895904819881781.pdf","download_url":"https://www.academia.edu/attachments/61396305/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Schools_in_the_Marketplace_Analysis_of_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61396305/0895904819881781-libre.pdf?1575281030=\u0026response-content-disposition=attachment%3B+filename%3DSchools_in_the_Marketplace_Analysis_of_S.pdf\u0026Expires=1733307888\u0026Signature=C18Q8DMWZmd2KIzQlAX2h174rpUWUFSJ4sK7r2yaFpFKWNOspOjq0TYvNfdrVZrlAUgTHRETmUKCNPPJoiY5tkpdXJGfDaWtnbFKdotVmJ3bF5v377g~YYYHNMG0Hn7Od1UIfZxEaDdJ7AkSr4TSWDeIQPVcCNos~5A2M92EqT-rikHqjrlOU-CnL5a5KXDW9-Dxp2wmK6Llyu8ocsDBbyxpRCyFl7I8gMig6tVhA97yXl39kP0cafXKY~V8-803fSYk3EkHdP4XRjPH9V1aCrTv4~AAwXxS~0gVWPOzA9W5jurK68NBco5C40NvqupFWX781Nr8ZDGdl8DVX4q1JA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":664957,"name":"Markets In Education","url":"https://www.academia.edu/Documents/in/Markets_In_Education"},{"id":2326287,"name":"School Competition","url":"https://www.academia.edu/Documents/in/School_Competition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40637548"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40637548/The_coordination_of_skill_supply_and_demand_in_the_market_model_of_skill_formation_testing_the_assumptions_for_the_case_of_Chile"><img alt="Research paper thumbnail of The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/60918665/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40637548/The_coordination_of_skill_supply_and_demand_in_the_market_model_of_skill_formation_testing_the_assumptions_for_the_case_of_Chile">The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ub.academia.edu/JudithJacovkis">Judith Jacovkis</a></span></div><div class="wp-workCard_item"><span>International Journal of Lifelong Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The importance of skill formation for young people and the challenges of youth unemployment and u...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The importance of skill formation for young people and the challenges of<br />youth unemployment and underemployment are at the forefront of global<br />development agendas. However, there is still an open debate about the<br />most adequate policy frameworks to tackle these societal challenges and,<br />particularly, about the role that the state and the market should play in the<br />coordination of skills supply and demand. Taking Chile as a case study, the<br />paper analyses how the market model of skill formation is re-contextualised by practitioners and other stakeholders at the local level. Through a realist evaluation approach, the paper tests to what extent the underlying theoretical assumptions of the market model hold up when confronted with the reality of the contexts in which young people, education providers and employers make decisions. The case of Chile is particularly interesting for the comparative literature because of its extreme neoliberal orientation and the centrality of the market in the allocation of resources and opportunities among different social groups. The findings show the limitations of the market for coordinating the supply and demand of skills and its negative consequences on the educational and work prospects of young people, especially the most disadvantaged.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="453e04aa622a5e195dbe6df9e2c3c4ed" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60918665,"asset_id":40637548,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60918665/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40637548"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40637548"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40637548; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40637548]").text(description); $(".js-view-count[data-work-id=40637548]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40637548; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40637548']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40637548, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "453e04aa622a5e195dbe6df9e2c3c4ed" } } $('.js-work-strip[data-work-id=40637548]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40637548,"title":"The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile","translated_title":"","metadata":{"doi":"10.1080/02601370.2019.1678692","abstract":"The importance of skill formation for young people and the challenges of\nyouth unemployment and underemployment are at the forefront of global\ndevelopment agendas. However, there is still an open debate about the\nmost adequate policy frameworks to tackle these societal challenges and,\nparticularly, about the role that the state and the market should play in the\ncoordination of skills supply and demand. Taking Chile as a case study, the\npaper analyses how the market model of skill formation is re-contextualised by practitioners and other stakeholders at the local level. Through a realist evaluation approach, the paper tests to what extent the underlying theoretical assumptions of the market model hold up when confronted with the reality of the contexts in which young people, education providers and employers make decisions. The case of Chile is particularly interesting for the comparative literature because of its extreme neoliberal orientation and the centrality of the market in the allocation of resources and opportunities among different social groups. The findings show the limitations of the market for coordinating the supply and demand of skills and its negative consequences on the educational and work prospects of young people, especially the most disadvantaged.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"International Journal of Lifelong Education"},"translated_abstract":"The importance of skill formation for young people and the challenges of\nyouth unemployment and underemployment are at the forefront of global\ndevelopment agendas. However, there is still an open debate about the\nmost adequate policy frameworks to tackle these societal challenges and,\nparticularly, about the role that the state and the market should play in the\ncoordination of skills supply and demand. Taking Chile as a case study, the\npaper analyses how the market model of skill formation is re-contextualised by practitioners and other stakeholders at the local level. Through a realist evaluation approach, the paper tests to what extent the underlying theoretical assumptions of the market model hold up when confronted with the reality of the contexts in which young people, education providers and employers make decisions. The case of Chile is particularly interesting for the comparative literature because of its extreme neoliberal orientation and the centrality of the market in the allocation of resources and opportunities among different social groups. The findings show the limitations of the market for coordinating the supply and demand of skills and its negative consequences on the educational and work prospects of young people, especially the most disadvantaged.","internal_url":"https://www.academia.edu/40637548/The_coordination_of_skill_supply_and_demand_in_the_market_model_of_skill_formation_testing_the_assumptions_for_the_case_of_Chile","translated_internal_url":"","created_at":"2019-10-16T04:20:23.392-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":33157182,"work_id":40637548,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":250104,"email":"o***e@glasgow.ac.uk","display_order":-1,"name":"Oscar Valiente","title":"The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile"},{"id":33157183,"work_id":40637548,"tagging_user_id":36212627,"tagged_user_id":48325337,"co_author_invite_id":null,"email":"j***s@gmail.com","affiliation":"Universitat de Barcelona","display_order":1,"name":"Judith Jacovkis","title":"The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile"}],"downloadable_attachments":[{"id":60918665,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60918665/thumbnails/1.jpg","file_name":"The_coordination_of_skill_supply_and_demand_in_the_market_model20191016-10065-16ds0gu.pdf","download_url":"https://www.academia.edu/attachments/60918665/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_coordination_of_skill_supply_and_dem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60918665/The_coordination_of_skill_supply_and_demand_in_the_market_model20191016-10065-16ds0gu-libre.pdf?1571226218=\u0026response-content-disposition=attachment%3B+filename%3DThe_coordination_of_skill_supply_and_dem.pdf\u0026Expires=1733264004\u0026Signature=AxP2KaSBrbXLFqoapZhd5ER9Kn6PCQYOKhw-Ns4y1f1MFFbyNZKBvZJMAwqxkW2l3O-4y-WH6SoVu0RAj3r4R1GqMYoXD4tCABI0Hmj8JAGKew23Tdy7enznnMcl4n00xClJedq90Z3EuTdXWnCazZ2Xq4zDDQiZEBjuyYDq0kitW1I-PVMxA9DcmUPkPm0JFU6pM1QfWyhzLjSsdxErPSzapId1WTwPbr-pykbbyFOkD6xRJfhz0Nf4k-7XeONKgnmciWwVJBbX3lLPs30~xjulyVwj~wZSKZJ0nCb9kSuAGVDBpI5nc5kIqqhh3xGBwzZyjvPBi2nSgJo0b7BWug__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_coordination_of_skill_supply_and_demand_in_the_market_model_of_skill_formation_testing_the_assumptions_for_the_case_of_Chile","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":60918665,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60918665/thumbnails/1.jpg","file_name":"The_coordination_of_skill_supply_and_demand_in_the_market_model20191016-10065-16ds0gu.pdf","download_url":"https://www.academia.edu/attachments/60918665/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_coordination_of_skill_supply_and_dem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60918665/The_coordination_of_skill_supply_and_demand_in_the_market_model20191016-10065-16ds0gu-libre.pdf?1571226218=\u0026response-content-disposition=attachment%3B+filename%3DThe_coordination_of_skill_supply_and_dem.pdf\u0026Expires=1733264004\u0026Signature=AxP2KaSBrbXLFqoapZhd5ER9Kn6PCQYOKhw-Ns4y1f1MFFbyNZKBvZJMAwqxkW2l3O-4y-WH6SoVu0RAj3r4R1GqMYoXD4tCABI0Hmj8JAGKew23Tdy7enznnMcl4n00xClJedq90Z3EuTdXWnCazZ2Xq4zDDQiZEBjuyYDq0kitW1I-PVMxA9DcmUPkPm0JFU6pM1QfWyhzLjSsdxErPSzapId1WTwPbr-pykbbyFOkD6xRJfhz0Nf4k-7XeONKgnmciWwVJBbX3lLPs30~xjulyVwj~wZSKZJ0nCb9kSuAGVDBpI5nc5kIqqhh3xGBwzZyjvPBi2nSgJo0b7BWug__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":13868,"name":"Education and Labor Markets","url":"https://www.academia.edu/Documents/in/Education_and_Labor_Markets"},{"id":17369,"name":"Vocational Education","url":"https://www.academia.edu/Documents/in/Vocational_Education"},{"id":92812,"name":"TVET","url":"https://www.academia.edu/Documents/in/TVET"},{"id":986846,"name":"Skills Formation","url":"https://www.academia.edu/Documents/in/Skills_Formation"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40366589"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40366589/Residential_segregation_and_school_segregation_of_foreign_students_in_Barcelona"><img alt="Research paper thumbnail of Residential segregation and school segregation of foreign students in Barcelona" class="work-thumbnail" src="https://attachments.academia-assets.com/64969917/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40366589/Residential_segregation_and_school_segregation_of_foreign_students_in_Barcelona">Residential segregation and school segregation of foreign students in Barcelona</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>Urban Studies</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article examines the dynamics of the relationship between residential and school segregation...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article examines the dynamics of the relationship between residential and school segregation in Barcelona. The analysis explores which educational and non-educational drivers foster the school segregation of foreign students between the city’s neighbourhoods. The article also analyses to what extent the particularities of Barcelona’s admissions policy, which combines catchment areas with high levels of school choice, generate specific mechanisms of contextually bound school segregation within the local education market. The results confirm that residential segregation and educational segregation are two interrelated phenomena in Barcelona. In addition, the supply of publicly subsidised private schooling in the neighbourhoods is a main factor driving both educational segregation and isolation, especially in those neighbourhoods with a high concentration of foreign pupils. Based on the results, the article elaborates on the challenges for local education policymaking to address the dynamics of school segregation in urban spaces.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9615e6856378eccdd70fc486270ee8d5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64969917,"asset_id":40366589,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64969917/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40366589"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40366589"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40366589; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40366589]").text(description); $(".js-view-count[data-work-id=40366589]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40366589; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40366589']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40366589, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9615e6856378eccdd70fc486270ee8d5" } } $('.js-work-strip[data-work-id=40366589]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40366589,"title":"Residential segregation and school segregation of foreign students in Barcelona","translated_title":"","metadata":{"doi":"10.1177/0042098019863662.","abstract":"This article examines the dynamics of the relationship between residential and school segregation in Barcelona. The analysis explores which educational and non-educational drivers foster the school segregation of foreign students between the city’s neighbourhoods. The article also analyses to what extent the particularities of Barcelona’s admissions policy, which combines catchment areas with high levels of school choice, generate specific mechanisms of contextually bound school segregation within the local education market. The results confirm that residential segregation and educational segregation are two interrelated phenomena in Barcelona. In addition, the supply of publicly subsidised private schooling in the neighbourhoods is a main factor driving both educational segregation and isolation, especially in those neighbourhoods with a high concentration of foreign pupils. Based on the results, the article elaborates on the challenges for local education policymaking to address the dynamics of school segregation in urban spaces.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Urban Studies"},"translated_abstract":"This article examines the dynamics of the relationship between residential and school segregation in Barcelona. The analysis explores which educational and non-educational drivers foster the school segregation of foreign students between the city’s neighbourhoods. The article also analyses to what extent the particularities of Barcelona’s admissions policy, which combines catchment areas with high levels of school choice, generate specific mechanisms of contextually bound school segregation within the local education market. The results confirm that residential segregation and educational segregation are two interrelated phenomena in Barcelona. In addition, the supply of publicly subsidised private schooling in the neighbourhoods is a main factor driving both educational segregation and isolation, especially in those neighbourhoods with a high concentration of foreign pupils. Based on the results, the article elaborates on the challenges for local education policymaking to address the dynamics of school segregation in urban spaces.","internal_url":"https://www.academia.edu/40366589/Residential_segregation_and_school_segregation_of_foreign_students_in_Barcelona","translated_internal_url":"","created_at":"2019-09-16T08:38:53.823-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":33022395,"work_id":40366589,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Residential segregation and school segregation of foreign students in Barcelona"},{"id":33022396,"work_id":40366589,"tagging_user_id":23928165,"tagged_user_id":3531970,"co_author_invite_id":null,"email":"s***1@hotmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Rosario Scandurra","title":"Residential segregation and school segregation of foreign students in Barcelona"}],"downloadable_attachments":[{"id":64969917,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64969917/thumbnails/1.jpg","file_name":"0042098019863662.pdf","download_url":"https://www.academia.edu/attachments/64969917/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Residential_segregation_and_school_segre.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64969917/0042098019863662-libre.pdf?1605704405=\u0026response-content-disposition=attachment%3B+filename%3DResidential_segregation_and_school_segre.pdf\u0026Expires=1733029139\u0026Signature=UH6yzwNhmWc33np9d7d~NB8DCoZlTpdvrcVlV0b5LO5bkdWOJP0e~5McrPCwDxXe0zZl2R8oLXGBJ20D66QPsOGX2Tb2f13I4wHczwGkvQLA-VaOWIScIWtaQTvwrAmYzzrlvTIK78M3Yh704aGTdMAHdi~kX06zKAt0Lys~Npsk9eGBZVJu-XspYsp5osOTcCE-04ruQd6hT7-i8ZioNaDmcKSQW3IC3jJMMW9-hkzqlH~51fTQT2IIqmnNllIiCgPk1w1nsgJmy6m0uBT59~1AclKH~JM-aBt0HhL0xWf-sZudw84YYfxudl3nRnnvLUPrZBUnJKw1Gz-aJyjPzw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Residential_segregation_and_school_segregation_of_foreign_students_in_Barcelona","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":64969917,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/64969917/thumbnails/1.jpg","file_name":"0042098019863662.pdf","download_url":"https://www.academia.edu/attachments/64969917/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Residential_segregation_and_school_segre.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/64969917/0042098019863662-libre.pdf?1605704405=\u0026response-content-disposition=attachment%3B+filename%3DResidential_segregation_and_school_segre.pdf\u0026Expires=1733029139\u0026Signature=UH6yzwNhmWc33np9d7d~NB8DCoZlTpdvrcVlV0b5LO5bkdWOJP0e~5McrPCwDxXe0zZl2R8oLXGBJ20D66QPsOGX2Tb2f13I4wHczwGkvQLA-VaOWIScIWtaQTvwrAmYzzrlvTIK78M3Yh704aGTdMAHdi~kX06zKAt0Lys~Npsk9eGBZVJu-XspYsp5osOTcCE-04ruQd6hT7-i8ZioNaDmcKSQW3IC3jJMMW9-hkzqlH~51fTQT2IIqmnNllIiCgPk1w1nsgJmy6m0uBT59~1AclKH~JM-aBt0HhL0xWf-sZudw84YYfxudl3nRnnvLUPrZBUnJKw1Gz-aJyjPzw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":14730,"name":"Migration Studies","url":"https://www.academia.edu/Documents/in/Migration_Studies"},{"id":32215,"name":"Social Inequalities","url":"https://www.academia.edu/Documents/in/Social_Inequalities"},{"id":182874,"name":"Spatial Inequality","url":"https://www.academia.edu/Documents/in/Spatial_Inequality"}],"urls":[{"id":9144506,"url":"https://journals.sagepub.com/doi/pdf/10.1177/0042098019863662"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4948285" id="books"><div class="js-work-strip profile--work_container" data-work-id="125372103"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/125372103/L_abandonament_al_batxillerat_i_als_cicles_formatius_de_grau_mitj%C3%A0"><img alt="Research paper thumbnail of L’abandonament al batxillerat i als cicles formatius de grau mitjà" class="work-thumbnail" src="https://attachments.academia-assets.com/119428144/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125372103/L_abandonament_al_batxillerat_i_als_cicles_formatius_de_grau_mitj%C3%A0">L’abandonament al batxillerat i als cicles formatius de grau mitjà</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L’educació secundària postobligatòria ha esdevingut un requisit necessari, tot i que sovint insuf...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L’educació secundària postobligatòria ha esdevingut un requisit necessari, tot i que sovint insuficient, per les aspiracions vitals dels i les joves. Malgrat això, l’evidència sobre la prevalença de l’Abandonament Escolar Prematur (AEP) és molt limitada. Disposar d’un diagnòstic sobre els diferents processos i moments de desvinculació que provoquen que un o una jove no assoleixi l’educació postobligatòria, i quins factors s’associen a cada moment, és fonamental per dissenyar polítiques públiques efectives que permetin reduir l’AEP. Aquest informe presenta una contribució innovadora a l’anàlisi de l’abandonament escolar a l’educació secundària postobligatòria, a través de dades poblacionals i d’una perspectiva longitudinal que permet conèixer com ha evolucionat els darrers anys. Més enllà d’estimar la prevalença d’aquest fenomen, l’informe també analitza les desigualtats socials i educatives que s’hi vinculen. La fi última és aportar l’evidència que permeti desenvolupar polítiques i estratègies eficaces en la reducció de l’abandonament al batxillerat i als cicles formatius de grau mitjà (CFGM).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19fc79c1ac47b31ee29ae8909b58b6b2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119428144,"asset_id":125372103,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119428144/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125372103"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125372103"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125372103; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125372103]").text(description); $(".js-view-count[data-work-id=125372103]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125372103; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125372103']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125372103, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "19fc79c1ac47b31ee29ae8909b58b6b2" } } $('.js-work-strip[data-work-id=125372103]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125372103,"title":"L’abandonament al batxillerat i als cicles formatius de grau mitjà","translated_title":"","metadata":{"abstract":"L’educació secundària postobligatòria ha esdevingut un requisit necessari, tot i que sovint insuficient, per les aspiracions vitals dels i les joves. Malgrat això, l’evidència sobre la prevalença de l’Abandonament Escolar Prematur (AEP) és molt limitada. Disposar d’un diagnòstic sobre els diferents processos i moments de desvinculació que provoquen que un o una jove no assoleixi l’educació postobligatòria, i quins factors s’associen a cada moment, és fonamental per dissenyar polítiques públiques efectives que permetin reduir l’AEP. Aquest informe presenta una contribució innovadora a l’anàlisi de l’abandonament escolar a l’educació secundària postobligatòria, a través de dades poblacionals i d’una perspectiva longitudinal que permet conèixer com ha evolucionat els darrers anys. Més enllà d’estimar la prevalença d’aquest fenomen, l’informe també analitza les desigualtats socials i educatives que s’hi vinculen. La fi última és aportar l’evidència que permeti desenvolupar polítiques i estratègies eficaces en la reducció de l’abandonament al batxillerat i als cicles formatius de grau mitjà (CFGM).","publication_date":{"day":null,"month":null,"year":2024,"errors":{}}},"translated_abstract":"L’educació secundària postobligatòria ha esdevingut un requisit necessari, tot i que sovint insuficient, per les aspiracions vitals dels i les joves. Malgrat això, l’evidència sobre la prevalença de l’Abandonament Escolar Prematur (AEP) és molt limitada. Disposar d’un diagnòstic sobre els diferents processos i moments de desvinculació que provoquen que un o una jove no assoleixi l’educació postobligatòria, i quins factors s’associen a cada moment, és fonamental per dissenyar polítiques públiques efectives que permetin reduir l’AEP. Aquest informe presenta una contribució innovadora a l’anàlisi de l’abandonament escolar a l’educació secundària postobligatòria, a través de dades poblacionals i d’una perspectiva longitudinal que permet conèixer com ha evolucionat els darrers anys. Més enllà d’estimar la prevalença d’aquest fenomen, l’informe també analitza les desigualtats socials i educatives que s’hi vinculen. La fi última és aportar l’evidència que permeti desenvolupar polítiques i estratègies eficaces en la reducció de l’abandonament al batxillerat i als cicles formatius de grau mitjà (CFGM).","internal_url":"https://www.academia.edu/125372103/L_abandonament_al_batxillerat_i_als_cicles_formatius_de_grau_mitj%C3%A0","translated_internal_url":"","created_at":"2024-11-08T01:02:18.417-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":42669953,"work_id":125372103,"tagging_user_id":36212627,"tagged_user_id":105342177,"co_author_invite_id":null,"email":"c***6@gmail.com","display_order":1,"name":"Carlos Bueno","title":"L’abandonament al batxillerat i als cicles formatius de grau mitjà"}],"downloadable_attachments":[{"id":119428144,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/119428144/thumbnails/1.jpg","file_name":"nbn_abandonamentbatxcicleformatius_061124.pdf","download_url":"https://www.academia.edu/attachments/119428144/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"L_abandonament_al_batxillerat_i_als_cicl.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/119428144/nbn_abandonamentbatxcicleformatius_061124-libre.pdf?1731057470=\u0026response-content-disposition=attachment%3B+filename%3DL_abandonament_al_batxillerat_i_als_cicl.pdf\u0026Expires=1733307888\u0026Signature=NfQm6ivYhF3RSu-ZqKv1zNFAqMCf0Jat5Da0TppaeYEkDBfI-fjYqQlsvEcotpwnLoCm0GH5ZrWspOPouOTLjIyNEUBQsbpnCD-LnSZBMh-8gLVAQcCKQwxA2PYVZir6WRw9gtZlLQZwlnzZMqYtEt0l5V939RMKsVNzCnAqGDNGodmrRyob~84YwIgWAOaWEexPi9t4cYLpmGHNkA-dYEN1l8ampyJYKxsRlv~x9y-LeoHplGVPsfCledD7l0FDxnvwTZ50hVgmTIydEIbMsNACAuBCrQqp9Hn~P4LJMn5CIk3mJ5ZrRbgeqgBylYnV0fNH4UQkmyE~VGiKoQUtxQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"L_abandonament_al_batxillerat_i_als_cicles_formatius_de_grau_mitjà","translated_slug":"","page_count":139,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":119428144,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/119428144/thumbnails/1.jpg","file_name":"nbn_abandonamentbatxcicleformatius_061124.pdf","download_url":"https://www.academia.edu/attachments/119428144/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"L_abandonament_al_batxillerat_i_als_cicl.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/119428144/nbn_abandonamentbatxcicleformatius_061124-libre.pdf?1731057470=\u0026response-content-disposition=attachment%3B+filename%3DL_abandonament_al_batxillerat_i_als_cicl.pdf\u0026Expires=1733307888\u0026Signature=NfQm6ivYhF3RSu-ZqKv1zNFAqMCf0Jat5Da0TppaeYEkDBfI-fjYqQlsvEcotpwnLoCm0GH5ZrWspOPouOTLjIyNEUBQsbpnCD-LnSZBMh-8gLVAQcCKQwxA2PYVZir6WRw9gtZlLQZwlnzZMqYtEt0l5V939RMKsVNzCnAqGDNGodmrRyob~84YwIgWAOaWEexPi9t4cYLpmGHNkA-dYEN1l8ampyJYKxsRlv~x9y-LeoHplGVPsfCledD7l0FDxnvwTZ50hVgmTIydEIbMsNACAuBCrQqp9Hn~P4LJMn5CIk3mJ5ZrRbgeqgBylYnV0fNH4UQkmyE~VGiKoQUtxQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":193222,"name":"School Segregation","url":"https://www.academia.edu/Documents/in/School_Segregation"},{"id":396271,"name":"School Dropout","url":"https://www.academia.edu/Documents/in/School_Dropout"},{"id":759256,"name":"Early School Leaving","url":"https://www.academia.edu/Documents/in/Early_School_Leaving"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101267295"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101267295/L_abandonament_a_4t_d_ESO_les_desigualtats_en_la_transici%C3%B3_a_l_educaci%C3%B3_postobligat%C3%B2ria"><img alt="Research paper thumbnail of L’abandonament a 4t d’ESO: les desigualtats en la transició a l’educació postobligatòria" class="work-thumbnail" src="https://attachments.academia-assets.com/101855742/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101267295/L_abandonament_a_4t_d_ESO_les_desigualtats_en_la_transici%C3%B3_a_l_educaci%C3%B3_postobligat%C3%B2ria">L’abandonament a 4t d’ESO: les desigualtats en la transició a l’educació postobligatòria</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Tot i que l’abandonament escolar s’ha situat al centre de l’agenda política i educativa, la no co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Tot i que l’abandonament escolar s’ha situat al centre de l’agenda política i educativa, la no continuïtat escolar que es produeix després de 4t d’ESO ha estat un fenomen poc analitzat a Catalunya, especialment des del punt de vista quantitatiu. Malgrat això, precisament aquesta transició entre l’etapa obligatòria i la postobligatòria (batxillerat o CFGM) és un dels moments més determinants de les trajectòries educatives dels i les joves. L’assoliment d’un nivell d’educació postobligatòria és una de les condicions necessàries a l’hora de garantir trajectòries vitals i laborals d’èxit pels i les joves. A més, la reducció de l’abandonament en aquesta transició és clau a l’hora de disminuir de manera significativa l’Abandonament Educatiu Prematur (AEP). Aquest informe analitza l’abandonament escolar que es produeix després de 4t d’ESO a Catalunya. L’anàlisi aprofundeix en les desigualtats vinculades a aquest fenomen en relació amb les característiques sociodemogràfiques de l’alumnat, dels centres educatius i dels municipis. Aquesta aproximació focalitzada en les desigualtats socials i educatives pretén aportar evidències que permetin desenvolupar polítiques públiques i educatives més efectives a l’hora de reduir l’abandonament escolar que es produeix en la transició cap a l’educació postobligatòria.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c706359bafcc139facf4f55d2d3c6678" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101855742,"asset_id":101267295,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101855742/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101267295"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101267295"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101267295; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101267295]").text(description); $(".js-view-count[data-work-id=101267295]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101267295; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101267295']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101267295, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c706359bafcc139facf4f55d2d3c6678" } } $('.js-work-strip[data-work-id=101267295]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101267295,"title":"L’abandonament a 4t d’ESO: les desigualtats en la transició a l’educació postobligatòria","translated_title":"","metadata":{"abstract":"Tot i que l’abandonament escolar s’ha situat al centre de l’agenda política i educativa, la no continuïtat escolar que es produeix després de 4t d’ESO ha estat un fenomen poc analitzat a Catalunya, especialment des del punt de vista quantitatiu. Malgrat això, precisament aquesta transició entre l’etapa obligatòria i la postobligatòria (batxillerat o CFGM) és un dels moments més determinants de les trajectòries educatives dels i les joves. L’assoliment d’un nivell d’educació postobligatòria és una de les condicions necessàries a l’hora de garantir trajectòries vitals i laborals d’èxit pels i les joves. A més, la reducció de l’abandonament en aquesta transició és clau a l’hora de disminuir de manera significativa l’Abandonament Educatiu Prematur (AEP). Aquest informe analitza l’abandonament escolar que es produeix després de 4t d’ESO a Catalunya. L’anàlisi aprofundeix en les desigualtats vinculades a aquest fenomen en relació amb les característiques sociodemogràfiques de l’alumnat, dels centres educatius i dels municipis. Aquesta aproximació focalitzada en les desigualtats socials i educatives pretén aportar evidències que permetin desenvolupar polítiques públiques i educatives més efectives a l’hora de reduir l’abandonament escolar que es produeix en la transició cap a l’educació postobligatòria.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}}},"translated_abstract":"Tot i que l’abandonament escolar s’ha situat al centre de l’agenda política i educativa, la no continuïtat escolar que es produeix després de 4t d’ESO ha estat un fenomen poc analitzat a Catalunya, especialment des del punt de vista quantitatiu. Malgrat això, precisament aquesta transició entre l’etapa obligatòria i la postobligatòria (batxillerat o CFGM) és un dels moments més determinants de les trajectòries educatives dels i les joves. L’assoliment d’un nivell d’educació postobligatòria és una de les condicions necessàries a l’hora de garantir trajectòries vitals i laborals d’èxit pels i les joves. A més, la reducció de l’abandonament en aquesta transició és clau a l’hora de disminuir de manera significativa l’Abandonament Educatiu Prematur (AEP). Aquest informe analitza l’abandonament escolar que es produeix després de 4t d’ESO a Catalunya. L’anàlisi aprofundeix en les desigualtats vinculades a aquest fenomen en relació amb les característiques sociodemogràfiques de l’alumnat, dels centres educatius i dels municipis. Aquesta aproximació focalitzada en les desigualtats socials i educatives pretén aportar evidències que permetin desenvolupar polítiques públiques i educatives més efectives a l’hora de reduir l’abandonament escolar que es produeix en la transició cap a l’educació postobligatòria.","internal_url":"https://www.academia.edu/101267295/L_abandonament_a_4t_d_ESO_les_desigualtats_en_la_transici%C3%B3_a_l_educaci%C3%B3_postobligat%C3%B2ria","translated_internal_url":"","created_at":"2023-05-04T22:57:07.406-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":39829336,"work_id":101267295,"tagging_user_id":36212627,"tagged_user_id":105342177,"co_author_invite_id":null,"email":"c***6@gmail.com","display_order":1,"name":"Carlos Bueno","title":"L’abandonament a 4t d’ESO: les desigualtats en la transició a l’educació postobligatòria"}],"downloadable_attachments":[{"id":101855742,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/101855742/thumbnails/1.jpg","file_name":"15d_abandonament_zancajobueno020523.pdf","download_url":"https://www.academia.edu/attachments/101855742/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"L_abandonament_a_4t_d_ESO_les_desigualta.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/101855742/15d_abandonament_zancajobueno020523-libre.pdf?1683267054=\u0026response-content-disposition=attachment%3B+filename%3DL_abandonament_a_4t_d_ESO_les_desigualta.pdf\u0026Expires=1733307888\u0026Signature=Xn7cNvE4Iu~d8c6dXrHUlE~OL3NcvdgkoSNMA6cx0iEJ8ysysWiwt2pAHQyp3AhfuuJ-1lPhhzEEzjDHzIcE9LlkfPx4IZJH2WhGXgvGpP~8Di7ww53XcJ5QF9WWoD5lQMRA~QGjInKLWo0VzEeTeoov9Ur49-gFqJyRyZdYqcDjX5jZskY95v9tWJJp8Cx86W3DRik2fNKl-E1rXjVyNy7s8UKaKGW-g5Zu3KVr8hVJb9fDs9h7Fn2Ab-ulrKtTDYP5W3MBC8u4gKXy0LMnn-V4RnZlgFZsSMsoxA9NNnNGHIR-VKkCYCvAVsniPNrL9CJR8xaggrO~Zir1XLYO1g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"L_abandonament_a_4t_d_ESO_les_desigualtats_en_la_transició_a_l_educació_postobligatòria","translated_slug":"","page_count":117,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":101855742,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/101855742/thumbnails/1.jpg","file_name":"15d_abandonament_zancajobueno020523.pdf","download_url":"https://www.academia.edu/attachments/101855742/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"L_abandonament_a_4t_d_ESO_les_desigualta.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/101855742/15d_abandonament_zancajobueno020523-libre.pdf?1683267054=\u0026response-content-disposition=attachment%3B+filename%3DL_abandonament_a_4t_d_ESO_les_desigualta.pdf\u0026Expires=1733307888\u0026Signature=Xn7cNvE4Iu~d8c6dXrHUlE~OL3NcvdgkoSNMA6cx0iEJ8ysysWiwt2pAHQyp3AhfuuJ-1lPhhzEEzjDHzIcE9LlkfPx4IZJH2WhGXgvGpP~8Di7ww53XcJ5QF9WWoD5lQMRA~QGjInKLWo0VzEeTeoov9Ur49-gFqJyRyZdYqcDjX5jZskY95v9tWJJp8Cx86W3DRik2fNKl-E1rXjVyNy7s8UKaKGW-g5Zu3KVr8hVJb9fDs9h7Fn2Ab-ulrKtTDYP5W3MBC8u4gKXy0LMnn-V4RnZlgFZsSMsoxA9NNnNGHIR-VKkCYCvAVsniPNrL9CJR8xaggrO~Zir1XLYO1g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":193222,"name":"School Segregation","url":"https://www.academia.edu/Documents/in/School_Segregation"},{"id":396271,"name":"School Dropout","url":"https://www.academia.edu/Documents/in/School_Dropout"},{"id":759256,"name":"Early School Leaving","url":"https://www.academia.edu/Documents/in/Early_School_Leaving"}],"urls":[{"id":31179253,"url":"https://fundaciobofill.cat/publicacions/l-abandonament-a-4t-d-eso-les-desigualtats-en-la-transicio-a-l-educacio-postobligatoria"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92306727"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/92306727/La_educaci%C3%B3n_concertada_en_Espa%C3%B1a_Reformas_en_clave_de_equidad_desde_una_perspectiva_internacional"><img alt="Research paper thumbnail of La educación concertada en España. Reformas en clave de equidad desde una perspectiva internacional" class="work-thumbnail" src="https://attachments.academia-assets.com/95350034/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/92306727/La_educaci%C3%B3n_concertada_en_Espa%C3%B1a_Reformas_en_clave_de_equidad_desde_una_perspectiva_internacional">La educación concertada en España. Reformas en clave de equidad desde una perspectiva internacional</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El modelo de conciertos educativos español se instauró hace casi cuatro décadas con la Ley Orgáni...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El modelo de conciertos educativos español se instauró hace casi cuatro décadas con la Ley Orgánica del Derecho a la Educación del año 1985. Desde entonces, España se ha situado entre los países de la OCDE con un mayor peso de la provisión privada subvencionada. A pesar de que el modelo de conciertos se instauró con la intención de equiparar la oferta pública y la concertada, ha dado lugar a un régimen de provisión mixta caracterizado por una clara dualización de la red escolar, con consecuencias directas sobre las desigualdades educativas y la segregación escolar. La evidencia intencional demuestra que los sistemas de provisión mixta, como el español, contribuyen de forma directa a la generación de desigualdades educativas, y requieren de una regulación eficaz para reducirlas o, como mínimo, compensarlas.<br /><br />Este estudio examina la regulación del modelo español de conciertos y la pone en relación con otros sistemas de provisión mixta de su entorno. El informe identifica distintos modelos internacionales de regulación del sector privado subvencionado, y sintetiza los principales ejes de debate y procesos de reforma impulsados en otros países. Esta comparativa internacional nos permite aportar una mirada más amplia a la relación entre la educación concertada y las desigualdades educativas, así como identificar políticas con las que favorecer mayores niveles de equidad educativa desde una perspectiva de la regulación pública.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="98eace12004c657c4b8663155248a9d4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95350034,"asset_id":92306727,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95350034/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92306727"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92306727"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92306727; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92306727]").text(description); $(".js-view-count[data-work-id=92306727]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92306727; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92306727']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 92306727, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "98eace12004c657c4b8663155248a9d4" } } $('.js-work-strip[data-work-id=92306727]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92306727,"title":"La educación concertada en España. Reformas en clave de equidad desde una perspectiva internacional","translated_title":"","metadata":{"abstract":"El modelo de conciertos educativos español se instauró hace casi cuatro décadas con la Ley Orgánica del Derecho a la Educación del año 1985. Desde entonces, España se ha situado entre los países de la OCDE con un mayor peso de la provisión privada subvencionada. A pesar de que el modelo de conciertos se instauró con la intención de equiparar la oferta pública y la concertada, ha dado lugar a un régimen de provisión mixta caracterizado por una clara dualización de la red escolar, con consecuencias directas sobre las desigualdades educativas y la segregación escolar. La evidencia intencional demuestra que los sistemas de provisión mixta, como el español, contribuyen de forma directa a la generación de desigualdades educativas, y requieren de una regulación eficaz para reducirlas o, como mínimo, compensarlas.\n\nEste estudio examina la regulación del modelo español de conciertos y la pone en relación con otros sistemas de provisión mixta de su entorno. El informe identifica distintos modelos internacionales de regulación del sector privado subvencionado, y sintetiza los principales ejes de debate y procesos de reforma impulsados en otros países. Esta comparativa internacional nos permite aportar una mirada más amplia a la relación entre la educación concertada y las desigualdades educativas, así como identificar políticas con las que favorecer mayores niveles de equidad educativa desde una perspectiva de la regulación pública.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}}},"translated_abstract":"El modelo de conciertos educativos español se instauró hace casi cuatro décadas con la Ley Orgánica del Derecho a la Educación del año 1985. Desde entonces, España se ha situado entre los países de la OCDE con un mayor peso de la provisión privada subvencionada. A pesar de que el modelo de conciertos se instauró con la intención de equiparar la oferta pública y la concertada, ha dado lugar a un régimen de provisión mixta caracterizado por una clara dualización de la red escolar, con consecuencias directas sobre las desigualdades educativas y la segregación escolar. La evidencia intencional demuestra que los sistemas de provisión mixta, como el español, contribuyen de forma directa a la generación de desigualdades educativas, y requieren de una regulación eficaz para reducirlas o, como mínimo, compensarlas.\n\nEste estudio examina la regulación del modelo español de conciertos y la pone en relación con otros sistemas de provisión mixta de su entorno. El informe identifica distintos modelos internacionales de regulación del sector privado subvencionado, y sintetiza los principales ejes de debate y procesos de reforma impulsados en otros países. Esta comparativa internacional nos permite aportar una mirada más amplia a la relación entre la educación concertada y las desigualdades educativas, así como identificar políticas con las que favorecer mayores niveles de equidad educativa desde una perspectiva de la regulación pública.","internal_url":"https://www.academia.edu/92306727/La_educaci%C3%B3n_concertada_en_Espa%C3%B1a_Reformas_en_clave_de_equidad_desde_una_perspectiva_internacional","translated_internal_url":"","created_at":"2022-12-06T09:42:24.705-08:00","section":"Complete Books","preview_url":null,"current_user_can_edit":{"authorship":{"id":97485623,"created_at":"2022-12-06T11:26:17.373-08:00","section_id":1322136,"updated_at":"2022-12-07T22:23:32.095-08:00","user_id":3285691,"work_id":92306727,"display_order":-8388604,"is_owner":false}},"current_user_is_owner":false,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":39161177,"work_id":92306727,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Antoni Verger","title":"La educación concertada en España. Reformas en clave de equidad desde una perspectiva internacional"},{"id":39161178,"work_id":92306727,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":2,"name":"Clara Fontdevila","title":"La educación concertada en España. Reformas en clave de equidad desde una perspectiva internacional"}],"downloadable_attachments":[{"id":95350034,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95350034/thumbnails/1.jpg","file_name":"97z_laeducacionconcertada_281122_zancajovergerfontdevila.pdf","download_url":"https://www.academia.edu/attachments/95350034/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_educacion_concertada_en_Espana_Reform.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95350034/97z_laeducacionconcertada_281122_zancajovergerfontdevila-libre.pdf?1670352939=\u0026response-content-disposition=attachment%3B+filename%3DLa_educacion_concertada_en_Espana_Reform.pdf\u0026Expires=1733074637\u0026Signature=J3YjzNJjn948fYKgrh91QB1PyRY-3xBfO7y0pN1vPqJT7BxgWT8EiYp-BezQfLj3Bt4pVRcCsGxT31WcGvzHgU12wQPghKrkqrHOHOdi5ljAwyb1WxjYlA6QEishCtdrxkQ5fhngofOPfB9K8U9-ZBPN84k9~VQh6DECWHZ0O8989oGIinqAYcsh5wn9E30nXpjPkIgk4fgxMV5zLvB0YaVGuRj8EowrVmDuTA1vS24O1mypES1K10uDnV33sawNR1s8FquIFwZd0OnHsfay71L4mz5OqIoPsbFKk~3kYmME~xrHZMmxU33AR-flRXYFN2xGk2eUP97wgGkvZfBEIg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"La_educación_concertada_en_España_Reformas_en_clave_de_equidad_desde_una_perspectiva_internacional","translated_slug":"","page_count":186,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo","email":"OGRhTTNnWjJDWFpxRXlUR2xtNS9Dc2YzS0VjSnZDWEJHNXVod3lmNzN0bCtNWCtoOGJQZi9ZR1QxekZFQ0Q0Ly0tMnExK3VTTENUODZyUFVxb0g2Q0s5Zz09--d11b5c4a54a532d3e724eeb9d3099c4d5ea648fc"},"attachments":[{"id":95350034,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95350034/thumbnails/1.jpg","file_name":"97z_laeducacionconcertada_281122_zancajovergerfontdevila.pdf","download_url":"https://www.academia.edu/attachments/95350034/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_educacion_concertada_en_Espana_Reform.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95350034/97z_laeducacionconcertada_281122_zancajovergerfontdevila-libre.pdf?1670352939=\u0026response-content-disposition=attachment%3B+filename%3DLa_educacion_concertada_en_Espana_Reform.pdf\u0026Expires=1733074637\u0026Signature=J3YjzNJjn948fYKgrh91QB1PyRY-3xBfO7y0pN1vPqJT7BxgWT8EiYp-BezQfLj3Bt4pVRcCsGxT31WcGvzHgU12wQPghKrkqrHOHOdi5ljAwyb1WxjYlA6QEishCtdrxkQ5fhngofOPfB9K8U9-ZBPN84k9~VQh6DECWHZ0O8989oGIinqAYcsh5wn9E30nXpjPkIgk4fgxMV5zLvB0YaVGuRj8EowrVmDuTA1vS24O1mypES1K10uDnV33sawNR1s8FquIFwZd0OnHsfay71L4mz5OqIoPsbFKk~3kYmME~xrHZMmxU33AR-flRXYFN2xGk2eUP97wgGkvZfBEIg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":218734,"name":"Private Education","url":"https://www.academia.edu/Documents/in/Private_Education"},{"id":1723635,"name":"Public Policy","url":"https://www.academia.edu/Documents/in/Public_Policy"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="79458161"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/79458161/La_concertada_a_debat_Reformes_contra_les_desigualtats_educatives_des_d_una_mirada_internacional_i_comparada"><img alt="Research paper thumbnail of La concertada a debat. Reformes contra les desigualtats educatives des d’una mirada internacional i comparada" class="work-thumbnail" src="https://attachments.academia-assets.com/86166308/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/79458161/La_concertada_a_debat_Reformes_contra_les_desigualtats_educatives_des_d_una_mirada_internacional_i_comparada">La concertada a debat. Reformes contra les desigualtats educatives des d’una mirada internacional i comparada</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3ee0c3717dacdeff23ff49c3518e7a47" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86166308,"asset_id":79458161,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86166308/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="79458161"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="79458161"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79458161; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79458161]").text(description); $(".js-view-count[data-work-id=79458161]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79458161; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='79458161']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 79458161, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3ee0c3717dacdeff23ff49c3518e7a47" } } $('.js-work-strip[data-work-id=79458161]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":79458161,"title":"La concertada a debat. Reformes contra les desigualtats educatives des d’una mirada internacional i comparada","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2022,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/79458161/La_concertada_a_debat_Reformes_contra_les_desigualtats_educatives_des_d_una_mirada_internacional_i_comparada","translated_internal_url":"","created_at":"2022-05-19T09:05:33.750-07:00","section":"Complete Books","preview_url":null,"current_user_can_edit":{"authorship":{"id":84556088,"created_at":"2022-05-19T09:40:04.027-07:00","section_id":1322136,"updated_at":"2022-05-28T01:36:18.091-07:00","user_id":3285691,"work_id":79458161,"display_order":-8388602,"is_owner":false}},"current_user_is_owner":false,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":38254198,"work_id":79458161,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Antoni Verger","title":"La concertada a debat. Reformes contra les desigualtats educatives des d’una mirada internacional i comparada"},{"id":38254199,"work_id":79458161,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":2,"name":"Clara Fontdevila","title":"La concertada a debat. Reformes contra les desigualtats educatives des d’una mirada internacional i comparada"}],"downloadable_attachments":[{"id":86166308,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/86166308/thumbnails/1.jpg","file_name":"lgb_pol90_concertada_040422.pdf","download_url":"https://www.academia.edu/attachments/86166308/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_concertada_a_debat_Reformes_contra_le.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/86166308/lgb_pol90_concertada_040422-libre.pdf?1652977185=\u0026response-content-disposition=attachment%3B+filename%3DLa_concertada_a_debat_Reformes_contra_le.pdf\u0026Expires=1733074637\u0026Signature=c4esfpSlteE3iY8epzIfHrIoCTA~tfC1jcmRij5ipQ3uMtBvz7oPKh6E4oYtRHk9q9oVXn0qzVmoKowwdIgn7dhi1imvAlhKuXxZ4xRD-CK8cGIUke3vf0BR1vbPxL-X-N6WQTWBzGEi8fb33zG2VUGtwiSx5GhQFXBy1hR9dzWkd~uvR~jio-uabOV93875d4-vRWxAJbl4qafxND5I9kaUnltO4sEhYb4xgqR2Z-4oBZuvhsUGlTiX8eVGoe5bzAniv99RgBBoVXxgUByPdn0PsEKY-1o2QoRdJPco5UNV484g3a882iFB9UPnShghBB24yO1qC46ohm1VJj0eaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"La_concertada_a_debat_Reformes_contra_les_desigualtats_educatives_des_d_una_mirada_internacional_i_comparada","translated_slug":"","page_count":295,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo","email":"azRxSHFOamFvV0hMdExCK2tHaWtmTGRERVZOWUltbzV3ckUxZncxbHdWdWUzUGMweEFGL2JxTTBhVm9iQVFDUC0teUJnb2I2Vk9OKzAvUGNaQURTUVZtQT09--bdcf163e87c8fc3d557411ce749d0558427be353"},"attachments":[{"id":86166308,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/86166308/thumbnails/1.jpg","file_name":"lgb_pol90_concertada_040422.pdf","download_url":"https://www.academia.edu/attachments/86166308/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_concertada_a_debat_Reformes_contra_le.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/86166308/lgb_pol90_concertada_040422-libre.pdf?1652977185=\u0026response-content-disposition=attachment%3B+filename%3DLa_concertada_a_debat_Reformes_contra_le.pdf\u0026Expires=1733074637\u0026Signature=c4esfpSlteE3iY8epzIfHrIoCTA~tfC1jcmRij5ipQ3uMtBvz7oPKh6E4oYtRHk9q9oVXn0qzVmoKowwdIgn7dhi1imvAlhKuXxZ4xRD-CK8cGIUke3vf0BR1vbPxL-X-N6WQTWBzGEi8fb33zG2VUGtwiSx5GhQFXBy1hR9dzWkd~uvR~jio-uabOV93875d4-vRWxAJbl4qafxND5I9kaUnltO4sEhYb4xgqR2Z-4oBZuvhsUGlTiX8eVGoe5bzAniv99RgBBoVXxgUByPdn0PsEKY-1o2QoRdJPco5UNV484g3a882iFB9UPnShghBB24yO1qC46ohm1VJj0eaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":218734,"name":"Private Education","url":"https://www.academia.edu/Documents/in/Private_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30827734"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30827734/The_Privatization_of_Education_A_Political_Economy_of_Global_Education_Reform_COMPLETE_BOOK_"><img alt="Research paper thumbnail of The Privatization of Education. A Political Economy of Global Education Reform (COMPLETE BOOK)" class="work-thumbnail" src="https://attachments.academia-assets.com/51260266/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30827734/The_Privatization_of_Education_A_Political_Economy_of_Global_Education_Reform_COMPLETE_BOOK_">The Privatization of Education. A Political Economy of Global Education Reform (COMPLETE BOOK)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="47887691beef6436291c8f6c32a8e29d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51260266,"asset_id":30827734,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51260266/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30827734"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30827734"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30827734; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30827734]").text(description); $(".js-view-count[data-work-id=30827734]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30827734; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='30827734']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 30827734, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "47887691beef6436291c8f6c32a8e29d" } } $('.js-work-strip[data-work-id=30827734]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30827734,"title":"The Privatization of Education. A Political Economy of Global Education Reform (COMPLETE BOOK)","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/30827734/The_Privatization_of_Education_A_Political_Economy_of_Global_Education_Reform_COMPLETE_BOOK_","translated_internal_url":"","created_at":"2017-01-09T03:45:32.220-08:00","section":"Complete Books","preview_url":null,"current_user_can_edit":true,"current_user_is_owner":true,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":26997767,"work_id":30827734,"tagging_user_id":3285691,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":1,"name":"Clara Fontdevila","title":"The Privatization of Education. A Political Economy of Global Education Reform (COMPLETE BOOK)"},{"id":26997768,"work_id":30827734,"tagging_user_id":3285691,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Adrián Zancajo","title":"The Privatization of Education. A Political Economy of Global Education Reform (COMPLETE BOOK)"}],"downloadable_attachments":[{"id":51260266,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51260266/thumbnails/1.jpg","file_name":"The_Privatization_of_Education._A_Political_Economy_of_Global_Education_Reform.pdf","download_url":"https://www.academia.edu/attachments/51260266/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Privatization_of_Education_A_Politic.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51260266/The_Privatization_of_Education._A_Political_Economy_of_Global_Education_Reform-libre.pdf?1483963093=\u0026response-content-disposition=attachment%3B+filename%3DThe_Privatization_of_Education_A_Politic.pdf\u0026Expires=1733074637\u0026Signature=NrIFsuAO-zepxlxCM3eKovZFVZF4eahhx7MjhBa0iYKsAVFIJ0N9qteBzHoeulygtpyCrLUA2pu1Oqn1b2w0jPMh8RVbG9-LTKqtw9dhJj3K~i0o8MTzwLn8eQmKwtEq1h8JtcC4P3kSjqCsoXapzSjeRjIMWxNGjyz612kInsbkXu4RU2X2R1GKhD-zdF2WeYnENu3A3l~42uE0BhSgfzv-J3kt7a~sbJfReo-yjzemmoUAwc5UWNEjtG0Iy69QmXDvRNoHfRKLUkcfCyqAoKdju4VRmUtNDkt36fnnGeJvF92raHFWAei6ZaxINuZjvUBR0iDP8xbbAIkz6EiL1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Privatization_of_Education_A_Political_Economy_of_Global_Education_Reform_COMPLETE_BOOK_","translated_slug":"","page_count":257,"language":"en","content_type":"Work","owner":{"id":3285691,"first_name":"Antoni","middle_initials":null,"last_name":"Verger","page_name":"AntoniVerger","domain_name":"uab","created_at":"2013-02-06T04:38:31.723-08:00","display_name":"Antoni Verger","url":"https://uab.academia.edu/AntoniVerger"},"attachments":[{"id":51260266,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51260266/thumbnails/1.jpg","file_name":"The_Privatization_of_Education._A_Political_Economy_of_Global_Education_Reform.pdf","download_url":"https://www.academia.edu/attachments/51260266/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Privatization_of_Education_A_Politic.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51260266/The_Privatization_of_Education._A_Political_Economy_of_Global_Education_Reform-libre.pdf?1483963093=\u0026response-content-disposition=attachment%3B+filename%3DThe_Privatization_of_Education_A_Politic.pdf\u0026Expires=1733074637\u0026Signature=NrIFsuAO-zepxlxCM3eKovZFVZF4eahhx7MjhBa0iYKsAVFIJ0N9qteBzHoeulygtpyCrLUA2pu1Oqn1b2w0jPMh8RVbG9-LTKqtw9dhJj3K~i0o8MTzwLn8eQmKwtEq1h8JtcC4P3kSjqCsoXapzSjeRjIMWxNGjyz612kInsbkXu4RU2X2R1GKhD-zdF2WeYnENu3A3l~42uE0BhSgfzv-J3kt7a~sbJfReo-yjzemmoUAwc5UWNEjtG0Iy69QmXDvRNoHfRKLUkcfCyqAoKdju4VRmUtNDkt36fnnGeJvF92raHFWAei6ZaxINuZjvUBR0iDP8xbbAIkz6EiL1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":16473,"name":"Globalization and Governance","url":"https://www.academia.edu/Documents/in/Globalization_and_Governance"},{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="26975926"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/26975926/The_Privatization_of_Education_A_Political_Economy_of_Global_Education_Reform_PREVIEW_First_two_chapters_"><img alt="Research paper thumbnail of The Privatization of Education. A Political Economy of Global Education Reform (PREVIEW: First two chapters)" class="work-thumbnail" src="https://attachments.academia-assets.com/47238364/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/26975926/The_Privatization_of_Education_A_Political_Economy_of_Global_Education_Reform_PREVIEW_First_two_chapters_">The Privatization of Education. A Political Economy of Global Education Reform (PREVIEW: First two chapters)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="732ead3bdf7017212eebb21e0c547501" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47238364,"asset_id":26975926,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47238364/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26975926"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26975926"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26975926; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26975926]").text(description); $(".js-view-count[data-work-id=26975926]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26975926; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26975926']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 26975926, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "732ead3bdf7017212eebb21e0c547501" } } $('.js-work-strip[data-work-id=26975926]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26975926,"title":"The Privatization of Education. A Political Economy of Global Education Reform (PREVIEW: First two chapters)","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/26975926/The_Privatization_of_Education_A_Political_Economy_of_Global_Education_Reform_PREVIEW_First_two_chapters_","translated_internal_url":"","created_at":"2016-07-14T01:46:18.776-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":22382689,"work_id":26975926,"tagging_user_id":3285691,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":1,"name":"Clara Fontdevila","title":"The Privatization of Education. A Political Economy of Global Education Reform (PREVIEW: First two chapters)"},{"id":22382690,"work_id":26975926,"tagging_user_id":3285691,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Adrián Zancajo","title":"The Privatization of Education. A Political Economy of Global Education Reform (PREVIEW: First two chapters)"}],"downloadable_attachments":[{"id":47238364,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/47238364/thumbnails/1.jpg","file_name":"The_Privatization_of_Education._A_Political_Economy_of_Global_Education_Reform_.pdf","download_url":"https://www.academia.edu/attachments/47238364/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Privatization_of_Education_A_Politic.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/47238364/The_Privatization_of_Education._A_Political_Economy_of_Global_Education_Reform_-libre.pdf?1468486257=\u0026response-content-disposition=attachment%3B+filename%3DThe_Privatization_of_Education_A_Politic.pdf\u0026Expires=1733264004\u0026Signature=VRqHO7~OzOYbNvz381izSN50EhaYgxqtNvKBEZvbUnhj9BJz-ZCjxcS6UkhYd0jqW-DDjYSDnfZh8pJ13gg1F2pgiTdruk2XIF-SF7HpqpUJjrNzd0q1prVqqFEDVGxz0hYi-xdZnUyr3MhYMz-0MuhyCp6FBu4I38tje3BfykbFppYogVT2EVhIpEjhfmrVWGRHyjo-XtcxBAnmQasYOXzfD9IablS~jbZxdKBiGbBXy21-~miRL50GXOOvRoQj6U1k4TOcEKfdtYV6PCLLE4BwpaM5X22J1w3kTusX1HdvTlY~ZD0LWIwXmzBWnHwMqUcgu42g4E~78AZTGzEiOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Privatization_of_Education_A_Political_Economy_of_Global_Education_Reform_PREVIEW_First_two_chapters_","translated_slug":"","page_count":39,"language":"en","content_type":"Work","owner":{"id":3285691,"first_name":"Antoni","middle_initials":null,"last_name":"Verger","page_name":"AntoniVerger","domain_name":"uab","created_at":"2013-02-06T04:38:31.723-08:00","display_name":"Antoni Verger","url":"https://uab.academia.edu/AntoniVerger"},"attachments":[{"id":47238364,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/47238364/thumbnails/1.jpg","file_name":"The_Privatization_of_Education._A_Political_Economy_of_Global_Education_Reform_.pdf","download_url":"https://www.academia.edu/attachments/47238364/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Privatization_of_Education_A_Politic.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/47238364/The_Privatization_of_Education._A_Political_Economy_of_Global_Education_Reform_-libre.pdf?1468486257=\u0026response-content-disposition=attachment%3B+filename%3DThe_Privatization_of_Education_A_Politic.pdf\u0026Expires=1733264004\u0026Signature=VRqHO7~OzOYbNvz381izSN50EhaYgxqtNvKBEZvbUnhj9BJz-ZCjxcS6UkhYd0jqW-DDjYSDnfZh8pJ13gg1F2pgiTdruk2XIF-SF7HpqpUJjrNzd0q1prVqqFEDVGxz0hYi-xdZnUyr3MhYMz-0MuhyCp6FBu4I38tje3BfykbFppYogVT2EVhIpEjhfmrVWGRHyjo-XtcxBAnmQasYOXzfD9IablS~jbZxdKBiGbBXy21-~miRL50GXOOvRoQj6U1k4TOcEKfdtYV6PCLLE4BwpaM5X22J1w3kTusX1HdvTlY~ZD0LWIwXmzBWnHwMqUcgu42g4E~78AZTGzEiOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform"},{"id":29257,"name":"Globalization and education","url":"https://www.academia.edu/Documents/in/Globalization_and_education"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":92629,"name":"Private tutoring \u0026 privatization of public education","url":"https://www.academia.edu/Documents/in/Private_tutoring_and_privatization_of_public_education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="23965110"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23965110/Un_model_de_formaci%C3%B3_professional_dual_per_a_Catalunya_Un_model_de_formaci%C3%B3_professional_dual_per_a_Catalunya"><img alt="Research paper thumbnail of Un model de formació professional dual per a Catalunya? Un model de formació professional dual per a Catalunya" class="work-thumbnail" src="https://attachments.academia-assets.com/44354422/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23965110/Un_model_de_formaci%C3%B3_professional_dual_per_a_Catalunya_Un_model_de_formaci%C3%B3_professional_dual_per_a_Catalunya">Un model de formació professional dual per a Catalunya? Un model de formació professional dual per a Catalunya</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ChrisBrown157">Chris Brown</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/RScandurra">Rosario Scandurra</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El debat sobre la implementació d'una política de formació professional a Catalunya és, ara com a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El debat sobre la implementació d'una política de formació professional a Catalunya és, ara com ara, força rellevant. Aquest informe té com a objectiu principal sistematitzar l'evidència internacional sobre aquells factors institucionals que es consideren clau per tal d'assegurar una implementació efectiva d'una política de formació dual.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4199de1dad8864f6d2d90a6cda1880a1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44354422,"asset_id":23965110,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44354422/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23965110"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23965110"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23965110; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23965110]").text(description); $(".js-view-count[data-work-id=23965110]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23965110; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23965110']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 23965110, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4199de1dad8864f6d2d90a6cda1880a1" } } $('.js-work-strip[data-work-id=23965110]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23965110,"title":"Un model de formació professional dual per a Catalunya? Un model de formació professional dual per a Catalunya","translated_title":"","metadata":{"abstract":"El debat sobre la implementació d'una política de formació professional a Catalunya és, ara com ara, força rellevant. Aquest informe té com a objectiu principal sistematitzar l'evidència internacional sobre aquells factors institucionals que es consideren clau per tal d'assegurar una implementació efectiva d'una política de formació dual."},"translated_abstract":"El debat sobre la implementació d'una política de formació professional a Catalunya és, ara com ara, força rellevant. Aquest informe té com a objectiu principal sistematitzar l'evidència internacional sobre aquells factors institucionals que es consideren clau per tal d'assegurar una implementació efectiva d'una política de formació dual.","internal_url":"https://www.academia.edu/23965110/Un_model_de_formaci%C3%B3_professional_dual_per_a_Catalunya_Un_model_de_formaci%C3%B3_professional_dual_per_a_Catalunya","translated_internal_url":"","created_at":"2016-04-03T07:26:16.750-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":18329937,"work_id":23965110,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":4184462,"email":"o***e@sussex.ac.uk","display_order":0,"name":"Oscar Valiente","title":"Un model de formació professional dual per a Catalunya? Un model de formació professional dual per a Catalunya"},{"id":18329938,"work_id":23965110,"tagging_user_id":36212627,"tagged_user_id":46341407,"co_author_invite_id":4184463,"email":"c***n@ioe.ac.uk","display_order":4194304,"name":"Chris Brown","title":"Un model de formació professional dual per a Catalunya? Un model de formació professional dual per a Catalunya"},{"id":18329939,"work_id":23965110,"tagging_user_id":36212627,"tagged_user_id":3531970,"co_author_invite_id":null,"email":"s***1@hotmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":6291456,"name":"Rosario Scandurra","title":"Un model de formació professional dual per a Catalunya? Un model de formació professional dual per a Catalunya"}],"downloadable_attachments":[{"id":44354422,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44354422/thumbnails/1.jpg","file_name":"607.pdf","download_url":"https://www.academia.edu/attachments/44354422/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Un_model_de_formacio_professional_dual_p.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44354422/607-libre.pdf?1459693588=\u0026response-content-disposition=attachment%3B+filename%3DUn_model_de_formacio_professional_dual_p.pdf\u0026Expires=1733264005\u0026Signature=PhtHxKmfOkB7oOQ8c4Y5mBCaJeia8v8aHKjEx4BAhjRvFwGFeGsE~Q0uSpVH6VdXv0G9iXL1OaS0t8mbQN~9~x3h3Dew1tRdnxCDLs3d1reZaInvaxnXdih7wRA4KDJoZvEsQjQlUsv-WFOn4x2c8Kc6WOur5HqnStqshjcwS0Q6NCualh6irM3btPojvU8vnoJZF2NOmNsstVRYgai0dWHKpd4-qAfHWpq1tBIKHEX6vXsH9JiyqSLHxtv5VV5nBZxfyZdKa1UdgC6Za8A6yQNamYJLCAQZtBgpv7PGU-hoW9YCfRK8RThrEoger32IrbN2mk-b1E~UEakQio~8UQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Un_model_de_formació_professional_dual_per_a_Catalunya_Un_model_de_formació_professional_dual_per_a_Catalunya","translated_slug":"","page_count":84,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":44354422,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44354422/thumbnails/1.jpg","file_name":"607.pdf","download_url":"https://www.academia.edu/attachments/44354422/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Un_model_de_formacio_professional_dual_p.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44354422/607-libre.pdf?1459693588=\u0026response-content-disposition=attachment%3B+filename%3DUn_model_de_formacio_professional_dual_p.pdf\u0026Expires=1733264005\u0026Signature=PhtHxKmfOkB7oOQ8c4Y5mBCaJeia8v8aHKjEx4BAhjRvFwGFeGsE~Q0uSpVH6VdXv0G9iXL1OaS0t8mbQN~9~x3h3Dew1tRdnxCDLs3d1reZaInvaxnXdih7wRA4KDJoZvEsQjQlUsv-WFOn4x2c8Kc6WOur5HqnStqshjcwS0Q6NCualh6irM3btPojvU8vnoJZF2NOmNsstVRYgai0dWHKpd4-qAfHWpq1tBIKHEX6vXsH9JiyqSLHxtv5VV5nBZxfyZdKa1UdgC6Za8A6yQNamYJLCAQZtBgpv7PGU-hoW9YCfRK8RThrEoger32IrbN2mk-b1E~UEakQio~8UQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":17369,"name":"Vocational Education","url":"https://www.academia.edu/Documents/in/Vocational_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="23965043"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23965043/La_Formaci%C3%B3_professional_i_l_ocupaci%C3%B3_a_Catalunya_Una_ullada_als_indicadors_des_d_un_prespectiva_comparada"><img alt="Research paper thumbnail of La Formació professional i l’ocupació a Catalunya. Una ullada als indicadors des d’un prespectiva comparada" class="work-thumbnail" src="https://attachments.academia-assets.com/44354396/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23965043/La_Formaci%C3%B3_professional_i_l_ocupaci%C3%B3_a_Catalunya_Una_ullada_als_indicadors_des_d_un_prespectiva_comparada">La Formació professional i l’ocupació a Catalunya. Una ullada als indicadors des d’un prespectiva comparada</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ab99d68aa39042969c7783c202e19ddf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44354396,"asset_id":23965043,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44354396/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23965043"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23965043"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23965043; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23965043]").text(description); $(".js-view-count[data-work-id=23965043]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23965043; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23965043']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 23965043, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ab99d68aa39042969c7783c202e19ddf" } } $('.js-work-strip[data-work-id=23965043]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23965043,"title":"La Formació professional i l’ocupació a Catalunya. Una ullada als indicadors des d’un prespectiva comparada","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/23965043/La_Formaci%C3%B3_professional_i_l_ocupaci%C3%B3_a_Catalunya_Una_ullada_als_indicadors_des_d_un_prespectiva_comparada","translated_internal_url":"","created_at":"2016-04-03T07:24:01.433-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":18362237,"work_id":23965043,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":4184462,"email":"o***e@sussex.ac.uk","display_order":0,"name":"Òscar Valiente","title":"La Formació professional i l’ocupació a Catalunya. Una ullada als indicadors des d’un prespectiva comparada"},{"id":18362240,"work_id":23965043,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":4191049,"email":"t***o@gmail.com","display_order":4194304,"name":"Àngel Tarriño","title":"La Formació professional i l’ocupació a Catalunya. Una ullada als indicadors des d’un prespectiva comparada"}],"downloadable_attachments":[{"id":44354396,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44354396/thumbnails/1.jpg","file_name":"Formacio_professional_ocupacio_Cat_FBofill.pdf","download_url":"https://www.academia.edu/attachments/44354396/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_Formacio_professional_i_l_ocupacio_a.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44354396/Formacio_professional_ocupacio_Cat_FBofill.pdf?1459693399=\u0026response-content-disposition=attachment%3B+filename%3DLa_Formacio_professional_i_l_ocupacio_a.pdf\u0026Expires=1733307888\u0026Signature=QkPdhuzvY0Y0B6dqlY8Vn4jJdPYkDnMrE5Re4kQrA3CX~Zkv9HIZCBf4fYXSY4s5MDk7i9NsIy-KUYDCSCShOnYSvDIKhKM6X2DPaoGHgpW6YXxG60kRU7z0z1zpoGQnfbwnDCoMn8OPl7Ue5zM6P92~jtcRxOCEN9NXSqQrsIKz1zSzu90~c~nCssKV7dilPZlxx1sx0iAcHAuVqLrFPiAjf2XVXhGNoArElLwFarw6VKlFwN3OXeiB7QXeHcGtpTFGJsA3P~I5mOaRI6JA7tyqBirt1UYYW7dX1zWOOUS-sue-xLWLpRISUf3aY0fm~LS9AAVb9qwSx5kx4WIbeg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"La_Formació_professional_i_l_ocupació_a_Catalunya_Una_ullada_als_indicadors_des_d_un_prespectiva_comparada","translated_slug":"","page_count":null,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":44354396,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44354396/thumbnails/1.jpg","file_name":"Formacio_professional_ocupacio_Cat_FBofill.pdf","download_url":"https://www.academia.edu/attachments/44354396/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_Formacio_professional_i_l_ocupacio_a.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44354396/Formacio_professional_ocupacio_Cat_FBofill.pdf?1459693399=\u0026response-content-disposition=attachment%3B+filename%3DLa_Formacio_professional_i_l_ocupacio_a.pdf\u0026Expires=1733307888\u0026Signature=QkPdhuzvY0Y0B6dqlY8Vn4jJdPYkDnMrE5Re4kQrA3CX~Zkv9HIZCBf4fYXSY4s5MDk7i9NsIy-KUYDCSCShOnYSvDIKhKM6X2DPaoGHgpW6YXxG60kRU7z0z1zpoGQnfbwnDCoMn8OPl7Ue5zM6P92~jtcRxOCEN9NXSqQrsIKz1zSzu90~c~nCssKV7dilPZlxx1sx0iAcHAuVqLrFPiAjf2XVXhGNoArElLwFarw6VKlFwN3OXeiB7QXeHcGtpTFGJsA3P~I5mOaRI6JA7tyqBirt1UYYW7dX1zWOOUS-sue-xLWLpRISUf3aY0fm~LS9AAVb9qwSx5kx4WIbeg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":17369,"name":"Vocational Education","url":"https://www.academia.edu/Documents/in/Vocational_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="23965010"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23965010/PISA_2009_avaluaci%C3%B3_de_les_desigualtats_educatives_a_Catalunya"><img alt="Research paper thumbnail of PISA 2009: avaluació de les desigualtats educatives a Catalunya" class="work-thumbnail" src="https://attachments.academia-assets.com/44354352/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23965010/PISA_2009_avaluaci%C3%B3_de_les_desigualtats_educatives_a_Catalunya">PISA 2009: avaluació de les desigualtats educatives a Catalunya</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AlbaCastejon">Alba Castejón</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="65fb608581e0b230af20c62c98d779d5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44354352,"asset_id":23965010,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44354352/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23965010"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23965010"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23965010; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23965010]").text(description); $(".js-view-count[data-work-id=23965010]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23965010; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23965010']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 23965010, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "65fb608581e0b230af20c62c98d779d5" } } $('.js-work-strip[data-work-id=23965010]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23965010,"title":"PISA 2009: avaluació de les desigualtats educatives a Catalunya","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/23965010/PISA_2009_avaluaci%C3%B3_de_les_desigualtats_educatives_a_Catalunya","translated_internal_url":"","created_at":"2016-04-03T07:20:21.573-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":18329801,"work_id":23965010,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":662227,"email":"f***r@gmail.com","display_order":0,"name":"Ferran Ferrer","title":"PISA 2009: avaluació de les desigualtats educatives a Catalunya"},{"id":18329802,"work_id":23965010,"tagging_user_id":36212627,"tagged_user_id":923586,"co_author_invite_id":null,"email":"a***n@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":4194304,"name":"Alba Castejón","title":"PISA 2009: avaluació de les desigualtats educatives a Catalunya"}],"downloadable_attachments":[{"id":44354352,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44354352/thumbnails/1.jpg","file_name":"546.pdf","download_url":"https://www.academia.edu/attachments/44354352/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"PISA_2009_avaluacio_de_les_desigualtats.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44354352/546-libre.pdf?1459693234=\u0026response-content-disposition=attachment%3B+filename%3DPISA_2009_avaluacio_de_les_desigualtats.pdf\u0026Expires=1733307888\u0026Signature=EzBB-LTwI84QyNQJyw1QmITw1i8cBbnMJyhXe0EkgYodO3M1JWv5ZxXkHElf87S~mL1qhhNQe2Lld8sPVQrGWOrCP5woHQ0HC4NDnEMpAw-1il3NzJS0s4CGa0yxN9M3MySNkMgMcZYyJiup7VTmgX1~xG73Q5GJRc2zXOlovFQuFT1-UKtJfJjjXdFS9CT0q-qhW7CynoqHnm1R7EWaoHuJHwNd21pC~b7V03cBvLqFWVU9npB9hJO-1mDc0IZJCjl-3VM5~MOQuebm88leavKLLRmxeAs-eOMPOlq-7r82hqygVcJaO9zsj-OCTlX~pAwO84LBfEhUxPmGowzawA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"PISA_2009_avaluació_de_les_desigualtats_educatives_a_Catalunya","translated_slug":"","page_count":270,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":44354352,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44354352/thumbnails/1.jpg","file_name":"546.pdf","download_url":"https://www.academia.edu/attachments/44354352/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"PISA_2009_avaluacio_de_les_desigualtats.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44354352/546-libre.pdf?1459693234=\u0026response-content-disposition=attachment%3B+filename%3DPISA_2009_avaluacio_de_les_desigualtats.pdf\u0026Expires=1733307888\u0026Signature=EzBB-LTwI84QyNQJyw1QmITw1i8cBbnMJyhXe0EkgYodO3M1JWv5ZxXkHElf87S~mL1qhhNQe2Lld8sPVQrGWOrCP5woHQ0HC4NDnEMpAw-1il3NzJS0s4CGa0yxN9M3MySNkMgMcZYyJiup7VTmgX1~xG73Q5GJRc2zXOlovFQuFT1-UKtJfJjjXdFS9CT0q-qhW7CynoqHnm1R7EWaoHuJHwNd21pC~b7V03cBvLqFWVU9npB9hJO-1mDc0IZJCjl-3VM5~MOQuebm88leavKLLRmxeAs-eOMPOlq-7r82hqygVcJaO9zsj-OCTlX~pAwO84LBfEhUxPmGowzawA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3512,"name":"Educational Inequalities (class; race; gender etc)","url":"https://www.academia.edu/Documents/in/Educational_Inequalities_class_race_gender_etc_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12382468"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12382468/Les_expectatives_de_lalumnat_a_Catalunya_evid%C3%A8ncies_i_propostes_per_a_un_debat"><img alt="Research paper thumbnail of Les expectatives de l'alumnat a Catalunya: evidències i propostes per a un debat" class="work-thumbnail" src="https://attachments.academia-assets.com/37633952/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12382468/Les_expectatives_de_lalumnat_a_Catalunya_evid%C3%A8ncies_i_propostes_per_a_un_debat">Les expectatives de l'alumnat a Catalunya: evidències i propostes per a un debat</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AlbaCastejon">Alba Castejón</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L’objectiu d’aquest capítol és elaborar una panoràmica general de les expectatives dels estudiant...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L’objectiu d’aquest capítol és elaborar una panoràmica general de les expectatives dels estudiants catalans, amb un especial èmfasi en la seva relació amb les característiques socioeconòmiques de l’alumnat.<br />L’anàlisi de les expectatives educatives a Catalunya s’ha realitzat a partir de les dades recollides a l’avaluació PISA 2003, en l’Educational Career Questionnaire (ECQ). Aquest qüestionari no s’ha administrat al territori català en les edicions posteriors de PISA (2006 i 2009), per la qual cosa les dades utilitzades en aquesta anàlisi són les dades disponibles més recents</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a09effa64bdb3a59e1070e8137286dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37633952,"asset_id":12382468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37633952/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12382468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12382468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12382468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12382468]").text(description); $(".js-view-count[data-work-id=12382468]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12382468; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12382468']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 12382468, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3a09effa64bdb3a59e1070e8137286dd" } } $('.js-work-strip[data-work-id=12382468]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12382468,"title":"Les expectatives de l'alumnat a Catalunya: evidències i propostes per a un debat","translated_title":"","metadata":{"abstract":"L’objectiu d’aquest capítol és elaborar una panoràmica general de les expectatives dels estudiants catalans, amb un especial èmfasi en la seva relació amb les característiques socioeconòmiques de l’alumnat.\nL’anàlisi de les expectatives educatives a Catalunya s’ha realitzat a partir de les dades recollides a l’avaluació PISA 2003, en l’Educational Career Questionnaire (ECQ). Aquest qüestionari no s’ha administrat al territori català en les edicions posteriors de PISA (2006 i 2009), per la qual cosa les dades utilitzades en aquesta anàlisi són les dades disponibles més recents"},"translated_abstract":"L’objectiu d’aquest capítol és elaborar una panoràmica general de les expectatives dels estudiants catalans, amb un especial èmfasi en la seva relació amb les característiques socioeconòmiques de l’alumnat.\nL’anàlisi de les expectatives educatives a Catalunya s’ha realitzat a partir de les dades recollides a l’avaluació PISA 2003, en l’Educational Career Questionnaire (ECQ). Aquest qüestionari no s’ha administrat al territori català en les edicions posteriors de PISA (2006 i 2009), per la qual cosa les dades utilitzades en aquesta anàlisi són les dades disponibles més recents","internal_url":"https://www.academia.edu/12382468/Les_expectatives_de_lalumnat_a_Catalunya_evid%C3%A8ncies_i_propostes_per_a_un_debat","translated_internal_url":"","created_at":"2015-05-14T08:12:34.619-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":923586,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":7510272,"work_id":12382468,"tagging_user_id":923586,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Les expectatives de l'alumnat a Catalunya: evidències i propostes per a un debat"}],"downloadable_attachments":[{"id":37633952,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37633952/thumbnails/1.jpg","file_name":"600.pdf","download_url":"https://www.academia.edu/attachments/37633952/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Les_expectatives_de_lalumnat_a_Catalunya.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37633952/600-libre.pdf?1431616628=\u0026response-content-disposition=attachment%3B+filename%3DLes_expectatives_de_lalumnat_a_Catalunya.pdf\u0026Expires=1733307888\u0026Signature=bw4maYxbUketGGlnc6UCfFcNpLfe3jjW6oMfy6x6eI7-o6HdHj60dU-jVM4FlQreI46CFRcYu-wS8Uod92VpdhijV28GpZ-N4QU5zsIodkTV4XjV6pigu9nGE5VfjWkuZA-wElxZk4yB780pUoTpYD6bdhq865hOZ6ki3Tp1hTzxMRgCZcZr4S8dIBOFtTyWPJWmmQg11M1X2DXnTqwjkqf7cRDG7Td46Ug0u5GMo99qaHzXwXJ4rfbIzNqjby2LTLYZTIPLGgD2N58CrnetuHaP9QLDGTmgPNmFQoQIiQ-4GeeSug3YCkL6Xg8lAkZtqP-06ATV94~Q7zuCHjolBw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Les_expectatives_de_lalumnat_a_Catalunya_evidències_i_propostes_per_a_un_debat","translated_slug":"","page_count":97,"language":"es","content_type":"Work","owner":{"id":923586,"first_name":"Alba","middle_initials":null,"last_name":"Castejón","page_name":"AlbaCastejon","domain_name":"uab","created_at":"2011-11-08T06:26:09.173-08:00","display_name":"Alba Castejón","url":"https://uab.academia.edu/AlbaCastejon"},"attachments":[{"id":37633952,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37633952/thumbnails/1.jpg","file_name":"600.pdf","download_url":"https://www.academia.edu/attachments/37633952/download_file?st=MTczMzMwNDI4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Les_expectatives_de_lalumnat_a_Catalunya.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37633952/600-libre.pdf?1431616628=\u0026response-content-disposition=attachment%3B+filename%3DLes_expectatives_de_lalumnat_a_Catalunya.pdf\u0026Expires=1733307888\u0026Signature=bw4maYxbUketGGlnc6UCfFcNpLfe3jjW6oMfy6x6eI7-o6HdHj60dU-jVM4FlQreI46CFRcYu-wS8Uod92VpdhijV28GpZ-N4QU5zsIodkTV4XjV6pigu9nGE5VfjWkuZA-wElxZk4yB780pUoTpYD6bdhq865hOZ6ki3Tp1hTzxMRgCZcZr4S8dIBOFtTyWPJWmmQg11M1X2DXnTqwjkqf7cRDG7Td46Ug0u5GMo99qaHzXwXJ4rfbIzNqjby2LTLYZTIPLGgD2N58CrnetuHaP9QLDGTmgPNmFQoQIiQ-4GeeSug3YCkL6Xg8lAkZtqP-06ATV94~Q7zuCHjolBw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":37633951,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37633951/thumbnails/1.jpg","file_name":"600.pdf","download_url":"https://www.academia.edu/attachments/37633951/download_file","bulk_download_file_name":"Les_expectatives_de_lalumnat_a_Catalunya.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37633951/600-libre.pdf?1431616628=\u0026response-content-disposition=attachment%3B+filename%3DLes_expectatives_de_lalumnat_a_Catalunya.pdf\u0026Expires=1733307888\u0026Signature=TlU-sTUmegMkg7pLSE--x6P08F0MtLLroCQnzNWWfDaDKS5CNXlIfGtbWBCZAZr-SBLDbTRS8zkSG~e3VBM33n-yVpqLJeeN0Sjz6-eRAqB4hR9ihogflKGP8RF9GcEEAOMPFMwfJv9J6cXVAXudAKnHRTxMthk5eLfX~oekUQqHeVofZtRx9Z2RPNEAil~vWRME12D9fLfiGFoP6ecQn3grys5c0SrQLLjfAWXfwwa2-4yySV3a0jynEyaam7MjyjQa5AR0IxTBL79u96DV~-F84Bl-TaTLJMZt5ukNG3nUf8baxypW4csV-x9~ud9c6PdHfHtPeDniJULCOOmyrA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations"},{"id":196383,"name":"Students Attitudes","url":"https://www.academia.edu/Documents/in/Students_Attitudes"}],"urls":[{"id":4775428,"url":"http://www.fbofill.cat/intra/fbofill/documents/publicacions/600.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12382656"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12382656/Joventut_i_educaci%C3%B3_en_temps_de_crisi"><img alt="Research paper thumbnail of Joventut i educació en temps de crisi" class="work-thumbnail" src="https://attachments.academia-assets.com/37634024/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12382656/Joventut_i_educaci%C3%B3_en_temps_de_crisi">Joventut i educació en temps de crisi</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AlbaCastejon">Alba Castejón</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Els resultats que es presenten en aquest capítol s’estructuren al voltant de vuit apartats. En el...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Els resultats que es presenten en aquest capítol s’estructuren al voltant de vuit apartats. En els dos primers punts (4.2. i 4.3) s’analitzen les dades que fan referència a la relació amb els estudis dels joves i de les joves de Catalunya i el nivell màxim d’instrucció, en funció de les seves característiques. A continuació, s’identifiquen les trajectòries educatives més freqüents entre el col·lectiu juvenil i, posteriorment, les transicions que han realitzat els i les joves de Catalunya entre els diferents nivells formatius, així com possibles factors condicionants d’aquestes transicions. El sisè apartat es dedica a l’estudi d’alguns elements de les trajectòries dels joves i de les joves, com per exemple la repetició de curs, l’obtenció de beques o la valoració de l’escolaritat. Seguidament, al setè punt s’analitzen les aspiracions educatives i, en el vuitè, es presenten les principals dades referents a la formació complementària. Finalment, s’apunten les conclusions més rellevants del capítol.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7acbcf083278fbc501a4007545e5e37d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37634024,"asset_id":12382656,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37634024/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12382656"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12382656"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12382656; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12382656]").text(description); $(".js-view-count[data-work-id=12382656]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12382656; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12382656']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 12382656, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7acbcf083278fbc501a4007545e5e37d" } } $('.js-work-strip[data-work-id=12382656]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12382656,"title":"Joventut i educació en temps de crisi","translated_title":"","metadata":{"abstract":"Els resultats que es presenten en aquest capítol s’estructuren al voltant de vuit apartats. En els dos primers punts (4.2. i 4.3) s’analitzen les dades que fan referència a la relació amb els estudis dels joves i de les joves de Catalunya i el nivell màxim d’instrucció, en funció de les seves característiques. A continuació, s’identifiquen les trajectòries educatives més freqüents entre el col·lectiu juvenil i, posteriorment, les transicions que han realitzat els i les joves de Catalunya entre els diferents nivells formatius, així com possibles factors condicionants d’aquestes transicions. El sisè apartat es dedica a l’estudi d’alguns elements de les trajectòries dels joves i de les joves, com per exemple la repetició de curs, l’obtenció de beques o la valoració de l’escolaritat. Seguidament, al setè punt s’analitzen les aspiracions educatives i, en el vuitè, es presenten les principals dades referents a la formació complementària. Finalment, s’apunten les conclusions més rellevants del capítol."},"translated_abstract":"Els resultats que es presenten en aquest capítol s’estructuren al voltant de vuit apartats. En els dos primers punts (4.2. i 4.3) s’analitzen les dades que fan referència a la relació amb els estudis dels joves i de les joves de Catalunya i el nivell màxim d’instrucció, en funció de les seves característiques. A continuació, s’identifiquen les trajectòries educatives més freqüents entre el col·lectiu juvenil i, posteriorment, les transicions que han realitzat els i les joves de Catalunya entre els diferents nivells formatius, així com possibles factors condicionants d’aquestes transicions. El sisè apartat es dedica a l’estudi d’alguns elements de les trajectòries dels joves i de les joves, com per exemple la repetició de curs, l’obtenció de beques o la valoració de l’escolaritat. Seguidament, al setè punt s’analitzen les aspiracions educatives i, en el vuitè, es presenten les principals dades referents a la formació complementària. Finalment, s’apunten les conclusions més rellevants del capítol.","internal_url":"https://www.academia.edu/12382656/Joventut_i_educaci%C3%B3_en_temps_de_crisi","translated_internal_url":"","created_at":"2015-05-14T08:17:44.272-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":923586,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":7510268,"work_id":12382656,"tagging_user_id":923586,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Joventut i educació en temps de crisi"},{"id":540351,"work_id":12382656,"tagging_user_id":923586,"tagged_user_id":220808,"co_author_invite_id":null,"email":"f***r@uab.cat","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Ferran Ferrer","title":"Joventut i educació en temps de crisi"}],"downloadable_attachments":[{"id":37634024,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37634024/thumbnails/1.jpg","file_name":"EJC_1_4.pdf","download_url":"https://www.academia.edu/attachments/37634024/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Joventut_i_educacio_en_temps_de_crisi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37634024/EJC_1_4-libre.pdf?1431616883=\u0026response-content-disposition=attachment%3B+filename%3DJoventut_i_educacio_en_temps_de_crisi.pdf\u0026Expires=1733307889\u0026Signature=LemQFlQgn8LeOLMD7j8Kd0MD5V0T0Duov91a3AbuDdOMN19gf~-ZCvJIsubkpIB0denEZ7RiWdhPj9vGLHh74klSal~NfT6JwUfQn0tjDFGGj4gJskZilAsldT~7kk~JS~onjtFqpoqyCdlRMAETtUJOnosmI7I0ibiHn5v4N7eITk56WgB373EolriSXpXe0sM6tkjsi0tdpfbPO9rwhkQxicG240449uw2fm4EWsyrsBfkYmmNocauruJwf3Ren0XrUi2VVOBb653mPWTQW4bMIeZ5ylwxTiKt5lxcd1qYX0JuXv~NC2NVZGiUP-~QSUQ5gKu-beKWFb07tGt00w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Joventut_i_educació_en_temps_de_crisi","translated_slug":"","page_count":42,"language":"es","content_type":"Work","owner":{"id":923586,"first_name":"Alba","middle_initials":null,"last_name":"Castejón","page_name":"AlbaCastejon","domain_name":"uab","created_at":"2011-11-08T06:26:09.173-08:00","display_name":"Alba Castejón","url":"https://uab.academia.edu/AlbaCastejon"},"attachments":[{"id":37634024,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37634024/thumbnails/1.jpg","file_name":"EJC_1_4.pdf","download_url":"https://www.academia.edu/attachments/37634024/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Joventut_i_educacio_en_temps_de_crisi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37634024/EJC_1_4-libre.pdf?1431616883=\u0026response-content-disposition=attachment%3B+filename%3DJoventut_i_educacio_en_temps_de_crisi.pdf\u0026Expires=1733307889\u0026Signature=LemQFlQgn8LeOLMD7j8Kd0MD5V0T0Duov91a3AbuDdOMN19gf~-ZCvJIsubkpIB0denEZ7RiWdhPj9vGLHh74klSal~NfT6JwUfQn0tjDFGGj4gJskZilAsldT~7kk~JS~onjtFqpoqyCdlRMAETtUJOnosmI7I0ibiHn5v4N7eITk56WgB373EolriSXpXe0sM6tkjsi0tdpfbPO9rwhkQxicG240449uw2fm4EWsyrsBfkYmmNocauruJwf3Ren0XrUi2VVOBb653mPWTQW4bMIeZ5ylwxTiKt5lxcd1qYX0JuXv~NC2NVZGiUP-~QSUQ5gKu-beKWFb07tGt00w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":37634029,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37634029/thumbnails/1.jpg","file_name":"EJC_1_4.pdf","download_url":"https://www.academia.edu/attachments/37634029/download_file","bulk_download_file_name":"Joventut_i_educacio_en_temps_de_crisi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37634029/EJC_1_4-libre.pdf?1431616883=\u0026response-content-disposition=attachment%3B+filename%3DJoventut_i_educacio_en_temps_de_crisi.pdf\u0026Expires=1733307889\u0026Signature=WaBJa~vXuyl3~ZjFihZU6FFLII-F6q4qHXj9S0CaSX7HTc9rhonUNwilnn~Os2QQV8XNwF15WwEFjOD~RLm8nZCdum9krRZr75wt86OQwuAMmqsLSv8rBkiSeGC3nL6lnJV59eHxjTN0A0DXxaD7PK6xakph1qFpeKgPOAR64T67Hd5T6ssGJPut4eRQGyeQGjqOkusQ6zYLlslmkmFUq3q~BDv8MeABN7BQSi4XHsjOZgEklQYnMRwmHtGSvHKgyNzzkwkZ0L93wISNfyTvH1aitOsAdWRKItwUawLxkACQp60HS97WtWZyrGhCTtJvr8XghLjT5~U7jc8y2aB1OQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"}],"urls":[{"id":4775444,"url":"http://benestar.gencat.cat/web/.content/documents/arxiu/publicacions/col_estudis/EJC_1_4.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="18287498"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/18287498/Equitat_i_resultats_educatius_a_Catalunya_Una_mirada_a_partir_de_PISA_2012"><img alt="Research paper thumbnail of Equitat i resultats educatius a Catalunya. Una mirada a partir de PISA 2012." class="work-thumbnail" src="https://attachments.academia-assets.com/39974462/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18287498/Equitat_i_resultats_educatius_a_Catalunya_Una_mirada_a_partir_de_PISA_2012">Equitat i resultats educatius a Catalunya. Una mirada a partir de PISA 2012.</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AlbaCastejon">Alba Castejón</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="60430e600c834eb7f5ba711a6970a6cb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39974462,"asset_id":18287498,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39974462/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18287498"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18287498"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18287498; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18287498]").text(description); $(".js-view-count[data-work-id=18287498]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18287498; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18287498']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 18287498, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "60430e600c834eb7f5ba711a6970a6cb" } } $('.js-work-strip[data-work-id=18287498]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18287498,"title":"Equitat i resultats educatius a \tCatalunya. Una mirada a partir de PISA 2012.","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/18287498/Equitat_i_resultats_educatius_a_Catalunya_Una_mirada_a_partir_de_PISA_2012","translated_internal_url":"","created_at":"2015-11-13T08:25:31.807-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":9706318,"work_id":18287498,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":0,"name":"Adrián Zancajo","title":"Equitat i resultats educatius a \tCatalunya. Una mirada a partir de PISA 2012."},{"id":9706319,"work_id":18287498,"tagging_user_id":23928165,"tagged_user_id":923586,"co_author_invite_id":2220787,"email":"a***n@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":4194304,"name":"Alba Castejón","title":"Equitat i resultats educatius a \tCatalunya. Una mirada a partir de PISA 2012."},{"id":9706320,"work_id":18287498,"tagging_user_id":23928165,"tagged_user_id":72738222,"co_author_invite_id":2126382,"email":"j***b@gmail.com","display_order":6291456,"name":"Jose Luis Castel","title":"Equitat i resultats educatius a \tCatalunya. Una mirada a partir de PISA 2012."}],"downloadable_attachments":[{"id":39974462,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39974462/thumbnails/1.jpg","file_name":"PISA_2012.pdf","download_url":"https://www.academia.edu/attachments/39974462/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Equitat_i_resultats_educatius_a_Cataluny.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39974462/PISA_2012-libre.pdf?1447431716=\u0026response-content-disposition=attachment%3B+filename%3DEquitat_i_resultats_educatius_a_Cataluny.pdf\u0026Expires=1733018551\u0026Signature=RYbYhUOqgAndKMe4Fot9xtQY73H9ZwfOh0aOp7YIkFiPAhoFk-~f74F5755~jYTFjVBGZitykl8HipetOAp8HnWz5mWBb~DbDjlVpoHuaChi1lb3w9zgwXbVOcvqLQRoBJt4ur8WEA4eIFDWqldfiiMFLZKI6EiDi6RBAu6pEYWnJYH57o9x-KGP~omVuXKgGA7Nqr4LAElEUrXKUWALoKwDtN3jXs5W0adHpoqdwG3yPtcRv4Imnq6Sfz1fuoDU2qe91NfZDLUllqmizh0kqcpZKi7jAEri2CaPtU~ZbPDT~8EWuHDp0uDDc4d8ILON4ZMSv7oHBqgDoEqM584jgA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Equitat_i_resultats_educatius_a_Catalunya_Una_mirada_a_partir_de_PISA_2012","translated_slug":"","page_count":134,"language":"es","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":39974462,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39974462/thumbnails/1.jpg","file_name":"PISA_2012.pdf","download_url":"https://www.academia.edu/attachments/39974462/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Equitat_i_resultats_educatius_a_Cataluny.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39974462/PISA_2012-libre.pdf?1447431716=\u0026response-content-disposition=attachment%3B+filename%3DEquitat_i_resultats_educatius_a_Cataluny.pdf\u0026Expires=1733018551\u0026Signature=RYbYhUOqgAndKMe4Fot9xtQY73H9ZwfOh0aOp7YIkFiPAhoFk-~f74F5755~jYTFjVBGZitykl8HipetOAp8HnWz5mWBb~DbDjlVpoHuaChi1lb3w9zgwXbVOcvqLQRoBJt4ur8WEA4eIFDWqldfiiMFLZKI6EiDi6RBAu6pEYWnJYH57o9x-KGP~omVuXKgGA7Nqr4LAElEUrXKUWALoKwDtN3jXs5W0adHpoqdwG3yPtcRv4Imnq6Sfz1fuoDU2qe91NfZDLUllqmizh0kqcpZKi7jAEri2CaPtU~ZbPDT~8EWuHDp0uDDc4d8ILON4ZMSv7oHBqgDoEqM584jgA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":59641,"name":"PISA and TIMSS Result","url":"https://www.academia.edu/Documents/in/PISA_and_TIMSS_Result"},{"id":300460,"name":"Políticas Educativas","url":"https://www.academia.edu/Documents/in/Pol%C3%ADticas_Educativas"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12523826"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12523826/Indicators_for_a_Broad_and_Bold_Post_2015_Agenda_A_Comprehensive_Approach_to_Educational_Development"><img alt="Research paper thumbnail of Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development" class="work-thumbnail" src="https://attachments.academia-assets.com/37706846/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12523826/Indicators_for_a_Broad_and_Bold_Post_2015_Agenda_A_Comprehensive_Approach_to_Educational_Development">Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dda0466772b6637da7da06ff122689d8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37706846,"asset_id":12523826,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37706846/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12523826"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12523826"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12523826; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12523826]").text(description); $(".js-view-count[data-work-id=12523826]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12523826; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12523826']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 12523826, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dda0466772b6637da7da06ff122689d8" } } $('.js-work-strip[data-work-id=12523826]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12523826,"title":"Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/12523826/Indicators_for_a_Broad_and_Bold_Post_2015_Agenda_A_Comprehensive_Approach_to_Educational_Development","translated_internal_url":"","created_at":"2015-05-22T04:21:15.818-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":604742,"work_id":12523826,"tagging_user_id":3285691,"tagged_user_id":36212627,"co_author_invite_id":201848,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":0,"name":"Adrián Zancajo","title":"Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development"},{"id":608318,"work_id":12523826,"tagging_user_id":3285691,"tagged_user_id":23928165,"co_author_invite_id":null,"email":"x***l@uab.cat","affiliation":"Universitat Autònoma de Barcelona","display_order":null,"name":"Xavier BONAL","title":"Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development"}],"downloadable_attachments":[{"id":37706846,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37706846/thumbnails/1.jpg","file_name":"book_indicatiors-broad-bold-20150520.pdf","download_url":"https://www.academia.edu/attachments/37706846/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Indicators_for_a_Broad_and_Bold_Post_201.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37706846/book_indicatiors-broad-bold-20150520-libre.pdf?1432293937=\u0026response-content-disposition=attachment%3B+filename%3DIndicators_for_a_Broad_and_Bold_Post_201.pdf\u0026Expires=1732808300\u0026Signature=dMTJXAwHDenqu9Dl6f5jBCstzCRxRNTfhJno6IszRDghrsYTLZyQlpQVSr2ue4NR~qCGxusyy58StixPsncltBN6mDdSb2uxboljV7h8KiqnCdD~nvhgidzlKhWgEBj4BjPbNu~E5zxoTXMZLQeOhjo25bY~xCWjo9aQwHQnCT0RckRVFbs2aMAHG8a5AJSRG48yzhy2k3ioT7Ot9uX00kLrPxXseL1cZgWwQT4qUSu7Iw3xBM6tHY16jxkx65EWGpnab-zidWDrueUfZYyQQiglo5X~nHvadV3Cv0Yat15lSSrU1IwWjJfQ~AfDCLZ1sQ3pg3Rn3WJuLBrkjbHiJg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Indicators_for_a_Broad_and_Bold_Post_2015_Agenda_A_Comprehensive_Approach_to_Educational_Development","translated_slug":"","page_count":64,"language":"en","content_type":"Work","owner":{"id":3285691,"first_name":"Antoni","middle_initials":null,"last_name":"Verger","page_name":"AntoniVerger","domain_name":"uab","created_at":"2013-02-06T04:38:31.723-08:00","display_name":"Antoni Verger","url":"https://uab.academia.edu/AntoniVerger"},"attachments":[{"id":37706846,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37706846/thumbnails/1.jpg","file_name":"book_indicatiors-broad-bold-20150520.pdf","download_url":"https://www.academia.edu/attachments/37706846/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Indicators_for_a_Broad_and_Bold_Post_201.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37706846/book_indicatiors-broad-bold-20150520-libre.pdf?1432293937=\u0026response-content-disposition=attachment%3B+filename%3DIndicators_for_a_Broad_and_Bold_Post_201.pdf\u0026Expires=1732808300\u0026Signature=dMTJXAwHDenqu9Dl6f5jBCstzCRxRNTfhJno6IszRDghrsYTLZyQlpQVSr2ue4NR~qCGxusyy58StixPsncltBN6mDdSb2uxboljV7h8KiqnCdD~nvhgidzlKhWgEBj4BjPbNu~E5zxoTXMZLQeOhjo25bY~xCWjo9aQwHQnCT0RckRVFbs2aMAHG8a5AJSRG48yzhy2k3ioT7Ot9uX00kLrPxXseL1cZgWwQT4qUSu7Iw3xBM6tHY16jxkx65EWGpnab-zidWDrueUfZYyQQiglo5X~nHvadV3Cv0Yat15lSSrU1IwWjJfQ~AfDCLZ1sQ3pg3Rn3WJuLBrkjbHiJg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2585,"name":"International Development","url":"https://www.academia.edu/Documents/in/International_Development"},{"id":3054,"name":"Social Indicators","url":"https://www.academia.edu/Documents/in/Social_Indicators"},{"id":3162,"name":"Educational Development","url":"https://www.academia.edu/Documents/in/Educational_Development"},{"id":18830,"name":"Development Education","url":"https://www.academia.edu/Documents/in/Development_Education"},{"id":635409,"name":"Education for Sustainable Development","url":"https://www.academia.edu/Documents/in/Education_for_Sustainable_Development"},{"id":748508,"name":"Sustainable Development Goals","url":"https://www.academia.edu/Documents/in/Sustainable_Development_Goals"},{"id":748509,"name":"Post-2015 Development Agenda","url":"https://www.academia.edu/Documents/in/Post-2015_Development_Agenda"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4980828" id="bookchapters"><div class="js-work-strip profile--work_container" data-work-id="104784887"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104784887/Markets_in_Education_and_School_Segregation_Paths_of_Problematization_and_Reform"><img alt="Research paper thumbnail of Markets in Education and School Segregation: Paths of Problematization and Reform" class="work-thumbnail" src="https://attachments.academia-assets.com/104421320/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104784887/Markets_in_Education_and_School_Segregation_Paths_of_Problematization_and_Reform">Markets in Education and School Segregation: Paths of Problematization and Reform</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a></span></div><div class="wp-workCard_item"><span>Educational Markets and Segregation. Global Trends and Singular Experiences From Belgium and Chile</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Over the last years, a broad consensus has been forged regarding the negative impact of market po...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Over the last years, a broad consensus has been forged regarding the negative impact of market policies on educational equity, especially in terms of school segregation. The preoccupation with the equity effects of educational markets has penetrated the policy agenda of different countries, although it has not crystallized in a univocal reform approach. Building on the results of a systematic literature review, this chapter examines how educational markets have been problematized in relation to the phenomenon of school segregation, as well as what policy and regulatory options have been adopted in different education systems to address them. The findings show that, while the problematization of educational markets is generally motivated by their impact on educational inequalities, the specific axes of inequality and the factors and actors triggering problematization processes vary greatly across contexts. The chapter also finds that educational reforms aimed at mitigating the role of markets on segregation tend to focus on three main regulatory areas-namely, school funding, school choice and admissions, and the authorization of educational providers. Finally, the chapter reflects on the political and implementation challenges, among other limitations, of these regulatory reforms, concluding that their effectiveness in countering market forces remain still an open question.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4488e80ce01ede0c80f8ea2f4948d021" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104421320,"asset_id":104784887,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104421320/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104784887"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104784887"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104784887; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104784887]").text(description); $(".js-view-count[data-work-id=104784887]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104784887; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104784887']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104784887, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4488e80ce01ede0c80f8ea2f4948d021" } } $('.js-work-strip[data-work-id=104784887]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104784887,"title":"Markets in Education and School Segregation: Paths of Problematization and Reform","translated_title":"","metadata":{"doi":"10.1007/978-3-031-36147-0_5","abstract":"Over the last years, a broad consensus has been forged regarding the negative impact of market policies on educational equity, especially in terms of school segregation. The preoccupation with the equity effects of educational markets has penetrated the policy agenda of different countries, although it has not crystallized in a univocal reform approach. Building on the results of a systematic literature review, this chapter examines how educational markets have been problematized in relation to the phenomenon of school segregation, as well as what policy and regulatory options have been adopted in different education systems to address them. The findings show that, while the problematization of educational markets is generally motivated by their impact on educational inequalities, the specific axes of inequality and the factors and actors triggering problematization processes vary greatly across contexts. The chapter also finds that educational reforms aimed at mitigating the role of markets on segregation tend to focus on three main regulatory areas-namely, school funding, school choice and admissions, and the authorization of educational providers. Finally, the chapter reflects on the political and implementation challenges, among other limitations, of these regulatory reforms, concluding that their effectiveness in countering market forces remain still an open question.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Educational Markets and Segregation. Global Trends and Singular Experiences From Belgium and Chile"},"translated_abstract":"Over the last years, a broad consensus has been forged regarding the negative impact of market policies on educational equity, especially in terms of school segregation. The preoccupation with the equity effects of educational markets has penetrated the policy agenda of different countries, although it has not crystallized in a univocal reform approach. Building on the results of a systematic literature review, this chapter examines how educational markets have been problematized in relation to the phenomenon of school segregation, as well as what policy and regulatory options have been adopted in different education systems to address them. The findings show that, while the problematization of educational markets is generally motivated by their impact on educational inequalities, the specific axes of inequality and the factors and actors triggering problematization processes vary greatly across contexts. The chapter also finds that educational reforms aimed at mitigating the role of markets on segregation tend to focus on three main regulatory areas-namely, school funding, school choice and admissions, and the authorization of educational providers. Finally, the chapter reflects on the political and implementation challenges, among other limitations, of these regulatory reforms, concluding that their effectiveness in countering market forces remain still an open question.","internal_url":"https://www.academia.edu/104784887/Markets_in_Education_and_School_Segregation_Paths_of_Problematization_and_Reform","translated_internal_url":"","created_at":"2023-07-21T02:08:34.526-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":40132496,"work_id":104784887,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":1,"name":"Clara Fontdevila","title":"Markets in Education and School Segregation: Paths of Problematization and Reform"},{"id":40132497,"work_id":104784887,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Antoni Verger","title":"Markets in Education and School Segregation: Paths of Problematization and Reform"}],"downloadable_attachments":[{"id":104421320,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104421320/thumbnails/1.jpg","file_name":"Chapter_5.pdf","download_url":"https://www.academia.edu/attachments/104421320/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Markets_in_Education_and_School_Segregat.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104421320/Chapter_5-libre.pdf?1689933363=\u0026response-content-disposition=attachment%3B+filename%3DMarkets_in_Education_and_School_Segregat.pdf\u0026Expires=1733205207\u0026Signature=A0NavnMdOjnsUigrNUw3PqoHYUqAw9iAWIZxA5mniIKirDalgiFRHPA3qpKCz4~cLyTLf-uAFmHeC7o4QabtfxbJRyv7ACgwCJVN1mgBorQHveaKx0HJwwxa79kxEoITy4CpeYoE0WvgfRnsbY~TTrBa-09IzZmCEzGRpFRyWLAdhzGDhG16~hKbPDawu53o6TNgiGGBZHLs0SMSqPw-hgygvqzyTEIa13OCE3e52pZy0lv6CgkSA66Wn13Mh52zm~VtN~SBA9QkH24u5rDHw3Mrzz6b5CQ~8pNOF~CgzYPnQ95DA~J3SDqbnu-pBv2dsIhZw6gkkyLNyKlgSCt11w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Markets_in_Education_and_School_Segregation_Paths_of_Problematization_and_Reform","translated_slug":"","page_count":19,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":104421320,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104421320/thumbnails/1.jpg","file_name":"Chapter_5.pdf","download_url":"https://www.academia.edu/attachments/104421320/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Markets_in_Education_and_School_Segregat.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104421320/Chapter_5-libre.pdf?1689933363=\u0026response-content-disposition=attachment%3B+filename%3DMarkets_in_Education_and_School_Segregat.pdf\u0026Expires=1733205207\u0026Signature=A0NavnMdOjnsUigrNUw3PqoHYUqAw9iAWIZxA5mniIKirDalgiFRHPA3qpKCz4~cLyTLf-uAFmHeC7o4QabtfxbJRyv7ACgwCJVN1mgBorQHveaKx0HJwwxa79kxEoITy4CpeYoE0WvgfRnsbY~TTrBa-09IzZmCEzGRpFRyWLAdhzGDhG16~hKbPDawu53o6TNgiGGBZHLs0SMSqPw-hgygvqzyTEIa13OCE3e52pZy0lv6CgkSA66Wn13Mh52zm~VtN~SBA9QkH24u5rDHw3Mrzz6b5CQ~8pNOF~CgzYPnQ95DA~J3SDqbnu-pBv2dsIhZw6gkkyLNyKlgSCt11w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":193222,"name":"School Segregation","url":"https://www.academia.edu/Documents/in/School_Segregation"},{"id":218734,"name":"Private Education","url":"https://www.academia.edu/Documents/in/Private_Education"},{"id":604728,"name":"Privatization of Education","url":"https://www.academia.edu/Documents/in/Privatization_of_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92299165"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/92299165/The_privatization_of_education_Drivers_social_effects_and_regulatory_challenges_of_private_sector_participation_in_schooling"><img alt="Research paper thumbnail of The privatization of education. Drivers, social effects and regulatory challenges of private sector participation in schooling" class="work-thumbnail" src="https://attachments.academia-assets.com/95344487/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/92299165/The_privatization_of_education_Drivers_social_effects_and_regulatory_challenges_of_private_sector_participation_in_schooling">The privatization of education. Drivers, social effects and regulatory challenges of private sector participation in schooling</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The privatization of basic education is a global phenomenon growing in all corners of the world. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The privatization of basic education is a global phenomenon growing in all corners of the world. However, education privatization is a multi-faceted process, which crystallizes and evolves in different forms and which eludes simplistic characterizations. This article defines educational privatization and examines its growth in different regions, discussing why it emerged and how it has developed. The article also reflects on the main effects of education privatization policies, with an emphasis on the challenges these policies pose for educational equity and for the public regulation of education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bcbc9b60f34c240f484fbb58d9160413" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95344487,"asset_id":92299165,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95344487/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92299165"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92299165"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92299165; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92299165]").text(description); $(".js-view-count[data-work-id=92299165]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92299165; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92299165']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 92299165, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bcbc9b60f34c240f484fbb58d9160413" } } $('.js-work-strip[data-work-id=92299165]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92299165,"title":"The privatization of education. Drivers, social effects and regulatory challenges of private sector participation in schooling","translated_title":"","metadata":{"doi":"10.1016/B978-0-12-818630-5.01030-7","abstract":"The privatization of basic education is a global phenomenon growing in all corners of the world. However, education privatization is a multi-faceted process, which crystallizes and evolves in different forms and which eludes simplistic characterizations. This article defines educational privatization and examines its growth in different regions, discussing why it emerged and how it has developed. The article also reflects on the main effects of education privatization policies, with an emphasis on the challenges these policies pose for educational equity and for the public regulation of education.","ai_title_tag":"Drivers and Effects of Education Privatization Globally"},"translated_abstract":"The privatization of basic education is a global phenomenon growing in all corners of the world. However, education privatization is a multi-faceted process, which crystallizes and evolves in different forms and which eludes simplistic characterizations. This article defines educational privatization and examines its growth in different regions, discussing why it emerged and how it has developed. The article also reflects on the main effects of education privatization policies, with an emphasis on the challenges these policies pose for educational equity and for the public regulation of education.","internal_url":"https://www.academia.edu/92299165/The_privatization_of_education_Drivers_social_effects_and_regulatory_challenges_of_private_sector_participation_in_schooling","translated_internal_url":"","created_at":"2022-12-06T07:14:32.154-08:00","section":"Book Chapters","preview_url":null,"current_user_can_edit":true,"current_user_is_owner":true,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":39160720,"work_id":92299165,"tagging_user_id":3285691,"tagged_user_id":null,"co_author_invite_id":4144433,"email":"a***r@uab.es","display_order":1,"name":"Antoni Verger","title":"The privatization of education. Drivers, social effects and regulatory challenges of private sector participation in schooling"},{"id":39160721,"work_id":92299165,"tagging_user_id":3285691,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":2,"name":"Clara Fontdevila","title":"The privatization of education. Drivers, social effects and regulatory challenges of private sector participation in schooling"},{"id":39160722,"work_id":92299165,"tagging_user_id":3285691,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":3,"name":"Adrián Zancajo","title":"The privatization of education. Drivers, social effects and regulatory challenges of private sector participation in schooling"}],"downloadable_attachments":[{"id":95344487,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95344487/thumbnails/1.jpg","file_name":"3_s2.0_B9780128186305010307_main.pdf","download_url":"https://www.academia.edu/attachments/95344487/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_privatization_of_education_Drivers_s.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95344487/3_s2.0_B9780128186305010307_main-libre.pdf?1670341880=\u0026response-content-disposition=attachment%3B+filename%3DThe_privatization_of_education_Drivers_s.pdf\u0026Expires=1733074638\u0026Signature=Z5phxXSSnk3lNePCCdQ5KaINpDXDC9oa8viyKWfAu~eKgOLpMq0YAbvJjGn6CySBc2M25OkaS8-Yt1K1y5AoHzCbyLNV~mMY-3xfEN3Jij0qzUXJfga9apH24NlNIx-5Fu832ej9PwPLKxswYxqSbGHfT-VBzVw9FDvGWb04TaHE65y0GfYXPLSzcmIHdQLtkwuCjYezz4ciKaD0oEJvhxUapeKYo8fkDSiCvwEn0k9xWrc0d43Zfpq4688Up91GfuOPfJyMh~94gdgDJdFL~e8tlLUy-gGV1WRxBSBtxHuY9HgRluOWjyf~~ajIQWUisjj~Bf~pHiGQyWQ62m8xHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_privatization_of_education_Drivers_social_effects_and_regulatory_challenges_of_private_sector_participation_in_schooling","translated_slug":"","page_count":9,"language":"en","content_type":"Work","owner":{"id":3285691,"first_name":"Antoni","middle_initials":null,"last_name":"Verger","page_name":"AntoniVerger","domain_name":"uab","created_at":"2013-02-06T04:38:31.723-08:00","display_name":"Antoni Verger","url":"https://uab.academia.edu/AntoniVerger"},"attachments":[{"id":95344487,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95344487/thumbnails/1.jpg","file_name":"3_s2.0_B9780128186305010307_main.pdf","download_url":"https://www.academia.edu/attachments/95344487/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_privatization_of_education_Drivers_s.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95344487/3_s2.0_B9780128186305010307_main-libre.pdf?1670341880=\u0026response-content-disposition=attachment%3B+filename%3DThe_privatization_of_education_Drivers_s.pdf\u0026Expires=1733074638\u0026Signature=Z5phxXSSnk3lNePCCdQ5KaINpDXDC9oa8viyKWfAu~eKgOLpMq0YAbvJjGn6CySBc2M25OkaS8-Yt1K1y5AoHzCbyLNV~mMY-3xfEN3Jij0qzUXJfga9apH24NlNIx-5Fu832ej9PwPLKxswYxqSbGHfT-VBzVw9FDvGWb04TaHE65y0GfYXPLSzcmIHdQLtkwuCjYezz4ciKaD0oEJvhxUapeKYo8fkDSiCvwEn0k9xWrc0d43Zfpq4688Up91GfuOPfJyMh~94gdgDJdFL~e8tlLUy-gGV1WRxBSBtxHuY9HgRluOWjyf~~ajIQWUisjj~Bf~pHiGQyWQ62m8xHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":802,"name":"Political Economy","url":"https://www.academia.edu/Documents/in/Political_Economy"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80602460"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80602460/Education_Privatization_Expanding_spaces_and_new_global_regulatory_trends_in_educational_privatization"><img alt="Research paper thumbnail of Education Privatization: Expanding spaces and new global regulatory trends in educational privatization" class="work-thumbnail" src="https://attachments.academia-assets.com/86930157/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80602460/Education_Privatization_Expanding_spaces_and_new_global_regulatory_trends_in_educational_privatization">Education Privatization: Expanding spaces and new global regulatory trends in educational privatization</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a></span></div><div class="wp-workCard_item"><span>Reimagining Globalization and Education</span><span>, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d86519ad5ebb2ade7320eba69cdd2351" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":86930157,"asset_id":80602460,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/86930157/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80602460"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80602460"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80602460; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80602460]").text(description); $(".js-view-count[data-work-id=80602460]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80602460; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80602460']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 80602460, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d86519ad5ebb2ade7320eba69cdd2351" } } $('.js-work-strip[data-work-id=80602460]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80602460,"title":"Education Privatization: Expanding spaces and new global regulatory trends in educational privatization","translated_title":"","metadata":{"doi":"10.4324/9781003207528-8","grobid_abstract":"Education privatization and marketization are interconnected and globalizing phenomena. In the last three decades, numerous governments have adopted a broad range of pro-market reforms in the education sector, including freedom of school choice and competitive funding formulas, and private school provision has expanded in all world regions. However, pro-market policies are not the only driver of educational privatization. Far from being a univocal policy process, in education, privatization springs from a diverse range of mechanisms that go from the demand-driven expansion of private independent provision to government-initiated Public-Private Partnerships (PPPs) with the private school sector. Furthermore, why and how privatization has advanced and sedimented in so many educational systems vary significantly across national and sub-national contexts. After decades of educational privatization and marketization, the impact of these trends continues to be a source of controversy. Nevertheless, in the past few years, a wide consensus about the negative effects of privatization on equity has crystallized. Comparative analysis and case studies conducted in different places have repeatedly demonstrated that the expansion of private provision tends to increase school segregation and social stratification (Alegre \u0026 Ferrer, 2010; Macpherson, Robertson \u0026 Walford, 2014). Faced with such evidence, key international organizations and civil society initiatives have advocated for adopting regulatory frameworks that allow combining the supposed benefits of private provision and school choice with certain equity standards (OECD, 2017; UNESCO, 2017; World Bank, 2017). Even civil society organizations that tend to be hostile to the very presence of private provision in educational systems consider that the public regulation debate needs to be encouraged (see The Abidjan Principles, 2019). As Rizvi (2016) points out, the current international debate 'is no longer whether private actors should be allowed in education, but rather, to what extent and how should their activities be regulated, and to what end' (p. 2). However, whether and how this","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Reimagining Globalization and Education","grobid_abstract_attachment_id":86930157},"translated_abstract":null,"internal_url":"https://www.academia.edu/80602460/Education_Privatization_Expanding_spaces_and_new_global_regulatory_trends_in_educational_privatization","translated_internal_url":"","created_at":"2022-06-03T04:02:00.498-07:00","section":"Book Chapters","preview_url":null,"current_user_can_edit":{"authorship":{"id":85705951,"created_at":"2022-06-03T04:43:06.413-07:00","section_id":2293539,"updated_at":"2022-06-03T04:43:06.413-07:00","user_id":3285691,"work_id":80602460,"display_order":-8388543,"is_owner":false}},"current_user_is_owner":false,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":38328581,"work_id":80602460,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Antoni Verger","title":"Education Privatization: Expanding spaces and new global regulatory trends in educational privatization"},{"id":38328582,"work_id":80602460,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":2,"name":"Clara Fontdevila","title":"Education Privatization: Expanding spaces and new global regulatory trends in educational privatization"}],"downloadable_attachments":[{"id":86930157,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/86930157/thumbnails/1.jpg","file_name":"Education_privatization_Expanding_spaces_and_new_global_regulatory_trends_in_educational_privatization.pdf","download_url":"https://www.academia.edu/attachments/86930157/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_Privatization_Expanding_spaces.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/86930157/Education_privatization_Expanding_spaces_and_new_global_regulatory_trends_in_educational_privatization-libre.pdf?1654255532=\u0026response-content-disposition=attachment%3B+filename%3DEducation_Privatization_Expanding_spaces.pdf\u0026Expires=1733074638\u0026Signature=H1zjsC123zBehTy-j0kpczcd8rtWwswgliEVPdbuyHcrrfC67~tV4OGXLTTt7jhcmQHTGRWc91Z4AoIwV1H13RdVCuVYBwzvA6ngbDaCXVXL7MR7sI4pOUGfdNVH-LAbPryV5-d9fPJ9RW~6Yr-4xuZk7YeKDvLXWX4gK0~oqA-uirVvL~H8RJEnF6qMi5L1IY4q6BE~lSbQZBwAW-unpliHeSjqhA5rjJXdRV~IrdmLc2igWHoseoynkKjai2Fq5k7A9RGBVvSk6tQriScOyERdJaO9oHQ-zyHxL7XY8pwNPmI2VneQDnq4zR24KEf1C1Xsx0LfRYUsdzILZmBFHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Education_Privatization_Expanding_spaces_and_new_global_regulatory_trends_in_educational_privatization","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo","email":"NlFnUC9Qc1JXSVJoRU93OTNGSWJuTXBjaVBNdkdZbjlOdTNiYk9EenVmdndzZW5lYVlyZEUwTmxJamZrVFlVRC0tdDlUOFZQZDUrVnVDdlZMakYzWElQQT09--a00cee95d67edcfd35dd9c809d286cf497e77af7"},"attachments":[{"id":86930157,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/86930157/thumbnails/1.jpg","file_name":"Education_privatization_Expanding_spaces_and_new_global_regulatory_trends_in_educational_privatization.pdf","download_url":"https://www.academia.edu/attachments/86930157/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_Privatization_Expanding_spaces.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/86930157/Education_privatization_Expanding_spaces_and_new_global_regulatory_trends_in_educational_privatization-libre.pdf?1654255532=\u0026response-content-disposition=attachment%3B+filename%3DEducation_Privatization_Expanding_spaces.pdf\u0026Expires=1733074638\u0026Signature=H1zjsC123zBehTy-j0kpczcd8rtWwswgliEVPdbuyHcrrfC67~tV4OGXLTTt7jhcmQHTGRWc91Z4AoIwV1H13RdVCuVYBwzvA6ngbDaCXVXL7MR7sI4pOUGfdNVH-LAbPryV5-d9fPJ9RW~6Yr-4xuZk7YeKDvLXWX4gK0~oqA-uirVvL~H8RJEnF6qMi5L1IY4q6BE~lSbQZBwAW-unpliHeSjqhA5rjJXdRV~IrdmLc2igWHoseoynkKjai2Fq5k7A9RGBVvSk6tQriScOyERdJaO9oHQ-zyHxL7XY8pwNPmI2VneQDnq4zR24KEf1C1Xsx0LfRYUsdzILZmBFHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3287,"name":"Regulation And Governance","url":"https://www.academia.edu/Documents/in/Regulation_And_Governance"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice"},{"id":84668,"name":"Educational Reforms","url":"https://www.academia.edu/Documents/in/Educational_Reforms"},{"id":218734,"name":"Private Education","url":"https://www.academia.edu/Documents/in/Private_Education"},{"id":604728,"name":"Privatization of Education","url":"https://www.academia.edu/Documents/in/Privatization_of_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37900928"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37900928/Experimenting_with_educational_development_international_actors_and_the_promotion_of_private_schooling_in_vulnerable_contexts"><img alt="Research paper thumbnail of Experimenting with educational development: international actors and the promotion of private schooling in vulnerable contexts" class="work-thumbnail" src="https://attachments.academia-assets.com/57910648/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37900928/Experimenting_with_educational_development_international_actors_and_the_promotion_of_private_schooling_in_vulnerable_contexts">Experimenting with educational development: international actors and the promotion of private schooling in vulnerable contexts</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f627ac934729d03e9231bb57782d1ea1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57910648,"asset_id":37900928,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57910648/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37900928"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37900928"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37900928; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37900928]").text(description); $(".js-view-count[data-work-id=37900928]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37900928; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37900928']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37900928, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f627ac934729d03e9231bb57782d1ea1" } } $('.js-work-strip[data-work-id=37900928]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37900928,"title":"Experimenting with educational development: international actors and the promotion of private schooling in vulnerable contexts","translated_title":"","metadata":{"ai_abstract":"This chapter analyzes the role of international actors in educational reform, particularly in promoting privatization initiatives such as vouchers and charter schools in vulnerable contexts. It dissects policy transfer theories and highlights the significant influence of international organizations in these processes, illustrating how they leverage their resources in low-income settings to implement controversial education policies."},"translated_abstract":null,"internal_url":"https://www.academia.edu/37900928/Experimenting_with_educational_development_international_actors_and_the_promotion_of_private_schooling_in_vulnerable_contexts","translated_internal_url":"","created_at":"2018-12-03T02:50:33.151-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":32100250,"work_id":37900928,"tagging_user_id":3285691,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Experimenting with educational development: international actors and the promotion of private schooling in vulnerable contexts"},{"id":32100251,"work_id":37900928,"tagging_user_id":3285691,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":2,"name":"Clara Fontdevila","title":"Experimenting with educational development: international actors and the promotion of private schooling in vulnerable contexts"}],"downloadable_attachments":[{"id":57910648,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57910648/thumbnails/1.jpg","file_name":"Experimenting_with_educational_development.pdf","download_url":"https://www.academia.edu/attachments/57910648/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Experimenting_with_educational_developme.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57910648/Experimenting_with_educational_development-libre.pdf?1543837377=\u0026response-content-disposition=attachment%3B+filename%3DExperimenting_with_educational_developme.pdf\u0026Expires=1733307889\u0026Signature=Ufp8eEhgKHsmbG9RwQhvmsJy18Q3F7ZEhC4~84NCOyncOj1KC8rxC0vIjvMWFMX-ctsz49fDf7tAvOZxdJ~0-O~LAGin-7uo8kzKxpBhFEsJBssgVxjuDw6WgvYBifxBFrDinL~qy90BI~hlMfvDaQHG1B2Bj9BLzSJhQVvDOL21CgS7Ycq4xvDSt3Ax0NnEgKhkXYq7kY2iPcyls3HQi4gMCHZjrdXOzy~ZUzVUD7IsL9lO2qp13KorN8HVKB6UEWUaS8IM2xgahVQj5mSOfg9L0jnTZHGuibOQiujstEpV0wUii-k2sQN3JkPqbyQxtbdEZdyGTn1dd36p-ke0Gw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Experimenting_with_educational_development_international_actors_and_the_promotion_of_private_schooling_in_vulnerable_contexts","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":3285691,"first_name":"Antoni","middle_initials":null,"last_name":"Verger","page_name":"AntoniVerger","domain_name":"uab","created_at":"2013-02-06T04:38:31.723-08:00","display_name":"Antoni Verger","url":"https://uab.academia.edu/AntoniVerger"},"attachments":[{"id":57910648,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57910648/thumbnails/1.jpg","file_name":"Experimenting_with_educational_development.pdf","download_url":"https://www.academia.edu/attachments/57910648/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Experimenting_with_educational_developme.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57910648/Experimenting_with_educational_development-libre.pdf?1543837377=\u0026response-content-disposition=attachment%3B+filename%3DExperimenting_with_educational_developme.pdf\u0026Expires=1733307889\u0026Signature=Ufp8eEhgKHsmbG9RwQhvmsJy18Q3F7ZEhC4~84NCOyncOj1KC8rxC0vIjvMWFMX-ctsz49fDf7tAvOZxdJ~0-O~LAGin-7uo8kzKxpBhFEsJBssgVxjuDw6WgvYBifxBFrDinL~qy90BI~hlMfvDaQHG1B2Bj9BLzSJhQVvDOL21CgS7Ycq4xvDSt3Ax0NnEgKhkXYq7kY2iPcyls3HQi4gMCHZjrdXOzy~ZUzVUD7IsL9lO2qp13KorN8HVKB6UEWUaS8IM2xgahVQj5mSOfg9L0jnTZHGuibOQiujstEpV0wUii-k2sQN3JkPqbyQxtbdEZdyGTn1dd36p-ke0Gw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2585,"name":"International Development","url":"https://www.academia.edu/Documents/in/International_Development"},{"id":3345,"name":"International organizations","url":"https://www.academia.edu/Documents/in/International_organizations"},{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform"},{"id":45640,"name":"Venture Philanthropy","url":"https://www.academia.edu/Documents/in/Venture_Philanthropy"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35274944"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35274944/Constructing_Low_Fee_Private_Schools_as_an_Educational_Model_for_the_Global_South_From_Local_Origins_to_Transnational_Dynamics"><img alt="Research paper thumbnail of Constructing Low-Fee Private Schools as an Educational Model for the Global South: From Local Origins to Transnational Dynamics" class="work-thumbnail" src="https://attachments.academia-assets.com/55135640/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35274944/Constructing_Low_Fee_Private_Schools_as_an_Educational_Model_for_the_Global_South_From_Local_Origins_to_Transnational_Dynamics">Constructing Low-Fee Private Schools as an Educational Model for the Global South: From Local Origins to Transnational Dynamics</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6129d2c0f3707ca5dcf2c7e071dceee9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55135640,"asset_id":35274944,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55135640/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35274944"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35274944"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35274944; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35274944]").text(description); $(".js-view-count[data-work-id=35274944]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35274944; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35274944']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35274944, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6129d2c0f3707ca5dcf2c7e071dceee9" } } $('.js-work-strip[data-work-id=35274944]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35274944,"title":"Constructing Low-Fee Private Schools as an Educational Model for the Global South: From Local Origins to Transnational Dynamics","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/35274944/Constructing_Low_Fee_Private_Schools_as_an_Educational_Model_for_the_Global_South_From_Local_Origins_to_Transnational_Dynamics","translated_internal_url":"","created_at":"2017-11-28T07:29:27.963-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":30701187,"work_id":35274944,"tagging_user_id":3285691,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":1,"name":"Clara Fontdevila","title":"Constructing Low-Fee Private Schools as an Educational Model for the Global South: From Local Origins to Transnational Dynamics"},{"id":30701188,"work_id":35274944,"tagging_user_id":3285691,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Adrián Zancajo","title":"Constructing Low-Fee Private Schools as an Educational Model for the Global South: From Local Origins to Transnational Dynamics"}],"downloadable_attachments":[{"id":55135640,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55135640/thumbnails/1.jpg","file_name":"GEP_Book_2017_Chapter_12.pdf","download_url":"https://www.academia.edu/attachments/55135640/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Constructing_Low_Fee_Private_Schools_as.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55135640/GEP_Book_2017_Chapter_12-libre.pdf?1511884143=\u0026response-content-disposition=attachment%3B+filename%3DConstructing_Low_Fee_Private_Schools_as.pdf\u0026Expires=1733075830\u0026Signature=Bzz6F618qmocJc0ECzpZj0sCqi9hcYSC8mPhvDD3B3eE9ca8QOfrkaVKvzBt6AR5Ih4yDbUzrM0CjoeHfiypbG-vmt09Ic18OWLn8Hc2qAuet8~3CwGq4~88Eph4krRWFjzwTvsPcHiSLSRFnn5m~whpv-unYI4Nl04Y-SDtP4LBj9kmp5VZzKanyBrKGmhaCxrPPJMfuVwPyPG0QVfAq2vFeIBJ0YbbEYVBUA5nB-X9cZaEgO8QkBLXH-JetwFbdaqsMdR9rPZuJLv40LoLrrgx-S-DWuDH9du~lFMlVi3R72VgPCaatgjEYQiuHmqRF4Sq7AQ2nlihTmNn6R3HNQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Constructing_Low_Fee_Private_Schools_as_an_Educational_Model_for_the_Global_South_From_Local_Origins_to_Transnational_Dynamics","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":3285691,"first_name":"Antoni","middle_initials":null,"last_name":"Verger","page_name":"AntoniVerger","domain_name":"uab","created_at":"2013-02-06T04:38:31.723-08:00","display_name":"Antoni Verger","url":"https://uab.academia.edu/AntoniVerger"},"attachments":[{"id":55135640,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55135640/thumbnails/1.jpg","file_name":"GEP_Book_2017_Chapter_12.pdf","download_url":"https://www.academia.edu/attachments/55135640/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Constructing_Low_Fee_Private_Schools_as.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55135640/GEP_Book_2017_Chapter_12-libre.pdf?1511884143=\u0026response-content-disposition=attachment%3B+filename%3DConstructing_Low_Fee_Private_Schools_as.pdf\u0026Expires=1733075830\u0026Signature=Bzz6F618qmocJc0ECzpZj0sCqi9hcYSC8mPhvDD3B3eE9ca8QOfrkaVKvzBt6AR5Ih4yDbUzrM0CjoeHfiypbG-vmt09Ic18OWLn8Hc2qAuet8~3CwGq4~88Eph4krRWFjzwTvsPcHiSLSRFnn5m~whpv-unYI4Nl04Y-SDtP4LBj9kmp5VZzKanyBrKGmhaCxrPPJMfuVwPyPG0QVfAq2vFeIBJ0YbbEYVBUA5nB-X9cZaEgO8QkBLXH-JetwFbdaqsMdR9rPZuJLv40LoLrrgx-S-DWuDH9du~lFMlVi3R72VgPCaatgjEYQiuHmqRF4Sq7AQ2nlihTmNn6R3HNQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9688,"name":"Globalisation and Development","url":"https://www.academia.edu/Documents/in/Globalisation_and_Development"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":218734,"name":"Private Education","url":"https://www.academia.edu/Documents/in/Private_Education"},{"id":440829,"name":"Low cost private schools","url":"https://www.academia.edu/Documents/in/Low_cost_private_schools"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33762211"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33762211/Taking_Advantage_of_Catastrophes_Education_Privatization_Reforms_in_Contexts_of_Emergency"><img alt="Research paper thumbnail of Taking Advantage of Catastrophes: Education Privatization Reforms in Contexts of Emergency" class="work-thumbnail" src="https://attachments.academia-assets.com/53752003/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33762211/Taking_Advantage_of_Catastrophes_Education_Privatization_Reforms_in_Contexts_of_Emergency">Taking Advantage of Catastrophes: Education Privatization Reforms in Contexts of Emergency</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Episodes of disaster are powerful triggers of education reform. The sense of urgency and bewilder...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Episodes of disaster are powerful triggers of education reform. The sense of urgency and bewilderment associated with catastrophic situations (including natural disaster or armed conflicts) prove a seizable opportunity for education reform advocates, rendering other stakeholders more receptive to drastic interventions. In particular, catastrophic situations are distinctive enablers of privatization and pro-market education reforms in that they allow for a particularly accelerated and drastic advancement of such types of reforms. This is in contrast with other educational privatization trajectories that are fundamentally gradual in nature—such as those involving a historical trend of retrenchment of the state, or the spontaneous development of an educational supply, tolerated or encouraged by the government in a context of education expansion. On that account, and despite the limited importance of disaster episodes triggering education privatization in quantitative terms, the singularity resulting from their transformative power render</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b67ed05f7920fb3385c538845ee8886" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53752003,"asset_id":33762211,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53752003/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33762211"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33762211"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33762211; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33762211]").text(description); $(".js-view-count[data-work-id=33762211]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33762211; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33762211']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33762211, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b67ed05f7920fb3385c538845ee8886" } } $('.js-work-strip[data-work-id=33762211]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33762211,"title":"Taking Advantage of Catastrophes: Education Privatization Reforms in Contexts of Emergency","translated_title":"","metadata":{"abstract":"Episodes of disaster are powerful triggers of education reform. The sense of urgency and bewilderment associated with catastrophic situations (including natural disaster or armed conflicts) prove a seizable opportunity for education reform advocates, rendering other stakeholders more receptive to drastic interventions. In particular, catastrophic situations are distinctive enablers of privatization and pro-market education reforms in that they allow for a particularly accelerated and drastic advancement of such types of reforms. This is in contrast with other educational privatization trajectories that are fundamentally gradual in nature—such as those involving a historical trend of retrenchment of the state, or the spontaneous development of an educational supply, tolerated or encouraged by the government in a context of education expansion. On that account, and despite the limited importance of disaster episodes triggering education privatization in quantitative terms, the singularity resulting from their transformative power render"},"translated_abstract":"Episodes of disaster are powerful triggers of education reform. The sense of urgency and bewilderment associated with catastrophic situations (including natural disaster or armed conflicts) prove a seizable opportunity for education reform advocates, rendering other stakeholders more receptive to drastic interventions. In particular, catastrophic situations are distinctive enablers of privatization and pro-market education reforms in that they allow for a particularly accelerated and drastic advancement of such types of reforms. This is in contrast with other educational privatization trajectories that are fundamentally gradual in nature—such as those involving a historical trend of retrenchment of the state, or the spontaneous development of an educational supply, tolerated or encouraged by the government in a context of education expansion. On that account, and despite the limited importance of disaster episodes triggering education privatization in quantitative terms, the singularity resulting from their transformative power render","internal_url":"https://www.academia.edu/33762211/Taking_Advantage_of_Catastrophes_Education_Privatization_Reforms_in_Contexts_of_Emergency","translated_internal_url":"","created_at":"2017-07-04T02:00:53.356-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":29608503,"work_id":33762211,"tagging_user_id":3285691,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":-1,"name":"Clara Fontdevila","title":"Taking Advantage of Catastrophes: Education Privatization Reforms in Contexts of Emergency"},{"id":29608504,"work_id":33762211,"tagging_user_id":3285691,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Taking Advantage of Catastrophes: Education Privatization Reforms in Contexts of Emergency"}],"downloadable_attachments":[{"id":53752003,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53752003/thumbnails/1.jpg","file_name":"10.1007_978-3-658-17104-913.pdf","download_url":"https://www.academia.edu/attachments/53752003/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Taking_Advantage_of_Catastrophes_Educati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53752003/10.1007_978-3-658-17104-913-libre.pdf?1499159029=\u0026response-content-disposition=attachment%3B+filename%3DTaking_Advantage_of_Catastrophes_Educati.pdf\u0026Expires=1733075830\u0026Signature=bIs-imZz-kXjPGtdn4zvqbRqbccjAgjf1SJeUcat78YLmbPqA8o-ZEZh37EUaidJnm8fC1K4kEhINpS2wpJ5-vZ5LHbOViLbpPCnfNjSiVviZK0fqZdx5F67U1vNChrtg59m47Px8GVPI1eAE2vPrgEx3AbUT97M61qA-2C2-XQTJTqh9tQKB5571AlpyQUnI5YoHc6jtdb-uDLxr5U18mnnNkCpO7wuaHbM7YGmLImV6kfNGjP9doqOzLQ1j61xAw4RYVwcymkSO9g0V7FAUob4tEAZKl8FQ-QuCpXurQP~izogEz4hhEMImMaVHGX3D9Ftrx~qUJJKgQBiv2jhpg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Taking_Advantage_of_Catastrophes_Education_Privatization_Reforms_in_Contexts_of_Emergency","translated_slug":"","page_count":22,"language":"en","content_type":"Work","owner":{"id":3285691,"first_name":"Antoni","middle_initials":null,"last_name":"Verger","page_name":"AntoniVerger","domain_name":"uab","created_at":"2013-02-06T04:38:31.723-08:00","display_name":"Antoni Verger","url":"https://uab.academia.edu/AntoniVerger"},"attachments":[{"id":53752003,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53752003/thumbnails/1.jpg","file_name":"10.1007_978-3-658-17104-913.pdf","download_url":"https://www.academia.edu/attachments/53752003/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Taking_Advantage_of_Catastrophes_Educati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53752003/10.1007_978-3-658-17104-913-libre.pdf?1499159029=\u0026response-content-disposition=attachment%3B+filename%3DTaking_Advantage_of_Catastrophes_Educati.pdf\u0026Expires=1733075830\u0026Signature=bIs-imZz-kXjPGtdn4zvqbRqbccjAgjf1SJeUcat78YLmbPqA8o-ZEZh37EUaidJnm8fC1K4kEhINpS2wpJ5-vZ5LHbOViLbpPCnfNjSiVviZK0fqZdx5F67U1vNChrtg59m47Px8GVPI1eAE2vPrgEx3AbUT97M61qA-2C2-XQTJTqh9tQKB5571AlpyQUnI5YoHc6jtdb-uDLxr5U18mnnNkCpO7wuaHbM7YGmLImV6kfNGjP9doqOzLQ1j61xAw4RYVwcymkSO9g0V7FAUob4tEAZKl8FQ-QuCpXurQP~izogEz4hhEMImMaVHGX3D9Ftrx~qUJJKgQBiv2jhpg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":21172,"name":"Privatisation","url":"https://www.academia.edu/Documents/in/Privatisation"},{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":117766,"name":"Emergencies and Disasters","url":"https://www.academia.edu/Documents/in/Emergencies_and_Disasters"},{"id":148265,"name":"Education Reform","url":"https://www.academia.edu/Documents/in/Education_Reform"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="24070586"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/24070586/El_benestar_als_centres_educatius_a_Catalunya_Una_an%C3%A0lisi_del_projecte_PISA_2009_des_de_la_perspectiva_dels_estudiants_i_directors"><img alt="Research paper thumbnail of El benestar als centres educatius a Catalunya. Una anàlisi del projecte PISA-2009 des de la perspectiva dels estudiants i directors" class="work-thumbnail" src="https://attachments.academia-assets.com/44441410/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/24070586/El_benestar_als_centres_educatius_a_Catalunya_Una_an%C3%A0lisi_del_projecte_PISA_2009_des_de_la_perspectiva_dels_estudiants_i_directors">El benestar als centres educatius a Catalunya. Una anàlisi del projecte PISA-2009 des de la perspectiva dels estudiants i directors</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AlbaCastejon">Alba Castejón</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0703819d6ec8e4f1e7d528592bc3fb66" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44441410,"asset_id":24070586,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44441410/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="24070586"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="24070586"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24070586; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24070586]").text(description); $(".js-view-count[data-work-id=24070586]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24070586; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='24070586']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 24070586, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0703819d6ec8e4f1e7d528592bc3fb66" } } $('.js-work-strip[data-work-id=24070586]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":24070586,"title":"El benestar als centres educatius a Catalunya. Una anàlisi del projecte PISA-2009 des de la perspectiva dels estudiants i directors","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/24070586/El_benestar_als_centres_educatius_a_Catalunya_Una_an%C3%A0lisi_del_projecte_PISA_2009_des_de_la_perspectiva_dels_estudiants_i_directors","translated_internal_url":"","created_at":"2016-04-05T09:32:08.238-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":18489619,"work_id":24070586,"tagging_user_id":36212627,"tagged_user_id":923586,"co_author_invite_id":null,"email":"a***n@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":0,"name":"Alba Castejón","title":"El benestar als centres educatius a Catalunya. Una anàlisi del projecte PISA-2009 des de la perspectiva dels estudiants i directors"},{"id":18489620,"work_id":24070586,"tagging_user_id":36212627,"tagged_user_id":null,"co_author_invite_id":662227,"email":"f***r@gmail.com","display_order":4194304,"name":"Ferran Ferrer","title":"El benestar als centres educatius a Catalunya. Una anàlisi del projecte PISA-2009 des de la perspectiva dels estudiants i directors"}],"downloadable_attachments":[{"id":44441410,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44441410/thumbnails/1.jpg","file_name":"561.pdf","download_url":"https://www.academia.edu/attachments/44441410/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"El_benestar_als_centres_educatius_a_Cata.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44441410/561-libre.pdf?1459879459=\u0026response-content-disposition=attachment%3B+filename%3DEl_benestar_als_centres_educatius_a_Cata.pdf\u0026Expires=1733307889\u0026Signature=CbUlbNuGLV5Uj0koPHhrjnT2aZ9JwjugO-ERO2NeEW2SWjkLn~zc1PDHUUZlSWBrc9uy1lEtLTM4tmn9f8yinTUH3wCdkpCsKtWZO2WAvpUx-i-gs3OobMJ-Qbe04nN5V0SsUzurEIACWUWyy6KoB4QzlnHrmGjMLExtewfDuYB3VKrvd2qyxVAN~Fgkwai1uD58D5Ch-oC868K-gFjIMOgAfTka7hnrFganTFGMbxW7AQ0TmNCEUIkcb0wU8UhBzGcevkd2Jf48RpuRuquiBrqjdBvKB~Wi3hmB9ywVuOhCv5sYgAAQXFOg~qaxPi7Kx7VH3MdVzYsKpUZO-jbQ7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"El_benestar_als_centres_educatius_a_Catalunya_Una_anàlisi_del_projecte_PISA_2009_des_de_la_perspectiva_dels_estudiants_i_directors","translated_slug":"","page_count":142,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":44441410,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44441410/thumbnails/1.jpg","file_name":"561.pdf","download_url":"https://www.academia.edu/attachments/44441410/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"El_benestar_als_centres_educatius_a_Cata.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44441410/561-libre.pdf?1459879459=\u0026response-content-disposition=attachment%3B+filename%3DEl_benestar_als_centres_educatius_a_Cata.pdf\u0026Expires=1733307889\u0026Signature=CbUlbNuGLV5Uj0koPHhrjnT2aZ9JwjugO-ERO2NeEW2SWjkLn~zc1PDHUUZlSWBrc9uy1lEtLTM4tmn9f8yinTUH3wCdkpCsKtWZO2WAvpUx-i-gs3OobMJ-Qbe04nN5V0SsUzurEIACWUWyy6KoB4QzlnHrmGjMLExtewfDuYB3VKrvd2qyxVAN~Fgkwai1uD58D5Ch-oC868K-gFjIMOgAfTka7hnrFganTFGMbxW7AQ0TmNCEUIkcb0wU8UhBzGcevkd2Jf48RpuRuquiBrqjdBvKB~Wi3hmB9ywVuOhCv5sYgAAQXFOg~qaxPi7Kx7VH3MdVzYsKpUZO-jbQ7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":81600,"name":"School Climate","url":"https://www.academia.edu/Documents/in/School_Climate"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="11602960" id="policyworkingpapers"><div class="js-work-strip profile--work_container" data-work-id="98417825"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98417825/Desberdintasun_sozioespazialak_euskadiko_hezkuntzan"><img alt="Research paper thumbnail of Desberdintasun sozioespazialak euskadiko hezkuntzan" class="work-thumbnail" src="https://attachments.academia-assets.com/99774966/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98417825/Desberdintasun_sozioespazialak_euskadiko_hezkuntzan">Desberdintasun sozioespazialak euskadiko hezkuntzan</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ed89550c3ef9094c73436df38d72b394" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99774966,"asset_id":98417825,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99774966/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98417825"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98417825"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98417825; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98417825]").text(description); $(".js-view-count[data-work-id=98417825]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98417825; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98417825']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 98417825, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ed89550c3ef9094c73436df38d72b394" } } $('.js-work-strip[data-work-id=98417825]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98417825,"title":"Desberdintasun sozioespazialak euskadiko hezkuntzan","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/98417825/Desberdintasun_sozioespazialak_euskadiko_hezkuntzan","translated_internal_url":"","created_at":"2023-03-12T23:56:45.553-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":39613030,"work_id":98417825,"tagging_user_id":36212627,"tagged_user_id":23928165,"co_author_invite_id":null,"email":"x***l@uab.cat","affiliation":"Universitat Autònoma de Barcelona","display_order":-1,"name":"Xavier BONAL","title":"Desberdintasun sozioespazialak euskadiko hezkuntzan"}],"downloadable_attachments":[{"id":99774966,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99774966/thumbnails/1.jpg","file_name":"Txostena_Euskadi_azkena_v2_eu_DEF.pdf","download_url":"https://www.academia.edu/attachments/99774966/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Desberdintasun_sozioespazialak_euskadiko.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99774966/Txostena_Euskadi_azkena_v2_eu_DEF-libre.pdf?1678698047=\u0026response-content-disposition=attachment%3B+filename%3DDesberdintasun_sozioespazialak_euskadiko.pdf\u0026Expires=1733307889\u0026Signature=G10q~dL5c2BuK7YE7zgaaHNxgKt3idPYCQYox2UPHIB6dCx8cG9AdMnJlWLi9aR-hm4NpCcUMvW6e43e2S80kTZnmbfm027QjaFP07Pbb18C3iIe3bjAmkKznR8BaLwlEL1XkuHiZxmkSyjS76Tt~3wxY9LWPBYIUzHOPTqy9w30Pi-y67JjTKuwjdS~~1Gbsqq82k99BXmF7nMxdnU-Fh1x-IOxuGS03aUuPb1miVyIl-tLxCocBREwKThyG1u1egCi-ila~PzpDjOHDZ5qIb9JPedOTZR7kiS6--QYzcZGqsBmCoCpnd-SSLXoiu1za-~7Yy0Mj3Yi4HZIOmdvvw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Desberdintasun_sozioespazialak_euskadiko_hezkuntzan","translated_slug":"","page_count":65,"language":"es","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":99774966,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99774966/thumbnails/1.jpg","file_name":"Txostena_Euskadi_azkena_v2_eu_DEF.pdf","download_url":"https://www.academia.edu/attachments/99774966/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Desberdintasun_sozioespazialak_euskadiko.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99774966/Txostena_Euskadi_azkena_v2_eu_DEF-libre.pdf?1678698047=\u0026response-content-disposition=attachment%3B+filename%3DDesberdintasun_sozioespazialak_euskadiko.pdf\u0026Expires=1733307889\u0026Signature=G10q~dL5c2BuK7YE7zgaaHNxgKt3idPYCQYox2UPHIB6dCx8cG9AdMnJlWLi9aR-hm4NpCcUMvW6e43e2S80kTZnmbfm027QjaFP07Pbb18C3iIe3bjAmkKznR8BaLwlEL1XkuHiZxmkSyjS76Tt~3wxY9LWPBYIUzHOPTqy9w30Pi-y67JjTKuwjdS~~1Gbsqq82k99BXmF7nMxdnU-Fh1x-IOxuGS03aUuPb1miVyIl-tLxCocBREwKThyG1u1egCi-ila~PzpDjOHDZ5qIb9JPedOTZR7kiS6--QYzcZGqsBmCoCpnd-SSLXoiu1za-~7Yy0Mj3Yi4HZIOmdvvw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation"},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality"},{"id":193222,"name":"School Segregation","url":"https://www.academia.edu/Documents/in/School_Segregation"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97905626"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97905626/Desigualdades_socioespaciales_en_la_educaci%C3%B3n_en_Euskadi"><img alt="Research paper thumbnail of Desigualdades socioespaciales en la educación en Euskadi" class="work-thumbnail" src="https://attachments.academia-assets.com/99401958/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97905626/Desigualdades_socioespaciales_en_la_educaci%C3%B3n_en_Euskadi">Desigualdades socioespaciales en la educación en Euskadi</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5c829e2922445cf4f49a62c0c4f4a2ca" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99401958,"asset_id":97905626,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99401958/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97905626"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97905626"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97905626; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97905626]").text(description); $(".js-view-count[data-work-id=97905626]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97905626; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97905626']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 97905626, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5c829e2922445cf4f49a62c0c4f4a2ca" } } $('.js-work-strip[data-work-id=97905626]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97905626,"title":"Desigualdades socioespaciales en la educación en Euskadi","translated_title":"","metadata":{"grobid_abstract":"Gráfico 3.1. Distribución del ISEC: densidad global y por provincia / Porcentaje de alumnado con ISEC bajo (p.15) por provincia (cohorte 1º ESO/2021","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"grobid_abstract_attachment_id":99401958},"translated_abstract":null,"internal_url":"https://www.academia.edu/97905626/Desigualdades_socioespaciales_en_la_educaci%C3%B3n_en_Euskadi","translated_internal_url":"","created_at":"2023-03-04T03:03:14.682-08:00","section":"Papers","preview_url":null,"current_user_can_edit":true,"current_user_is_owner":true,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":39576567,"work_id":97905626,"tagging_user_id":23928165,"tagged_user_id":null,"co_author_invite_id":7787156,"email":"g***r@fga.it","display_order":1,"name":"Gerard Ferrer","title":"Desigualdades socioespaciales en la educación en Euskadi"},{"id":39576568,"work_id":97905626,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Adrián Zancajo","title":"Desigualdades socioespaciales en la educación en Euskadi"}],"downloadable_attachments":[{"id":99401958,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99401958/thumbnails/1.jpg","file_name":"Informe_Euskadi_final_cas_DEF.pdf","download_url":"https://www.academia.edu/attachments/99401958/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Desigualdades_socioespaciales_en_la_educ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99401958/Informe_Euskadi_final_cas_DEF-libre.pdf?1677932044=\u0026response-content-disposition=attachment%3B+filename%3DDesigualdades_socioespaciales_en_la_educ.pdf\u0026Expires=1733255620\u0026Signature=DUcr8YsLxxFu5OU59Wx7WTTu4NxKoqksIXimXA25HHasQgxOTZAFHalbmsaLBT2eMmP6LjJPSUV4k5cLvxFc2-FedlaIDUqkc~x9Gbgi-MpW1fYw4lhr6GwDd5daT1k~7cRGgT9ov2LpjA2FoEr2lzcY9EmHdPv6WJZ2D61OGDzo0OKZ7SwjRMWTkKos9dv3scLWFgy7N5ZUTdnDT0Oi~unJ5d0ia8hLgZJx~i6TRADGEq5y5w5gho~C8QxGzy2czL0TYENzBYg18RP0ChZgFmeH-B6fAUy-R9y0wBosBasyUho8OjLcz5UvLt1GuMQ2uJJLZH23zst2GFnkFnp3Qw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Desigualdades_socioespaciales_en_la_educación_en_Euskadi","translated_slug":"","page_count":66,"language":"es","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":99401958,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99401958/thumbnails/1.jpg","file_name":"Informe_Euskadi_final_cas_DEF.pdf","download_url":"https://www.academia.edu/attachments/99401958/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Desigualdades_socioespaciales_en_la_educ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99401958/Informe_Euskadi_final_cas_DEF-libre.pdf?1677932044=\u0026response-content-disposition=attachment%3B+filename%3DDesigualdades_socioespaciales_en_la_educ.pdf\u0026Expires=1733255620\u0026Signature=DUcr8YsLxxFu5OU59Wx7WTTu4NxKoqksIXimXA25HHasQgxOTZAFHalbmsaLBT2eMmP6LjJPSUV4k5cLvxFc2-FedlaIDUqkc~x9Gbgi-MpW1fYw4lhr6GwDd5daT1k~7cRGgT9ov2LpjA2FoEr2lzcY9EmHdPv6WJZ2D61OGDzo0OKZ7SwjRMWTkKos9dv3scLWFgy7N5ZUTdnDT0Oi~unJ5d0ia8hLgZJx~i6TRADGEq5y5w5gho~C8QxGzy2czL0TYENzBYg18RP0ChZgFmeH-B6fAUy-R9y0wBosBasyUho8OjLcz5UvLt1GuMQ2uJJLZH23zst2GFnkFnp3Qw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n"},{"id":73569,"name":"Geografia","url":"https://www.academia.edu/Documents/in/Geografia"},{"id":153338,"name":"Desigualdades Sociales","url":"https://www.academia.edu/Documents/in/Desigualdades_Sociales"},{"id":400124,"name":"Educación y desigualdad social","url":"https://www.academia.edu/Documents/in/Educacion_y_desigualdad_social"}],"urls":[{"id":29475053,"url":"https://isei-ivei.euskadi.eus/documents/635622/5623270/Informe_Euskadi_final_cas_DEF.pdf/45aee1f5-c063-a378-39d9-5341ba9d4258"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="51029236"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/51029236/Closing_the_gap_Ensuring_there_are_enough_qualified_and_supported_teachers"><img alt="Research paper thumbnail of Closing the gap Ensuring there are enough qualified and supported teachers" class="work-thumbnail" src="https://attachments.academia-assets.com/68899680/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/51029236/Closing_the_gap_Ensuring_there_are_enough_qualified_and_supported_teachers">Closing the gap Ensuring there are enough qualified and supported teachers</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/MarcelPag%C3%A8s">Marcel Pagès</a></span></div><div class="wp-workCard_item"><span>Policy brief with the Int'l Task for on Teachers for 2030</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> ➢ To reach the Education 2030 goals, countries in sub-Saharan Africa will need to recruit 15 mil...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">➢ To reach the Education 2030 goals, countries in sub-Saharan Africa will need to recruit 15 million teachers by 2030. ➢ The proportion of qualified teachers in the region has steadily declined since 2000 at both primary and secondary levels. ➢ The ratio of pupils to trained teachers remains high: according to the most recent data, there are 58 pupils per trained teacher at primary level and 43 pupils per trained teacher at secondary level. ➢ Female teachers play a pivotal role in encouraging girls' enrolment, but fewer than 50% of teachers are female at primary level, falling to less than 30% at secondary level. ➢ Countries need external financial support to fund essential non-salary costs, including initial teacher education and continuous professional development, preparation for blended learning, and improved ICT access and working conditions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fafa80e2e8a22475fbcb2f33ebe2e32e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68899680,"asset_id":51029236,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68899680/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51029236"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51029236"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51029236; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51029236]").text(description); $(".js-view-count[data-work-id=51029236]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51029236; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='51029236']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 51029236, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fafa80e2e8a22475fbcb2f33ebe2e32e" } } $('.js-work-strip[data-work-id=51029236]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":51029236,"title":"Closing the gap Ensuring there are enough qualified and supported teachers","translated_title":"","metadata":{"abstract":" ➢ To reach the Education 2030 goals, countries in sub-Saharan Africa will need to recruit 15 million teachers by 2030. ➢ The proportion of qualified teachers in the region has steadily declined since 2000 at both primary and secondary levels. ➢ The ratio of pupils to trained teachers remains high: according to the most recent data, there are 58 pupils per trained teacher at primary level and 43 pupils per trained teacher at secondary level. ➢ Female teachers play a pivotal role in encouraging girls' enrolment, but fewer than 50% of teachers are female at primary level, falling to less than 30% at secondary level. ➢ Countries need external financial support to fund essential non-salary costs, including initial teacher education and continuous professional development, preparation for blended learning, and improved ICT access and working conditions.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Policy brief with the Int'l Task for on Teachers for 2030"},"translated_abstract":" ➢ To reach the Education 2030 goals, countries in sub-Saharan Africa will need to recruit 15 million teachers by 2030. ➢ The proportion of qualified teachers in the region has steadily declined since 2000 at both primary and secondary levels. ➢ The ratio of pupils to trained teachers remains high: according to the most recent data, there are 58 pupils per trained teacher at primary level and 43 pupils per trained teacher at secondary level. ➢ Female teachers play a pivotal role in encouraging girls' enrolment, but fewer than 50% of teachers are female at primary level, falling to less than 30% at secondary level. ➢ Countries need external financial support to fund essential non-salary costs, including initial teacher education and continuous professional development, preparation for blended learning, and improved ICT access and working conditions.","internal_url":"https://www.academia.edu/51029236/Closing_the_gap_Ensuring_there_are_enough_qualified_and_supported_teachers","translated_internal_url":"","created_at":"2021-08-27T04:16:03.362-07:00","section":"Policy \u0026 Working Papers","preview_url":null,"current_user_can_edit":true,"current_user_is_owner":true,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":36815352,"work_id":51029236,"tagging_user_id":3285691,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Closing the gap Ensuring there are enough qualified and supported teachers"},{"id":36815353,"work_id":51029236,"tagging_user_id":3285691,"tagged_user_id":60434743,"co_author_invite_id":null,"email":"m***s@uab.cat","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Marcel Pagès","title":"Closing the gap Ensuring there are enough qualified and supported teachers"},{"id":36815354,"work_id":51029236,"tagging_user_id":3285691,"tagged_user_id":173286713,"co_author_invite_id":null,"email":"o***h@live.nl","affiliation":"Universitat Autònoma de Barcelona","display_order":3,"name":"Oumaima el","title":"Closing the gap Ensuring there are enough qualified and supported teachers"}],"downloadable_attachments":[{"id":68899680,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68899680/thumbnails/1.jpg","file_name":"Closing_the_gap_Ensuring_there_are_enough_qualified_and_supported_teachers_TTF_advocacy_brief_July_2021_1_.pdf","download_url":"https://www.academia.edu/attachments/68899680/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Closing_the_gap_Ensuring_there_are_enoug.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68899680/Closing_the_gap_Ensuring_there_are_enough_qualified_and_supported_teachers_TTF_advocacy_brief_July_2021_1_-libre.pdf?1630069844=\u0026response-content-disposition=attachment%3B+filename%3DClosing_the_gap_Ensuring_there_are_enoug.pdf\u0026Expires=1733074638\u0026Signature=OszdocjiSnjFTiC7qfDx74sk6xC8ShbNzyMmrNUnb6~M0IIf6MPAYhKdjAzHLeSGx0dOCQmrM7fDVQ5D5EqxWkfWls8UXUXcedNDRxFPZ5DBmlv2HBc6mkS8wQe9R-cKqhh6juX11ONE5uyVq2s2NBZWLX9i6FSmysBal2Ovkw3sQN9wx3DTuJnrShQsRaJ1sAxqVkd4hoo2RqgoNWlxEL2Baa9tuxKOaFwmgCvWY4IAYoPGF~9W-RblaQqGEleOCuwBIeX5V5NU~2YEThbH5X~S1ttQkbjA4qCXqh5oQByiOSs6LqZp~Mio05SissIIcBNKuajm6-jsUBTOYJXHjA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Closing_the_gap_Ensuring_there_are_enough_qualified_and_supported_teachers","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":3285691,"first_name":"Antoni","middle_initials":null,"last_name":"Verger","page_name":"AntoniVerger","domain_name":"uab","created_at":"2013-02-06T04:38:31.723-08:00","display_name":"Antoni Verger","url":"https://uab.academia.edu/AntoniVerger"},"attachments":[{"id":68899680,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68899680/thumbnails/1.jpg","file_name":"Closing_the_gap_Ensuring_there_are_enough_qualified_and_supported_teachers_TTF_advocacy_brief_July_2021_1_.pdf","download_url":"https://www.academia.edu/attachments/68899680/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Closing_the_gap_Ensuring_there_are_enoug.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68899680/Closing_the_gap_Ensuring_there_are_enough_qualified_and_supported_teachers_TTF_advocacy_brief_July_2021_1_-libre.pdf?1630069844=\u0026response-content-disposition=attachment%3B+filename%3DClosing_the_gap_Ensuring_there_are_enoug.pdf\u0026Expires=1733074638\u0026Signature=OszdocjiSnjFTiC7qfDx74sk6xC8ShbNzyMmrNUnb6~M0IIf6MPAYhKdjAzHLeSGx0dOCQmrM7fDVQ5D5EqxWkfWls8UXUXcedNDRxFPZ5DBmlv2HBc6mkS8wQe9R-cKqhh6juX11ONE5uyVq2s2NBZWLX9i6FSmysBal2Ovkw3sQN9wx3DTuJnrShQsRaJ1sAxqVkd4hoo2RqgoNWlxEL2Baa9tuxKOaFwmgCvWY4IAYoPGF~9W-RblaQqGEleOCuwBIeX5V5NU~2YEThbH5X~S1ttQkbjA4qCXqh5oQByiOSs6LqZp~Mio05SissIIcBNKuajm6-jsUBTOYJXHjA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1"},{"id":42627,"name":"Sub-Saharan Africa","url":"https://www.academia.edu/Documents/in/Sub-Saharan_Africa"},{"id":1958655,"name":"Sustainable Development Goals (SDGs)","url":"https://www.academia.edu/Documents/in/Sustainable_Development_Goals_SDGs_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41268608"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41268608/Lescolaritzaci%C3%B3_a_Tarragona_diagn%C3%B2stic_i_propostes_dequitat_educativa"><img alt="Research paper thumbnail of L'escolarització a Tarragona: diagnòstic i propostes d'equitat educativa" class="work-thumbnail" src="https://attachments.academia-assets.com/61487695/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41268608/Lescolaritzaci%C3%B3_a_Tarragona_diagn%C3%B2stic_i_propostes_dequitat_educativa">L'escolarització a Tarragona: diagnòstic i propostes d'equitat educativa</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0f5ebcfd6e2ba530f99c8ef1f8aadc7c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61487695,"asset_id":41268608,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61487695/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41268608"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41268608"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41268608; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41268608]").text(description); $(".js-view-count[data-work-id=41268608]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41268608; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41268608']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41268608, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0f5ebcfd6e2ba530f99c8ef1f8aadc7c" } } $('.js-work-strip[data-work-id=41268608]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41268608,"title":"L'escolarització a Tarragona: diagnòstic i propostes d'equitat educativa","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/41268608/Lescolaritzaci%C3%B3_a_Tarragona_diagn%C3%B2stic_i_propostes_dequitat_educativa","translated_internal_url":"","created_at":"2019-12-11T11:24:21.907-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":33388369,"work_id":41268608,"tagging_user_id":23928165,"tagged_user_id":null,"co_author_invite_id":246850,"email":"x***l@uab.es","display_order":1,"name":"Xavier Bonal","title":"L'escolarització a Tarragona: diagnòstic i propostes d'equitat educativa"},{"id":33388370,"work_id":41268608,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Adrián Zancajo","title":"L'escolarització a Tarragona: diagnòstic i propostes d'equitat educativa"}],"downloadable_attachments":[{"id":61487695,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61487695/thumbnails/1.jpg","file_name":"Informe_Tarragona_def20191211-1237-eu0cc6.pdf","download_url":"https://www.academia.edu/attachments/61487695/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Lescolaritzacio_a_Tarragona_diagnostic_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61487695/Informe_Tarragona_def20191211-1237-eu0cc6-libre.pdf?1576093939=\u0026response-content-disposition=attachment%3B+filename%3DLescolaritzacio_a_Tarragona_diagnostic_i.pdf\u0026Expires=1733264005\u0026Signature=ayHaQa-eb6wjwVZDwAMXJT5D7n2XKh~5knzhMujqTrWCFGrXPbIaxp2r337nY4pua9r3BgjpLiuGKlE-p0-y7ScgkefcxawSWoOg8PlwX8XJVaX1EhQt6MWGGd6HjEkCB9gY455MSIlVgsKOtq4-zgmr63sngdyCMsOT7Im6YhpBp1MvcDg4zZFmtUSoy3UBFF-lz~79ojrKAASRvM8LMOP~mR0pELU~w6Qh88A~zaOcGCr1Toef4JqGoqFO9RCJYe5WHJEhUxauu1CcrlPGfcqpwkE0fnb20kI~h1hXQnz9IJQlX7fArkf-fYjtvPh-jtvC3q2oqjrqCXSCJuJi4w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Lescolarització_a_Tarragona_diagnòstic_i_propostes_dequitat_educativa","translated_slug":"","page_count":69,"language":"es","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":61487695,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61487695/thumbnails/1.jpg","file_name":"Informe_Tarragona_def20191211-1237-eu0cc6.pdf","download_url":"https://www.academia.edu/attachments/61487695/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Lescolaritzacio_a_Tarragona_diagnostic_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61487695/Informe_Tarragona_def20191211-1237-eu0cc6-libre.pdf?1576093939=\u0026response-content-disposition=attachment%3B+filename%3DLescolaritzacio_a_Tarragona_diagnostic_i.pdf\u0026Expires=1733264005\u0026Signature=ayHaQa-eb6wjwVZDwAMXJT5D7n2XKh~5knzhMujqTrWCFGrXPbIaxp2r337nY4pua9r3BgjpLiuGKlE-p0-y7ScgkefcxawSWoOg8PlwX8XJVaX1EhQt6MWGGd6HjEkCB9gY455MSIlVgsKOtq4-zgmr63sngdyCMsOT7Im6YhpBp1MvcDg4zZFmtUSoy3UBFF-lz~79ojrKAASRvM8LMOP~mR0pELU~w6Qh88A~zaOcGCr1Toef4JqGoqFO9RCJYe5WHJEhUxauu1CcrlPGfcqpwkE0fnb20kI~h1hXQnz9IJQlX7fArkf-fYjtvPh-jtvC3q2oqjrqCXSCJuJi4w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":153338,"name":"Desigualdades Sociales","url":"https://www.academia.edu/Documents/in/Desigualdades_Sociales"},{"id":300460,"name":"Políticas Educativas","url":"https://www.academia.edu/Documents/in/Pol%C3%ADticas_Educativas"},{"id":400124,"name":"Educación y desigualdad social","url":"https://www.academia.edu/Documents/in/Educacion_y_desigualdad_social"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38596440"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38596440/Equival%C3%A8ncia_territorial_en_la_planificaci%C3%B3_educativa_a_Barcelona_Diagn%C3%B2stic_i_propostes"><img alt="Research paper thumbnail of Equivalència territorial en la planificació educativa a Barcelona: Diagnòstic i propostes" class="work-thumbnail" src="https://attachments.academia-assets.com/58671195/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38596440/Equival%C3%A8ncia_territorial_en_la_planificaci%C3%B3_educativa_a_Barcelona_Diagn%C3%B2stic_i_propostes">Equivalència territorial en la planificació educativa a Barcelona: Diagnòstic i propostes</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/xavierbonal">Xavier BONAL</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cf0cbaa5d5170bcf1ba574944e913e9a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58671195,"asset_id":38596440,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58671195/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38596440"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38596440"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38596440; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38596440]").text(description); $(".js-view-count[data-work-id=38596440]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38596440; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38596440']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38596440, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cf0cbaa5d5170bcf1ba574944e913e9a" } } $('.js-work-strip[data-work-id=38596440]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38596440,"title":"Equivalència territorial en la planificació educativa a Barcelona: Diagnòstic i propostes","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/38596440/Equival%C3%A8ncia_territorial_en_la_planificaci%C3%B3_educativa_a_Barcelona_Diagn%C3%B2stic_i_propostes","translated_internal_url":"","created_at":"2019-03-21T01:41:09.399-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":23928165,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":32342283,"work_id":38596440,"tagging_user_id":23928165,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Equivalència territorial en la planificació educativa a Barcelona: Diagnòstic i propostes"}],"downloadable_attachments":[{"id":58671195,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58671195/thumbnails/1.jpg","file_name":"Equivalencia_BCN_final_v2_20190320-1.pdf","download_url":"https://www.academia.edu/attachments/58671195/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Equivalencia_territorial_en_la_planifica.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58671195/Equivalencia_BCN_final_v2_20190320-1-libre.pdf?1553194036=\u0026response-content-disposition=attachment%3B+filename%3DEquivalencia_territorial_en_la_planifica.pdf\u0026Expires=1733134087\u0026Signature=bIlnHSyf42qKZvp7I4wG6HVCh1vAyVOQiZVa0StVdn-qe4bYk7rGEIzwrfy5WrYhq0RLVEXlCOtFRNojh0M9GOCm-viIbhxKyBzqzrWrDtUX5HR4gEep-YM-ZXcK6jUhqoTT05m0k89yBjttPR3LIxnOteZss~3aH3ETKO2xjCJg1Dqe2aw0GSzYyyYyKfNQdVDLod75iTxOSO~T1JE0Gm8-ShLJH8m1NS-OfwelZKHZaDgNvquMgSUtf6KSt~sWorqF30S-X74779ZkfuJ0dYiuT0FjaV-hVd-MzPe2NGFf3fIMjWSLyQZETARjxY0Kmbwp7MjuLAuyCXZmM~kHiQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Equivalència_territorial_en_la_planificació_educativa_a_Barcelona_Diagnòstic_i_propostes","translated_slug":"","page_count":54,"language":"es","content_type":"Work","owner":{"id":23928165,"first_name":"Xavier","middle_initials":null,"last_name":"BONAL","page_name":"xavierbonal","domain_name":"uab","created_at":"2014-12-22T10:22:03.935-08:00","display_name":"Xavier BONAL","url":"https://uab.academia.edu/xavierbonal"},"attachments":[{"id":58671195,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58671195/thumbnails/1.jpg","file_name":"Equivalencia_BCN_final_v2_20190320-1.pdf","download_url":"https://www.academia.edu/attachments/58671195/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Equivalencia_territorial_en_la_planifica.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58671195/Equivalencia_BCN_final_v2_20190320-1-libre.pdf?1553194036=\u0026response-content-disposition=attachment%3B+filename%3DEquivalencia_territorial_en_la_planifica.pdf\u0026Expires=1733134087\u0026Signature=bIlnHSyf42qKZvp7I4wG6HVCh1vAyVOQiZVa0StVdn-qe4bYk7rGEIzwrfy5WrYhq0RLVEXlCOtFRNojh0M9GOCm-viIbhxKyBzqzrWrDtUX5HR4gEep-YM-ZXcK6jUhqoTT05m0k89yBjttPR3LIxnOteZss~3aH3ETKO2xjCJg1Dqe2aw0GSzYyyYyKfNQdVDLod75iTxOSO~T1JE0Gm8-ShLJH8m1NS-OfwelZKHZaDgNvquMgSUtf6KSt~sWorqF30S-X74779ZkfuJ0dYiuT0FjaV-hVd-MzPe2NGFf3fIMjWSLyQZETARjxY0Kmbwp7MjuLAuyCXZmM~kHiQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n"},{"id":153338,"name":"Desigualdades Sociales","url":"https://www.academia.edu/Documents/in/Desigualdades_Sociales"},{"id":210400,"name":"Planificación Estratégica","url":"https://www.academia.edu/Documents/in/Planificaci%C3%B3n_Estrat%C3%A9gica"},{"id":304286,"name":"Ciencias de la educación","url":"https://www.academia.edu/Documents/in/Ciencias_de_la_educaci%C3%B3n"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="3749355" id="bookreviews"><div class="js-work-strip profile--work_container" data-work-id="121192473"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121192473/NEPC_Review_Spark_and_Sustain_How_All_the_Worlds_School_Systems_Can_Improve_Learning_at_Scale"><img alt="Research paper thumbnail of NEPC Review: Spark & Sustain: How All the World's School Systems Can Improve Learning at Scale" class="work-thumbnail" src="https://attachments.academia-assets.com/116137787/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121192473/NEPC_Review_Spark_and_Sustain_How_All_the_Worlds_School_Systems_Can_Improve_Learning_at_Scale">NEPC Review: Spark & Sustain: How All the World's School Systems Can Improve Learning at Scale</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In February 2024, McKinsey & Company released a new global report on education entitled Spark & S...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In February 2024, McKinsey & Company released a new global report on education entitled Spark & Sustain: How All the World’s School Systems Can Improve Learning at Scale. The report aims to provide a toolbox for policymakers and other stakeholders on the policy reforms and governance strategies that can promote significant and sustained improvement in students’ learning outcomes. The report notes interventions that it identifies as effective in areas such as teachers’ policies and pedagogical materials and practices. It also highlights the need to set the appropriate conditions for advancing a reform agenda that the authors contend will promote gains in learning outcomes. However, significant analytical and methodological shortcomings raise doubts about the report’s findings and conclusions. For instance, not considering counterfactual cases (i.e., countries that do not experience an improvement) limits the report’s capacity to establish causal links between the strategies identified and the improvement of learning outcomes. The report’s usefulness is further weakened by the lack of specificity and universal scope of its recommendations and the superficial analysis of factors shaping implementation processes. Moreover, the narrow focus on learning outcomes does not account for the diverse priorities and complex challenges most education systems face.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d861de301002a9b43c378ad6a5718a51" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116137787,"asset_id":121192473,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116137787/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121192473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121192473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121192473; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121192473]").text(description); $(".js-view-count[data-work-id=121192473]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121192473; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121192473']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121192473, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d861de301002a9b43c378ad6a5718a51" } } $('.js-work-strip[data-work-id=121192473]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121192473,"title":"NEPC Review: Spark \u0026 Sustain: How All the World's School Systems Can Improve Learning at Scale","translated_title":"","metadata":{"abstract":"In February 2024, McKinsey \u0026 Company released a new global report on education entitled Spark \u0026 Sustain: How All the World’s School Systems Can Improve Learning at Scale. The report aims to provide a toolbox for policymakers and other stakeholders on the policy reforms and governance strategies that can promote significant and sustained improvement in students’ learning outcomes. The report notes interventions that it identifies as effective in areas such as teachers’ policies and pedagogical materials and practices. It also highlights the need to set the appropriate conditions for advancing a reform agenda that the authors contend will promote gains in learning outcomes. However, significant analytical and methodological shortcomings raise doubts about the report’s findings and conclusions. For instance, not considering counterfactual cases (i.e., countries that do not experience an improvement) limits the report’s capacity to establish causal links between the strategies identified and the improvement of learning outcomes. The report’s usefulness is further weakened by the lack of specificity and universal scope of its recommendations and the superficial analysis of factors shaping implementation processes. Moreover, the narrow focus on learning outcomes does not account for the diverse priorities and complex challenges most education systems face.","publication_date":{"day":null,"month":null,"year":2024,"errors":{}}},"translated_abstract":"In February 2024, McKinsey \u0026 Company released a new global report on education entitled Spark \u0026 Sustain: How All the World’s School Systems Can Improve Learning at Scale. The report aims to provide a toolbox for policymakers and other stakeholders on the policy reforms and governance strategies that can promote significant and sustained improvement in students’ learning outcomes. The report notes interventions that it identifies as effective in areas such as teachers’ policies and pedagogical materials and practices. It also highlights the need to set the appropriate conditions for advancing a reform agenda that the authors contend will promote gains in learning outcomes. However, significant analytical and methodological shortcomings raise doubts about the report’s findings and conclusions. For instance, not considering counterfactual cases (i.e., countries that do not experience an improvement) limits the report’s capacity to establish causal links between the strategies identified and the improvement of learning outcomes. The report’s usefulness is further weakened by the lack of specificity and universal scope of its recommendations and the superficial analysis of factors shaping implementation processes. Moreover, the narrow focus on learning outcomes does not account for the diverse priorities and complex challenges most education systems face.","internal_url":"https://www.academia.edu/121192473/NEPC_Review_Spark_and_Sustain_How_All_the_Worlds_School_Systems_Can_Improve_Learning_at_Scale","translated_internal_url":"","created_at":"2024-06-18T10:00:10.760-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36212627,"coauthors_can_edit":true,"document_type":"book_review","co_author_tags":[{"id":41905274,"work_id":121192473,"tagging_user_id":36212627,"tagged_user_id":16059422,"co_author_invite_id":null,"email":"c***a@gmail.com","affiliation":"University of Glasgow","display_order":-2,"name":"Clara Fontdevila","title":"NEPC Review: Spark \u0026 Sustain: How All the World's School Systems Can Improve Learning at Scale"},{"id":41905275,"work_id":121192473,"tagging_user_id":36212627,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":-1,"name":"Antoni Verger","title":"NEPC Review: Spark \u0026 Sustain: How All the World's School Systems Can Improve Learning at Scale"}],"downloadable_attachments":[{"id":116137787,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116137787/thumbnails/1.jpg","file_name":"NR_Verger.pdf","download_url":"https://www.academia.edu/attachments/116137787/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"NEPC_Review_Spark_and_Sustain_How_All_th.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116137787/NR_Verger-libre.pdf?1718732279=\u0026response-content-disposition=attachment%3B+filename%3DNEPC_Review_Spark_and_Sustain_How_All_th.pdf\u0026Expires=1733205207\u0026Signature=GWWyGpUyv4H4jHXlM0LsZXOswrTxy91rt6bnJT8htTaEczoWmA8EoB-f5ephlXzXN2QXc1PFtLH3vjm-SLvpGcwRq7pX4vfqJCleoNZtUQAQUhn6P8~gO7cgv2ND61aq3bp-jxOIvMaasRIyBXWsa5rQBmFp20IlfAXwg6wtBtteXeOHvlItCx7YpXo383c7mBhKGcCUmP~OY9Sk8leXpEXzYK-r5gYZYrTMIrDul4CF1jhpQ8yR1qlqRJPP~rC1TOBquYhBrmcP-ZE9QkVcul34CSGzVaLxT0wlOWJg6IY5QewD1U7QZlY6CDqxP7fIEQiIVa~h3dmE5aABCXgjcg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"NEPC_Review_Spark_and_Sustain_How_All_the_Worlds_School_Systems_Can_Improve_Learning_at_Scale","translated_slug":"","page_count":11,"language":"en","content_type":"Work","owner":{"id":36212627,"first_name":"Adrián","middle_initials":null,"last_name":"Zancajo","page_name":"AdrianZancajo","domain_name":"uab","created_at":"2015-10-14T06:33:45.994-07:00","display_name":"Adrián Zancajo","url":"https://uab.academia.edu/AdrianZancajo"},"attachments":[{"id":116137787,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116137787/thumbnails/1.jpg","file_name":"NR_Verger.pdf","download_url":"https://www.academia.edu/attachments/116137787/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"NEPC_Review_Spark_and_Sustain_How_All_th.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116137787/NR_Verger-libre.pdf?1718732279=\u0026response-content-disposition=attachment%3B+filename%3DNEPC_Review_Spark_and_Sustain_How_All_th.pdf\u0026Expires=1733205207\u0026Signature=GWWyGpUyv4H4jHXlM0LsZXOswrTxy91rt6bnJT8htTaEczoWmA8EoB-f5ephlXzXN2QXc1PFtLH3vjm-SLvpGcwRq7pX4vfqJCleoNZtUQAQUhn6P8~gO7cgv2ND61aq3bp-jxOIvMaasRIyBXWsa5rQBmFp20IlfAXwg6wtBtteXeOHvlItCx7YpXo383c7mBhKGcCUmP~OY9Sk8leXpEXzYK-r5gYZYrTMIrDul4CF1jhpQ8yR1qlqRJPP~rC1TOBquYhBrmcP-ZE9QkVcul34CSGzVaLxT0wlOWJg6IY5QewD1U7QZlY6CDqxP7fIEQiIVa~h3dmE5aABCXgjcg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":5035,"name":"Comparative \u0026 International Education","url":"https://www.academia.edu/Documents/in/Comparative_and_International_Education"},{"id":16489,"name":"Learning Outcomes","url":"https://www.academia.edu/Documents/in/Learning_Outcomes"},{"id":29011,"name":"Student learning outcomes","url":"https://www.academia.edu/Documents/in/Student_learning_outcomes"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12326632"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12326632/Education_Policy_in_Developing_Countries_edited_by_Paul_Glewwe_"><img alt="Research paper thumbnail of Education Policy in Developing Countries [edited by Paul Glewwe]" class="work-thumbnail" src="https://attachments.academia-assets.com/37598642/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12326632/Education_Policy_in_Developing_Countries_edited_by_Paul_Glewwe_">Education Policy in Developing Countries [edited by Paul Glewwe]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7c5b851ebeb7d68d2c66620c607faa61" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37598642,"asset_id":12326632,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37598642/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12326632"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12326632"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12326632; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12326632]").text(description); $(".js-view-count[data-work-id=12326632]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12326632; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12326632']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 12326632, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7c5b851ebeb7d68d2c66620c607faa61" } } $('.js-work-strip[data-work-id=12326632]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12326632,"title":"Education Policy in Developing Countries [edited by Paul Glewwe]","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/12326632/Education_Policy_in_Developing_Countries_edited_by_Paul_Glewwe_","translated_internal_url":"","created_at":"2015-05-10T23:48:03.610-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"book_review","co_author_tags":[{"id":520628,"work_id":12326632,"tagging_user_id":3285691,"tagged_user_id":36212627,"co_author_invite_id":201848,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":0,"name":"Adrián Zancajo","title":"Education Policy in Developing Countries [edited by Paul Glewwe]"}],"downloadable_attachments":[{"id":37598642,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37598642/thumbnails/1.jpg","file_name":"2477.email.pdf","download_url":"https://www.academia.edu/attachments/37598642/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_Policy_in_Developing_Countries.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37598642/2477.email-libre.pdf?1431326928=\u0026response-content-disposition=attachment%3B+filename%3DEducation_Policy_in_Developing_Countries.pdf\u0026Expires=1733205208\u0026Signature=O1Uv0ygdRDUqAepdOE~1Uk33oBIgCJ64LHmulblz5HfAQmZM5tDtZY3YH0~Mspm8oUBlvp46G7R42-llOl656n3teNYhITSnRD0x0ccTtPbmydeWPoIJnX3PdMTNMdsizDXuoVWvQfcFJewEhH3cyY0rvgKocxQabAi64KOyEVOjI~2BE0pduN5ZsRaD6XTVfB02MdF0n2buT6ldHGk6bqo1tUDnFyuz-F3Rjd6MfzZB1R3JZ6cwyFWtAKEB4DUzrpsFBnu~~neHQeGl3Dn3dyDdbjbG-MMc2vioyJjPvdkSmjWoxG1cKAqkZ4isxEm4nbOGvichXF0qVOhNOqa0Uw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Education_Policy_in_Developing_Countries_edited_by_Paul_Glewwe_","translated_slug":"","page_count":6,"language":"en","content_type":"Work","owner":{"id":3285691,"first_name":"Antoni","middle_initials":null,"last_name":"Verger","page_name":"AntoniVerger","domain_name":"uab","created_at":"2013-02-06T04:38:31.723-08:00","display_name":"Antoni Verger","url":"https://uab.academia.edu/AntoniVerger"},"attachments":[{"id":37598642,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37598642/thumbnails/1.jpg","file_name":"2477.email.pdf","download_url":"https://www.academia.edu/attachments/37598642/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Education_Policy_in_Developing_Countries.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37598642/2477.email-libre.pdf?1431326928=\u0026response-content-disposition=attachment%3B+filename%3DEducation_Policy_in_Developing_Countries.pdf\u0026Expires=1733205208\u0026Signature=O1Uv0ygdRDUqAepdOE~1Uk33oBIgCJ64LHmulblz5HfAQmZM5tDtZY3YH0~Mspm8oUBlvp46G7R42-llOl656n3teNYhITSnRD0x0ccTtPbmydeWPoIJnX3PdMTNMdsizDXuoVWvQfcFJewEhH3cyY0rvgKocxQabAi64KOyEVOjI~2BE0pduN5ZsRaD6XTVfB02MdF0n2buT6ldHGk6bqo1tUDnFyuz-F3Rjd6MfzZB1R3JZ6cwyFWtAKEB4DUzrpsFBnu~~neHQeGl3Dn3dyDdbjbG-MMc2vioyJjPvdkSmjWoxG1cKAqkZ4isxEm4nbOGvichXF0qVOhNOqa0Uw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2585,"name":"International Development","url":"https://www.academia.edu/Documents/in/International_Development"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":356353,"name":"Impact evaluation of educational programmes","url":"https://www.academia.edu/Documents/in/Impact_evaluation_of_educational_programmes"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4954791" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="12382687"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/12382687/Educational_Differentiation_Policies_and_the_Performance_of_Disadvantaged_Students_Across_OECD_Countries"><img alt="Research paper thumbnail of Educational Differentiation Policies and the Performance of Disadvantaged Students Across OECD Countries" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/12382687/Educational_Differentiation_Policies_and_the_Performance_of_Disadvantaged_Students_Across_OECD_Countries">Educational Differentiation Policies and the Performance of Disadvantaged Students Across OECD Countries</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AlbaCastejon">Alba Castejón</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">European Conference of Educational Research (ECER), European Educational Research Association. Po...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">European Conference of Educational Research (ECER), European Educational Research Association. Porto, 2-5 September 2014.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12382687"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12382687"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12382687; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12382687]").text(description); $(".js-view-count[data-work-id=12382687]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12382687; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12382687']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 12382687, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=12382687]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12382687,"title":"Educational Differentiation Policies and the Performance of Disadvantaged Students Across OECD Countries","translated_title":"","metadata":{"abstract":"European Conference of Educational Research (ECER), European Educational Research Association. Porto, 2-5 September 2014."},"translated_abstract":"European Conference of Educational Research (ECER), European Educational Research Association. Porto, 2-5 September 2014.","internal_url":"https://www.academia.edu/12382687/Educational_Differentiation_Policies_and_the_Performance_of_Disadvantaged_Students_Across_OECD_Countries","translated_internal_url":"","created_at":"2015-05-14T08:20:57.054-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":923586,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[{"id":7510274,"work_id":12382687,"tagging_user_id":923586,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Educational Differentiation Policies and the Performance of Disadvantaged Students Across OECD Countries"}],"downloadable_attachments":[],"slug":"Educational_Differentiation_Policies_and_the_Performance_of_Disadvantaged_Students_Across_OECD_Countries","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":923586,"first_name":"Alba","middle_initials":null,"last_name":"Castejón","page_name":"AlbaCastejon","domain_name":"uab","created_at":"2011-11-08T06:26:09.173-08:00","display_name":"Alba Castejón","url":"https://uab.academia.edu/AlbaCastejon"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="9939650" id="specialjournalissues"><div class="js-work-strip profile--work_container" data-work-id="41134665"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41134665/_ENTIRE_SPECIAL_ISSUE_Sociological_Contributions_to_School_Choice_Policy_and_Politics_Around_the_Globe"><img alt="Research paper thumbnail of [ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe" class="work-thumbnail" src="https://attachments.academia-assets.com/61384565/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41134665/_ENTIRE_SPECIAL_ISSUE_Sociological_Contributions_to_School_Choice_Policy_and_Politics_Around_the_Globe">[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://manoa-hawaii.academia.edu/DBrentEdwardsJr">D. Brent Edwards Jr.</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uq.academia.edu/BobLingard">Bob Lingard</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AndreuTermesL%C3%B3pez">Andreu Termes</a></span></div><div class="wp-workCard_item"><span>Educational Policy</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is the entire special issue of Educational Policy guest-edited by Amanda Potterton, D. Brent...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is the entire special issue of Educational Policy guest-edited by Amanda Potterton, D. Brent Edwards Jr., Ee-Seul Yoon, and Jeanne Powers. (These are the proofs; the final version correctly lists all four guest-editors.)<br /><br />Issue title: Sociological Contributions to School Choice Policy and Politics Around the Globe<br /><br />Guest Editors: Amanda Potterton, D. Brent Edwards Jr., Ee-Seul Yoon, and Jeanne Powers<br /><br />Introduction<br /><br />1. Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook<br /><br />Authors: Amanda U. Potterton, D. Brent Edwards Jr., Ee-Seul Yoon, and Jeanne M. Powers<br /><br />Section I: The Strategies and Responses of Schools and<br /><br />2. Families to School Choice Policies School Counselors’ Assessment of the Legitimacy of High School Choice Policy<br /><br />Authors: Carolyn Sattin-Bajaj and Jennifer L. Jennings<br /><br />3. Schools in the Marketplace: Analysis of School Supply Responses in the Chilean Education Market<br /><br />Author: Adrián Zancajo<br /><br />4. Opting for Private Education: Public Subsidy Programs and School Choice in Disadvantaged Contexts<br /><br />Authors: Mauro Carlos Moschetti and Antoni Verger<br /><br />5. The Development and Dynamics of Public–Private Partnerships in the Philippines’ Education: A Counterintuitive Case of School Choice, Competition, and Privatization<br /><br />Authors: Andreu Termes, D. Brent Edwards Jr., and Antoni Verger<br /><br />Section II: Sociology of School Choice Politics and Education Markets<br /><br />6. Media Strategies in Policy Advocacy: Tracing the Justifications for Indiana’s School Choice Reforms<br /><br />Authors: Joel R. Malin, Christopher Lubienski, and Queenstar Mensa-Bonsu<br />Ideas and the Politics of School Choice Policy: Portfolio Management in Philadelphia<br /><br />Authors: Rand Quinn and Laura Ogburn<br /><br />7. Parental Accountability, School Choice, and the Invisible Hand of the Market<br /><br />Author: Amanda U. Potterton<br /><br />8. School Choice Research and Politics with Pierre Bourdieu: New Possibilities<br /><br />Author: Ee-Seul Yoon<br /><br />Section III: Conflict and Competition for Resources in Organizational and Regulatory Contexts<br /><br />9. Teacher Power and the Politics of Union Organizing in the Charter Sector<br /><br />Authors: Huriya Jabbar, Jesse Chanin, Jamie Haynes, and Sara Slaughter<br /><br />10. Rearranging the Chairs on the Deck or True Reform? Private Sector Bureaucracies 239 in the Age of Choice—An Analysis of Autonomy and Control<br /><br />Authors: Sarah Butler Jessen and Catherine DiMartino<br /><br />Commentary<br /><br />11. Toward a Global Political Sociology of School Choice Policies<br /><br />Author: Bob Lingard</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7c729f24f71335ed55618c3657fdb0c2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61384565,"asset_id":41134665,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61384565/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41134665"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41134665"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41134665; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41134665]").text(description); $(".js-view-count[data-work-id=41134665]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41134665; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41134665']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41134665, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7c729f24f71335ed55618c3657fdb0c2" } } $('.js-work-strip[data-work-id=41134665]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41134665,"title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe","translated_title":"","metadata":{"abstract":"This is the entire special issue of Educational Policy guest-edited by Amanda Potterton, D. Brent Edwards Jr., Ee-Seul Yoon, and Jeanne Powers. (These are the proofs; the final version correctly lists all four guest-editors.)\n\nIssue title: Sociological Contributions to School Choice Policy and Politics Around the Globe\n\nGuest Editors: Amanda Potterton, D. Brent Edwards Jr., Ee-Seul Yoon, and Jeanne Powers\n\nIntroduction\n\n1. Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook\n\nAuthors: Amanda U. Potterton, D. Brent Edwards Jr., Ee-Seul Yoon, and Jeanne M. Powers\n\nSection I: The Strategies and Responses of Schools and\n\n2. Families to School Choice Policies School Counselors’ Assessment of the Legitimacy of High School Choice Policy\n\nAuthors: Carolyn Sattin-Bajaj and Jennifer L. Jennings\n\n3. Schools in the Marketplace: Analysis of School Supply Responses in the Chilean Education Market\n\nAuthor: Adrián Zancajo\n\n4. Opting for Private Education: Public Subsidy Programs and School Choice in Disadvantaged Contexts\n\nAuthors: Mauro Carlos Moschetti and Antoni Verger\n\n5. The Development and Dynamics of Public–Private Partnerships in the Philippines’ Education: A Counterintuitive Case of School Choice, Competition, and Privatization\n\nAuthors: Andreu Termes, D. Brent Edwards Jr., and Antoni Verger\n\nSection II: Sociology of School Choice Politics and Education Markets\n\n6. Media Strategies in Policy Advocacy: Tracing the Justifications for Indiana’s School Choice Reforms\n\nAuthors: Joel R. Malin, Christopher Lubienski, and Queenstar Mensa-Bonsu\nIdeas and the Politics of School Choice Policy: Portfolio Management in Philadelphia\n\nAuthors: Rand Quinn and Laura Ogburn\n\n7. Parental Accountability, School Choice, and the Invisible Hand of the Market\n\nAuthor: Amanda U. Potterton\n\n8. School Choice Research and Politics with Pierre Bourdieu: New Possibilities\n\nAuthor: Ee-Seul Yoon\n\nSection III: Conflict and Competition for Resources in Organizational and Regulatory Contexts\n\n9. Teacher Power and the Politics of Union Organizing in the Charter Sector\n\nAuthors: Huriya Jabbar, Jesse Chanin, Jamie Haynes, and Sara Slaughter\n\n10. Rearranging the Chairs on the Deck or True Reform? Private Sector Bureaucracies 239 in the Age of Choice—An Analysis of Autonomy and Control\n\nAuthors: Sarah Butler Jessen and Catherine DiMartino\n\nCommentary\n\n11. Toward a Global Political Sociology of School Choice Policies\n\nAuthor: Bob Lingard","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Educational Policy"},"translated_abstract":"This is the entire special issue of Educational Policy guest-edited by Amanda Potterton, D. Brent Edwards Jr., Ee-Seul Yoon, and Jeanne Powers. (These are the proofs; the final version correctly lists all four guest-editors.)\n\nIssue title: Sociological Contributions to School Choice Policy and Politics Around the Globe\n\nGuest Editors: Amanda Potterton, D. Brent Edwards Jr., Ee-Seul Yoon, and Jeanne Powers\n\nIntroduction\n\n1. Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook\n\nAuthors: Amanda U. Potterton, D. Brent Edwards Jr., Ee-Seul Yoon, and Jeanne M. Powers\n\nSection I: The Strategies and Responses of Schools and\n\n2. Families to School Choice Policies School Counselors’ Assessment of the Legitimacy of High School Choice Policy\n\nAuthors: Carolyn Sattin-Bajaj and Jennifer L. Jennings\n\n3. Schools in the Marketplace: Analysis of School Supply Responses in the Chilean Education Market\n\nAuthor: Adrián Zancajo\n\n4. Opting for Private Education: Public Subsidy Programs and School Choice in Disadvantaged Contexts\n\nAuthors: Mauro Carlos Moschetti and Antoni Verger\n\n5. The Development and Dynamics of Public–Private Partnerships in the Philippines’ Education: A Counterintuitive Case of School Choice, Competition, and Privatization\n\nAuthors: Andreu Termes, D. Brent Edwards Jr., and Antoni Verger\n\nSection II: Sociology of School Choice Politics and Education Markets\n\n6. Media Strategies in Policy Advocacy: Tracing the Justifications for Indiana’s School Choice Reforms\n\nAuthors: Joel R. Malin, Christopher Lubienski, and Queenstar Mensa-Bonsu\nIdeas and the Politics of School Choice Policy: Portfolio Management in Philadelphia\n\nAuthors: Rand Quinn and Laura Ogburn\n\n7. Parental Accountability, School Choice, and the Invisible Hand of the Market\n\nAuthor: Amanda U. Potterton\n\n8. School Choice Research and Politics with Pierre Bourdieu: New Possibilities\n\nAuthor: Ee-Seul Yoon\n\nSection III: Conflict and Competition for Resources in Organizational and Regulatory Contexts\n\n9. Teacher Power and the Politics of Union Organizing in the Charter Sector\n\nAuthors: Huriya Jabbar, Jesse Chanin, Jamie Haynes, and Sara Slaughter\n\n10. Rearranging the Chairs on the Deck or True Reform? Private Sector Bureaucracies 239 in the Age of Choice—An Analysis of Autonomy and Control\n\nAuthors: Sarah Butler Jessen and Catherine DiMartino\n\nCommentary\n\n11. Toward a Global Political Sociology of School Choice Policies\n\nAuthor: Bob Lingard","internal_url":"https://www.academia.edu/41134665/_ENTIRE_SPECIAL_ISSUE_Sociological_Contributions_to_School_Choice_Policy_and_Politics_Around_the_Globe","translated_internal_url":"","created_at":"2019-11-30T13:16:31.683-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":5732334,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":33348239,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":23243419,"co_author_invite_id":null,"email":"a***n@uky.edu","affiliation":"University of Kentucky","display_order":1,"name":"Amanda U. Potterton","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348240,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":1287866,"co_author_invite_id":null,"email":"E***n@umanitoba.ca","affiliation":"University of Manitoba","display_order":2,"name":"Ee-Seul Yoon","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348241,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":33938302,"co_author_invite_id":null,"email":"j***s@asu.edu","affiliation":"Arizona State University","display_order":3,"name":"Jeanne M Powers","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348242,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":23428965,"co_author_invite_id":null,"email":"j***r@austin.utexas.edu","affiliation":"The University of Texas at Austin","display_order":4,"name":"Huriya Jabbar","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348243,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":37919308,"co_author_invite_id":null,"email":"r***d@uq.edu.au","affiliation":"The University of Queensland, Australia","display_order":5,"name":"Bob Lingard","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348244,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":53468363,"co_author_invite_id":null,"email":"m***e@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":6,"name":"Mauro Moschetti","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348245,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":7,"name":"Antoni Verger","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348246,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":8,"name":"Adrián Zancajo","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348247,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":34388933,"co_author_invite_id":null,"email":"a***s@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":9,"name":"Andreu Termes","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348248,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":195204,"co_author_invite_id":null,"email":"c***s@iu.edu","affiliation":"Indiana University","display_order":10,"name":"Christopher Lubienski","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348249,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":411746,"co_author_invite_id":null,"email":"r***q@gse.upenn.edu","affiliation":"University of Pennsylvania","display_order":11,"name":"Rand Quinn","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348250,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":39582694,"co_author_invite_id":null,"email":"l***n@gse.upenn.edu","affiliation":"University of Pennsylvania","display_order":12,"name":"Laura Ogburn","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348251,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":14772266,"co_author_invite_id":null,"email":"j***s@gmail.com","affiliation":"Columbia University","display_order":13,"name":"Jaime Haynes","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"},{"id":33348252,"work_id":41134665,"tagging_user_id":5732334,"tagged_user_id":33583484,"co_author_invite_id":null,"email":"d***c@stjohns.edu","affiliation":"St. John's University","display_order":14,"name":"Catherine DiMartino","title":"[ENTIRE SPECIAL ISSUE] Sociological Contributions to School Choice Policy and Politics Around the Globe"}],"downloadable_attachments":[{"id":61384565,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61384565/thumbnails/1.jpg","file_name":"Potterton_et_al_2020_-_Educational_Policy_entire_special_issue20191130-109901-2hgoog.pdf","download_url":"https://www.academia.edu/attachments/61384565/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"ENTIRE_SPECIAL_ISSUE_Sociological_Contr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61384565/Potterton_et_al_2020_-_Educational_Policy_entire_special_issue20191130-109901-2hgoog-libre.pdf?1575149475=\u0026response-content-disposition=attachment%3B+filename%3DENTIRE_SPECIAL_ISSUE_Sociological_Contr.pdf\u0026Expires=1732534156\u0026Signature=GzQ88dngxVaP17-QBPvNJuR2PaZ7SX8uaSCNz-ShCTwB94mZbcZZ5qxdDH8JV6it3BMnwA-30DS3p2w32N-yqyvzu76zWEi2-kXs~AQiCI5~D~sMqBWuIm96Mjceeg5Tx8syvH4fw~eL5FpvxptBkUk~wUNg49ACOF5UlBC-tgYw6pHfEzQ-~1WyBbPediCSn2PLcY2YDq1VA9iDORG5TQ3gbT4owDDIikRleKpNYZEFVm1t9wBFqryJcMzXA26g2HPBgzscZQSdedDdMj3a2hIYcYHgEQAyj9mX2AZ4GQSCA3~ha296nqyrph-~cWl75cQeObA1ef2BkggPzsvnrQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_ENTIRE_SPECIAL_ISSUE_Sociological_Contributions_to_School_Choice_Policy_and_Politics_Around_the_Globe","translated_slug":"","page_count":280,"language":"en","content_type":"Work","owner":{"id":5732334,"first_name":"D. Brent","middle_initials":null,"last_name":"Edwards Jr.","page_name":"DBrentEdwardsJr","domain_name":"manoa-hawaii","created_at":"2013-09-24T10:22:00.867-07:00","display_name":"D. Brent Edwards Jr.","url":"https://manoa-hawaii.academia.edu/DBrentEdwardsJr"},"attachments":[{"id":61384565,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61384565/thumbnails/1.jpg","file_name":"Potterton_et_al_2020_-_Educational_Policy_entire_special_issue20191130-109901-2hgoog.pdf","download_url":"https://www.academia.edu/attachments/61384565/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"ENTIRE_SPECIAL_ISSUE_Sociological_Contr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61384565/Potterton_et_al_2020_-_Educational_Policy_entire_special_issue20191130-109901-2hgoog-libre.pdf?1575149475=\u0026response-content-disposition=attachment%3B+filename%3DENTIRE_SPECIAL_ISSUE_Sociological_Contr.pdf\u0026Expires=1732534156\u0026Signature=GzQ88dngxVaP17-QBPvNJuR2PaZ7SX8uaSCNz-ShCTwB94mZbcZZ5qxdDH8JV6it3BMnwA-30DS3p2w32N-yqyvzu76zWEi2-kXs~AQiCI5~D~sMqBWuIm96Mjceeg5Tx8syvH4fw~eL5FpvxptBkUk~wUNg49ACOF5UlBC-tgYw6pHfEzQ-~1WyBbPediCSn2PLcY2YDq1VA9iDORG5TQ3gbT4owDDIikRleKpNYZEFVm1t9wBFqryJcMzXA26g2HPBgzscZQSdedDdMj3a2hIYcYHgEQAyj9mX2AZ4GQSCA3~ha296nqyrph-~cWl75cQeObA1ef2BkggPzsvnrQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education"},{"id":1439,"name":"Globalization","url":"https://www.academia.edu/Documents/in/Globalization"},{"id":3660,"name":"Global Governance","url":"https://www.academia.edu/Documents/in/Global_Governance"},{"id":6694,"name":"Global Studies","url":"https://www.academia.edu/Documents/in/Global_Studies"},{"id":8785,"name":"Philippines","url":"https://www.academia.edu/Documents/in/Philippines"},{"id":9813,"name":"Argentina","url":"https://www.academia.edu/Documents/in/Argentina"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":13530,"name":"Chile","url":"https://www.academia.edu/Documents/in/Chile"},{"id":16906,"name":"Policy Sociology","url":"https://www.academia.edu/Documents/in/Policy_Sociology"},{"id":29841,"name":"Public Policy Analysis","url":"https://www.academia.edu/Documents/in/Public_Policy_Analysis"},{"id":30086,"name":"Critical sociology and politics of education","url":"https://www.academia.edu/Documents/in/Critical_sociology_and_politics_of_education"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":79374,"name":"School Choice","url":"https://www.academia.edu/Documents/in/School_Choice"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="19855536" id="reportsworkingpapers"><div class="js-work-strip profile--work_container" data-work-id="122370818"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/122370818/Governing_Public_Private_Partnerships_in_Education_Contemporary_Debates_and_Pro_Equity_Regulatory_Trends"><img alt="Research paper thumbnail of Governing Public-Private Partnerships in Education. Contemporary Debates and Pro-Equity Regulatory Trends" class="work-thumbnail" src="https://attachments.academia-assets.com/117049791/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122370818/Governing_Public_Private_Partnerships_in_Education_Contemporary_Debates_and_Pro_Equity_Regulatory_Trends">Governing Public-Private Partnerships in Education. Contemporary Debates and Pro-Equity Regulatory Trends</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div><div class="wp-workCard_item"><span>UNESCO Regional Center for Educational Planning</span><span>, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e808df45ddbde222dbe13bfbbd49e4d7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117049791,"asset_id":122370818,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117049791/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122370818"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122370818"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122370818; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122370818]").text(description); $(".js-view-count[data-work-id=122370818]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122370818; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122370818']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122370818, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e808df45ddbde222dbe13bfbbd49e4d7" } } $('.js-work-strip[data-work-id=122370818]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122370818,"title":"Governing Public-Private Partnerships in Education. Contemporary Debates and Pro-Equity Regulatory Trends","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"UNESCO Regional Center for Educational Planning"},"translated_abstract":null,"internal_url":"https://www.academia.edu/122370818/Governing_Public_Private_Partnerships_in_Education_Contemporary_Debates_and_Pro_Equity_Regulatory_Trends","translated_internal_url":"","created_at":"2024-07-26T10:33:09.845-07:00","section":"Reports \u0026 Working Papers","preview_url":null,"current_user_can_edit":{"authorship":{"id":128809226,"created_at":"2024-09-09T01:08:14.341-07:00","section_id":19985342,"updated_at":"2024-09-09T01:08:14.341-07:00","user_id":3285691,"work_id":122370818,"display_order":0,"is_owner":false}},"current_user_is_owner":false,"owner_id":16059422,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":42117979,"work_id":122370818,"tagging_user_id":16059422,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Antoni Verger","title":"Governing Public-Private Partnerships in Education. Contemporary Debates and Pro-Equity Regulatory Trends"},{"id":42117980,"work_id":122370818,"tagging_user_id":16059422,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Adrián Zancajo","title":"Governing Public-Private Partnerships in Education. Contemporary Debates and Pro-Equity Regulatory Trends"}],"downloadable_attachments":[{"id":117049791,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117049791/thumbnails/1.jpg","file_name":"02_Governing_Public_Private_Partnerships_in_Education_WP_EN.pdf","download_url":"https://www.academia.edu/attachments/117049791/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Governing_Public_Private_Partnerships_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117049791/02_Governing_Public_Private_Partnerships_in_Education_WP_EN-libre.pdf?1722022808=\u0026response-content-disposition=attachment%3B+filename%3DGoverning_Public_Private_Partnerships_in.pdf\u0026Expires=1733074640\u0026Signature=SNVD1AHH~34~1ie43GZwG4UkvOUCQAvorY7hu40TTvgN-C1h3kBN0BSlXJ2hI~FwzDe9nZYiZd69NbfQrPrBIOQLTgKt69SxB0L~1ruMxUauWvX~qiWIa5rxW0PF9~ZDL4QT5gqLHC8tJ72rnoikAJUsNS3cjPeglVS4df3QrS3v7VlDuvj52VRPBsi2PitMiG8ZTgRTGnfkM5k~3nm56CKCbaMF43WiRSrXwDbnZxBsaHqFtpPC8bUXSjXr0~x6JK6I~hqstVkLELr-1TMFZnALSBrP65FrWCeXa6fHZBAJtnBkeolV9U9GucExU7oThg-SZmb080VmxoXtiZTmdA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Governing_Public_Private_Partnerships_in_Education_Contemporary_Debates_and_Pro_Equity_Regulatory_Trends","translated_slug":"","page_count":26,"language":"en","content_type":"Work","owner":{"id":16059422,"first_name":"Clara","middle_initials":null,"last_name":"Fontdevila","page_name":"ClaraFontdevila","domain_name":"glasgow","created_at":"2014-09-04T01:28:06.517-07:00","display_name":"Clara Fontdevila","url":"https://glasgow.academia.edu/ClaraFontdevila","email":"amlMQk9sT1R5bFhYa2Y5V2hSS2t2Z1JOWjdoNkxaZzQrUW1OU01LQStHbW1NWDVZVEFaVkRSeUg1QzZOMkl3Sy0tZEVEWk43T2M2OGFFYjBBQVlkQldGZz09--48f3939815094b94a63eab41fcfd2ca5db7de7f9"},"attachments":[{"id":117049791,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117049791/thumbnails/1.jpg","file_name":"02_Governing_Public_Private_Partnerships_in_Education_WP_EN.pdf","download_url":"https://www.academia.edu/attachments/117049791/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Governing_Public_Private_Partnerships_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117049791/02_Governing_Public_Private_Partnerships_in_Education_WP_EN-libre.pdf?1722022808=\u0026response-content-disposition=attachment%3B+filename%3DGoverning_Public_Private_Partnerships_in.pdf\u0026Expires=1733074640\u0026Signature=SNVD1AHH~34~1ie43GZwG4UkvOUCQAvorY7hu40TTvgN-C1h3kBN0BSlXJ2hI~FwzDe9nZYiZd69NbfQrPrBIOQLTgKt69SxB0L~1ruMxUauWvX~qiWIa5rxW0PF9~ZDL4QT5gqLHC8tJ72rnoikAJUsNS3cjPeglVS4df3QrS3v7VlDuvj52VRPBsi2PitMiG8ZTgRTGnfkM5k~3nm56CKCbaMF43WiRSrXwDbnZxBsaHqFtpPC8bUXSjXr0~x6JK6I~hqstVkLELr-1TMFZnALSBrP65FrWCeXa6fHZBAJtnBkeolV9U9GucExU7oThg-SZmb080VmxoXtiZTmdA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="19868525" id="journalarticles"><div class="js-work-strip profile--work_container" data-work-id="122503036"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/122503036/Catholic_Schools_in_the_Marketplace_Changing_and_Enduring_Religious_Identities"><img alt="Research paper thumbnail of Catholic Schools in the Marketplace: Changing and Enduring Religious Identities" class="work-thumbnail" src="https://attachments.academia-assets.com/117152985/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122503036/Catholic_Schools_in_the_Marketplace_Changing_and_Enduring_Religious_Identities">Catholic Schools in the Marketplace: Changing and Enduring Religious Identities</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://glasgow.academia.edu/ClaraFontdevila">Clara Fontdevila</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/AntoniVerger">Antoni Verger</a></span></div><div class="wp-workCard_item"><span>Peabody Journal of Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Despite controversies surrounding faith-based schooling, religious schools continue to play a pro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Despite controversies surrounding faith-based schooling, religious schools continue to play a prominent role in numerous education systems. Nonetheless, empirical research on nonstate religious schools operating in a market context remains limited and fragmented. On the one hand, while religious and cultural studies investigate the evolution of religious education (RE), they tend to focus on state schools while overlooking the impact of market forces. On the other hand, research on education markets often treats religious private schools as a uniform category with a fixed identity. This study aims to bridge this gap by delving into the responses of religious private schools to competitive pressures, focusing on how these schools negotiate their religious identities in a market context. With this objective, the paper presents a case study of Catholic school networks in Catalonia, Spain. We identify three different approaches to RE and religious identity developed by these school networks-confessional, culture-centric and value-centric. The triggering factors and enabling conditions behind these approaches are examined in detail. The study concludes by discussing the relevance of these findings for ongoing debates around the public funding of faith-based schools and the tensions posed by such policies in terms of social cohesion, educational pluralism, and equity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4677cd3dfadc69a3c3320c0056ed3d0e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117152985,"asset_id":122503036,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117152985/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122503036"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122503036"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122503036; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122503036]").text(description); $(".js-view-count[data-work-id=122503036]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122503036; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122503036']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122503036, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4677cd3dfadc69a3c3320c0056ed3d0e" } } $('.js-work-strip[data-work-id=122503036]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122503036,"title":"Catholic Schools in the Marketplace: Changing and Enduring Religious Identities","translated_title":"","metadata":{"doi":"10.1080/0161956X.2024.2381393","abstract":"Despite controversies surrounding faith-based schooling, religious schools continue to play a prominent role in numerous education systems. Nonetheless, empirical research on nonstate religious schools operating in a market context remains limited and fragmented. On the one hand, while religious and cultural studies investigate the evolution of religious education (RE), they tend to focus on state schools while overlooking the impact of market forces. On the other hand, research on education markets often treats religious private schools as a uniform category with a fixed identity. This study aims to bridge this gap by delving into the responses of religious private schools to competitive pressures, focusing on how these schools negotiate their religious identities in a market context. With this objective, the paper presents a case study of Catholic school networks in Catalonia, Spain. We identify three different approaches to RE and religious identity developed by these school networks-confessional, culture-centric and value-centric. The triggering factors and enabling conditions behind these approaches are examined in detail. The study concludes by discussing the relevance of these findings for ongoing debates around the public funding of faith-based schools and the tensions posed by such policies in terms of social cohesion, educational pluralism, and equity.","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"Peabody Journal of Education"},"translated_abstract":"Despite controversies surrounding faith-based schooling, religious schools continue to play a prominent role in numerous education systems. Nonetheless, empirical research on nonstate religious schools operating in a market context remains limited and fragmented. On the one hand, while religious and cultural studies investigate the evolution of religious education (RE), they tend to focus on state schools while overlooking the impact of market forces. On the other hand, research on education markets often treats religious private schools as a uniform category with a fixed identity. This study aims to bridge this gap by delving into the responses of religious private schools to competitive pressures, focusing on how these schools negotiate their religious identities in a market context. With this objective, the paper presents a case study of Catholic school networks in Catalonia, Spain. We identify three different approaches to RE and religious identity developed by these school networks-confessional, culture-centric and value-centric. The triggering factors and enabling conditions behind these approaches are examined in detail. The study concludes by discussing the relevance of these findings for ongoing debates around the public funding of faith-based schools and the tensions posed by such policies in terms of social cohesion, educational pluralism, and equity.","internal_url":"https://www.academia.edu/122503036/Catholic_Schools_in_the_Marketplace_Changing_and_Enduring_Religious_Identities","translated_internal_url":"","created_at":"2024-08-01T05:13:43.585-07:00","section":"Journal Articles","preview_url":null,"current_user_can_edit":{"authorship":{"id":127603153,"created_at":"2024-08-01T08:51:02.625-07:00","section_id":375802,"updated_at":"2024-08-01T08:51:02.625-07:00","user_id":3285691,"work_id":122503036,"display_order":-2141710842,"is_owner":false}},"current_user_is_owner":false,"owner_id":16059422,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":42150947,"work_id":122503036,"tagging_user_id":16059422,"tagged_user_id":36212627,"co_author_invite_id":null,"email":"a***o@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":1,"name":"Adrián Zancajo","title":"Catholic Schools in the Marketplace: Changing and Enduring Religious Identities"},{"id":42150948,"work_id":122503036,"tagging_user_id":16059422,"tagged_user_id":3285691,"co_author_invite_id":null,"email":"t***r@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":2,"name":"Antoni Verger","title":"Catholic Schools in the Marketplace: Changing and Enduring Religious Identities"}],"downloadable_attachments":[{"id":117152985,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117152985/thumbnails/1.jpg","file_name":"Fontdevila_et_al_2024.pdf","download_url":"https://www.academia.edu/attachments/117152985/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Catholic_Schools_in_the_Marketplace_Chan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117152985/Fontdevila_et_al_2024-libre.pdf?1722515473=\u0026response-content-disposition=attachment%3B+filename%3DCatholic_Schools_in_the_Marketplace_Chan.pdf\u0026Expires=1733074636\u0026Signature=MSycGthqNzuJtv3eAGbK~zm8KYxuk9xLq2lhxrTp5DtdqO8P4EOMNo0GI~ninZFwAMejviNoVmVg4YQ77zECaFXcB4RdmDNRVRHIki~rez~KCUf20wkJGIolVIyVG8x8-aey4reKVe2eu4oXKLI7YI81BszghBMAOai7sKSJls0bnz9slRzL7u2cs53fX7dUqVW4oaNZwxpFDsHgQh93ceP9iCRah62aA3Ro4PcOjkuSvT0uVrwdAAugHObX~HtpGywSFY~o1FEjANNFHNm-1VjNNna4w9d2w~bMI~hllG53HvhwXmboBDSUO8P8kx412EVOQ7FJBucoW1YljGgSrg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Catholic_Schools_in_the_Marketplace_Changing_and_Enduring_Religious_Identities","translated_slug":"","page_count":19,"language":"en","content_type":"Work","owner":{"id":16059422,"first_name":"Clara","middle_initials":null,"last_name":"Fontdevila","page_name":"ClaraFontdevila","domain_name":"glasgow","created_at":"2014-09-04T01:28:06.517-07:00","display_name":"Clara Fontdevila","url":"https://glasgow.academia.edu/ClaraFontdevila","email":"dnM4eGhYVDRPZXZFRmROMHNJdlZ1ZWFPb1Bwdjl4TWNLZGlNSUF5aFU2eEluM3JacnAwUnVYWDI4YmpmR3dEKy0tZkN1ODNHUDM3YmhvSmJ1aldZZU1JUT09--3c0fe1a8aaf9627fd8f9ce1e4fb47adb690d2be3"},"attachments":[{"id":117152985,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117152985/thumbnails/1.jpg","file_name":"Fontdevila_et_al_2024.pdf","download_url":"https://www.academia.edu/attachments/117152985/download_file?st=MTczMzMwNDI4OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Catholic_Schools_in_the_Marketplace_Chan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117152985/Fontdevila_et_al_2024-libre.pdf?1722515473=\u0026response-content-disposition=attachment%3B+filename%3DCatholic_Schools_in_the_Marketplace_Chan.pdf\u0026Expires=1733074636\u0026Signature=MSycGthqNzuJtv3eAGbK~zm8KYxuk9xLq2lhxrTp5DtdqO8P4EOMNo0GI~ninZFwAMejviNoVmVg4YQ77zECaFXcB4RdmDNRVRHIki~rez~KCUf20wkJGIolVIyVG8x8-aey4reKVe2eu4oXKLI7YI81BszghBMAOai7sKSJls0bnz9slRzL7u2cs53fX7dUqVW4oaNZwxpFDsHgQh93ceP9iCRah62aA3Ro4PcOjkuSvT0uVrwdAAugHObX~HtpGywSFY~o1FEjANNFHNm-1VjNNna4w9d2w~bMI~hllG53HvhwXmboBDSUO8P8kx412EVOQ7FJBucoW1YljGgSrg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/google_contacts-0dfb882d836b94dbcb4a2d123d6933fc9533eda5be911641f20b4eb428429600.js"], function() { // from javascript_helper.rb $('.js-google-connect-button').click(function(e) { e.preventDefault(); GoogleContacts.authorize_and_show_contacts(); Aedu.Dismissibles.recordClickthrough("WowProfileImportContactsPrompt"); }); $('.js-update-biography-button').click(function(e) { e.preventDefault(); Aedu.Dismissibles.recordClickthrough("UpdateUserBiographyPrompt"); $.ajax({ url: $r.api_v0_profiles_update_about_path({ subdomain_param: 'api', about: "", }), type: 'PUT', success: function(response) { location.reload(); } }); }); $('.js-work-creator-button').click(function (e) { e.preventDefault(); window.location = $r.upload_funnel_document_path({ source: encodeURIComponent(""), }); }); $('.js-video-upload-button').click(function (e) { e.preventDefault(); window.location = $r.upload_funnel_video_path({ source: encodeURIComponent(""), }); }); $('.js-do-this-later-button').click(function() { $(this).closest('.js-profile-nag-panel').remove(); Aedu.Dismissibles.recordDismissal("WowProfileImportContactsPrompt"); }); $('.js-update-biography-do-this-later-button').click(function(){ $(this).closest('.js-profile-nag-panel').remove(); Aedu.Dismissibles.recordDismissal("UpdateUserBiographyPrompt"); }); $('.wow-profile-mentions-upsell--close').click(function(){ $('.wow-profile-mentions-upsell--panel').hide(); Aedu.Dismissibles.recordDismissal("WowProfileMentionsUpsell"); }); $('.wow-profile-mentions-upsell--button').click(function(){ Aedu.Dismissibles.recordClickthrough("WowProfileMentionsUpsell"); }); new WowProfile.SocialRedesignUserWorks({ initialWorksOffset: 20, allWorksOffset: 20, maxSections: 4 }) }); </script> </div></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile_edit-5ea339ee107c863779f560dd7275595239fed73f1a13d279d2b599a28c0ecd33.js","https://a.academia-assets.com/assets/add_coauthor-22174b608f9cb871d03443cafa7feac496fb50d7df2d66a53f5ee3c04ba67f53.js","https://a.academia-assets.com/assets/tab-dcac0130902f0cc2d8cb403714dd47454f11fc6fb0e99ae6a0827b06613abc20.js","https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js"], function() { // from javascript_helper.rb window.ae = window.ae || {}; window.ae.WowProfile = window.ae.WowProfile || {}; if(Aedu.User.current && Aedu.User.current.id === $viewedUser.id) { window.ae.WowProfile.current_user_edit = {}; new WowProfileEdit.EditUploadView({ el: '.js-edit-upload-button-wrapper', model: window.$current_user, }); new AddCoauthor.AddCoauthorsController(); } var userInfoView = new WowProfile.SocialRedesignUserInfo({ recaptcha_key: "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB" }); WowProfile.router = new WowProfile.Router({ userInfoView: userInfoView }); Backbone.history.start({ pushState: true, root: "/" + $viewedUser.page_name }); new WowProfile.UserWorksNav() }); </script> </div> <div class="bootstrap login"><div class="modal fade login-modal" id="login-modal"><div class="login-modal-dialog modal-dialog"><div class="modal-content"><div class="modal-header"><button class="close close" data-dismiss="modal" type="button"><span aria-hidden="true">×</span><span class="sr-only">Close</span></button><h4 class="modal-title text-center"><strong>Log In</strong></h4></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><button class="btn btn-fb btn-lg btn-block btn-v-center-content" id="login-facebook-oauth-button"><svg style="float: left; width: 19px; line-height: 1em; margin-right: .3em;" aria-hidden="true" focusable="false" data-prefix="fab" data-icon="facebook-square" class="svg-inline--fa fa-facebook-square fa-w-14" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 448 512"><path fill="currentColor" d="M400 32H48A48 48 0 0 0 0 80v352a48 48 0 0 0 48 48h137.25V327.69h-63V256h63v-54.64c0-62.15 37-96.48 93.67-96.48 27.14 0 55.52 4.84 55.52 4.84v61h-31.27c-30.81 0-40.42 19.12-40.42 38.73V256h68.78l-11 71.69h-57.78V480H400a48 48 0 0 0 48-48V80a48 48 0 0 0-48-48z"></path></svg><small><strong>Log in</strong> with <strong>Facebook</strong></small></button><br /><button class="btn btn-google btn-lg btn-block btn-v-center-content" id="login-google-oauth-button"><svg style="float: left; width: 22px; line-height: 1em; margin-right: .3em;" aria-hidden="true" focusable="false" data-prefix="fab" data-icon="google-plus" class="svg-inline--fa fa-google-plus fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M256,8C119.1,8,8,119.1,8,256S119.1,504,256,504,504,392.9,504,256,392.9,8,256,8ZM185.3,380a124,124,0,0,1,0-248c31.3,0,60.1,11,83,32.3l-33.6,32.6c-13.2-12.9-31.3-19.1-49.4-19.1-42.9,0-77.2,35.5-77.2,78.1S142.3,334,185.3,334c32.6,0,64.9-19.1,70.1-53.3H185.3V238.1H302.2a109.2,109.2,0,0,1,1.9,20.7c0,70.8-47.5,121.2-118.8,121.2ZM415.5,273.8v35.5H380V273.8H344.5V238.3H380V202.8h35.5v35.5h35.2v35.5Z"></path></svg><small><strong>Log in</strong> with <strong>Google</strong></small></button><br /><style type="text/css">.sign-in-with-apple-button { width: 100%; height: 52px; border-radius: 3px; border: 1px solid black; cursor: pointer; }</style><script src="https://appleid.cdn-apple.com/appleauth/static/jsapi/appleid/1/en_US/appleid.auth.js" type="text/javascript"></script><div class="sign-in-with-apple-button" data-border="false" data-color="white" id="appleid-signin"><span   ="Sign Up with Apple" class="u-fs11"></span></div><script>AppleID.auth.init({ clientId: 'edu.academia.applesignon', scope: 'name email', redirectURI: 'https://www.academia.edu/sessions', state: "fa83356ea76f4bd742f75ea3668e7c933e1482934774df65f6d8fe6ddd0809e0", });</script><script>// Hacky way of checking if on fast loswp if (window.loswp == null) { (function() { const Google = window?.Aedu?.Auth?.OauthButton?.Login?.Google; const Facebook = window?.Aedu?.Auth?.OauthButton?.Login?.Facebook; if (Google) { new Google({ el: '#login-google-oauth-button', rememberMeCheckboxId: 'remember_me', track: null }); } if (Facebook) { new Facebook({ el: '#login-facebook-oauth-button', rememberMeCheckboxId: 'remember_me', track: null }); } })(); }</script></div></div></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><div class="hr-heading login-hr-heading"><span class="hr-heading-text">or</span></div></div></div></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><form class="js-login-form" action="https://www.academia.edu/sessions" accept-charset="UTF-8" method="post"><input name="utf8" type="hidden" value="✓" autocomplete="off" /><input type="hidden" name="authenticity_token" value="+KL4m4bN6/l/+k4tvYwPmlVYFbMHaQWGCdUfLWn55vnHsnJ21yaccsIuqH2Gv7gxSFvqF/DIVrL6TLRz9ZJAcA==" autocomplete="off" /><div class="form-group"><label class="control-label" for="login-modal-email-input" style="font-size: 14px;">Email</label><input class="form-control" id="login-modal-email-input" name="login" type="email" /></div><div class="form-group"><label class="control-label" for="login-modal-password-input" style="font-size: 14px;">Password</label><input class="form-control" id="login-modal-password-input" name="password" type="password" /></div><input type="hidden" name="post_login_redirect_url" id="post_login_redirect_url" value="https://uab.academia.edu/AdrianZancajo" autocomplete="off" /><div class="checkbox"><label><input type="checkbox" name="remember_me" id="remember_me" value="1" checked="checked" /><small style="font-size: 12px; margin-top: 2px; display: inline-block;">Remember me on this computer</small></label></div><br><input type="submit" name="commit" value="Log In" class="btn btn-primary btn-block btn-lg js-login-submit" data-disable-with="Log In" /></br></form><script>typeof window?.Aedu?.recaptchaManagedForm === 'function' && window.Aedu.recaptchaManagedForm( document.querySelector('.js-login-form'), document.querySelector('.js-login-submit') );</script><small style="font-size: 12px;"><br />or <a data-target="#login-modal-reset-password-container" data-toggle="collapse" href="javascript:void(0)">reset password</a></small><div class="collapse" id="login-modal-reset-password-container"><br /><div class="well margin-0x"><form class="js-password-reset-form" action="https://www.academia.edu/reset_password" accept-charset="UTF-8" method="post"><input name="utf8" type="hidden" value="✓" autocomplete="off" /><input type="hidden" name="authenticity_token" value="Y2qzkcvkXCzIgGQFqlImhIWHirqZdSnsQ6I8QwFx3H1cejl8mg8rp3VUglWRYZEvmIR1Hm7UetiwO5cdnRp69A==" autocomplete="off" /><p>Enter the email address you signed up with and we'll email you a reset link.</p><div class="form-group"><input class="form-control" name="email" type="email" /></div><script src="https://recaptcha.net/recaptcha/api.js" async defer></script> <script> var invisibleRecaptchaSubmit = function () { var closestForm = function (ele) { var curEle = ele.parentNode; while (curEle.nodeName !== 'FORM' && curEle.nodeName !== 'BODY'){ curEle = curEle.parentNode; } return curEle.nodeName === 'FORM' ? curEle : null }; var eles = document.getElementsByClassName('g-recaptcha'); if (eles.length > 0) { var form = closestForm(eles[0]); if (form) { form.submit(); } } }; </script> <input type="submit" data-sitekey="6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj" data-callback="invisibleRecaptchaSubmit" class="g-recaptcha btn btn-primary btn-block" value="Email me a link" value=""/> </form></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/collapse-45805421cf446ca5adf7aaa1935b08a3a8d1d9a6cc5d91a62a2a3a00b20b3e6a.js"], function() { // from javascript_helper.rb $("#login-modal-reset-password-container").on("shown.bs.collapse", function() { $(this).find("input[type=email]").focus(); }); }); </script> </div></div></div><div class="modal-footer"><div class="text-center"><small style="font-size: 12px;">Need an account? <a rel="nofollow" href="https://www.academia.edu/signup">Click here to sign up</a></small></div></div></div></div></div></div><script>// If we are on subdomain or non-bootstrapped page, redirect to login page instead of showing modal (function(){ if (typeof $ === 'undefined') return; var host = window.location.hostname; if ((host === $domain || host === "www."+$domain) && (typeof $().modal === 'function')) { $("#nav_log_in").click(function(e) { // Don't follow the link and open the modal e.preventDefault(); $("#login-modal").on('shown.bs.modal', function() { $(this).find("#login-modal-email-input").focus() }).modal('show'); }); } })()</script> <div class="bootstrap" id="footer"><div class="footer-content clearfix text-center padding-top-7x" style="width:100%;"><ul class="footer-links-secondary footer-links-wide list-inline margin-bottom-1x"><li><a href="https://www.academia.edu/about">About</a></li><li><a href="https://www.academia.edu/press">Press</a></li><li><a rel="nofollow" href="https://medium.com/academia">Blog</a></li><li><a href="https://www.academia.edu/documents">Papers</a></li><li><a href="https://www.academia.edu/topics">Topics</a></li><li><a href="https://www.academia.edu/journals">Academia.edu Journals</a></li><li><a rel="nofollow" href="https://www.academia.edu/hiring"><svg style="width: 13px; height: 13px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="briefcase" class="svg-inline--fa fa-briefcase fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M320 336c0 8.84-7.16 16-16 16h-96c-8.84 0-16-7.16-16-16v-48H0v144c0 25.6 22.4 48 48 48h416c25.6 0 48-22.4 48-48V288H320v48zm144-208h-80V80c0-25.6-22.4-48-48-48H176c-25.6 0-48 22.4-48 48v48H48c-25.6 0-48 22.4-48 48v80h512v-80c0-25.6-22.4-48-48-48zm-144 0H192V96h128v32z"></path></svg> <strong>We're Hiring!</strong></a></li><li><a rel="nofollow" href="https://support.academia.edu/"><svg style="width: 12px; height: 12px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="question-circle" class="svg-inline--fa fa-question-circle fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M504 256c0 136.997-111.043 248-248 248S8 392.997 8 256C8 119.083 119.043 8 256 8s248 111.083 248 248zM262.655 90c-54.497 0-89.255 22.957-116.549 63.758-3.536 5.286-2.353 12.415 2.715 16.258l34.699 26.31c5.205 3.947 12.621 3.008 16.665-2.122 17.864-22.658 30.113-35.797 57.303-35.797 20.429 0 45.698 13.148 45.698 32.958 0 14.976-12.363 22.667-32.534 33.976C247.128 238.528 216 254.941 216 296v4c0 6.627 5.373 12 12 12h56c6.627 0 12-5.373 12-12v-1.333c0-28.462 83.186-29.647 83.186-106.667 0-58.002-60.165-102-116.531-102zM256 338c-25.365 0-46 20.635-46 46 0 25.364 20.635 46 46 46s46-20.636 46-46c0-25.365-20.635-46-46-46z"></path></svg> <strong>Help Center</strong></a></li></ul><ul class="footer-links-tertiary list-inline margin-bottom-1x"><li class="small">Find new research papers in:</li><li class="small"><a href="https://www.academia.edu/Documents/in/Physics">Physics</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Chemistry">Chemistry</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Biology">Biology</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Health_Sciences">Health Sciences</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Ecology">Ecology</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Earth_Sciences">Earth Sciences</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Mathematics">Mathematics</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a></li></ul></div></div><div class="DesignSystem" id="credit" style="width:100%;"><ul class="u-pl0x footer-links-legal list-inline"><li><a rel="nofollow" href="https://www.academia.edu/terms">Terms</a></li><li><a rel="nofollow" href="https://www.academia.edu/privacy">Privacy</a></li><li><a rel="nofollow" href="https://www.academia.edu/copyright">Copyright</a></li><li>Academia ©2024</li></ul></div><script> //<![CDATA[ window.detect_gmtoffset = true; window.Academia && window.Academia.set_gmtoffset && Academia.set_gmtoffset('/gmtoffset'); //]]> </script> <div id='overlay_background'></div> <div id='bootstrap-modal-container' class='bootstrap'></div> <div id='ds-modal-container' class='bootstrap DesignSystem'></div> <div id='full-screen-modal'></div> </div> </body> </html>