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class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Antoni Verger" 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/3285691/1091028/18890905/s200_antoni.verger.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Antoni Verger</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 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data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">425</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">37</p></div></a><a href="https://uab.academia.edu/AntoniVerger/Analytics"><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></a></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">My research adopts an interdisciplinary approach to the study of education policy, and is located at the intersection of sociology of education, social policies and comparative education. It examines the relationship between globalization, governance institutions and education policy - how education policies are internationally disseminated and enacted in different institutional settings, and how this impacts education quality and equity.<br /><br />With the support of an ERC grant, I currently study how and why school autonomy with accountability (SAWA) has become a global reform model in education; how this model is being adopted and re-contextualized by policy actors operating at different scales; and the institutional frameworks and implementation processes that explain the diverging effects of SAWA for equity and quality education in real education settings. See: www.reformedproject.eu<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="3285691">View All (33)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="3285691" href="https://www.academia.edu/Documents/in/Sociology_of_Education"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://uab.academia.edu/AntoniVerger","location":"/AntoniVerger","scheme":"https","host":"uab.academia.edu","port":null,"pathname":"/AntoniVerger","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div 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adoptions, practices and impacts" class="work-thumbnail" src="https://attachments.academia-assets.com/119889663/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/125933567/School_autonomy_with_accountability_as_a_cross_national_policy_model_diverse_adoptions_practices_and_impacts">School autonomy with accountability as a cross- national policy model: diverse adoptions, practices and impacts</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://barcelona.academia.edu/Llu%C3%ADsParcerisa">Lluís Parcerisa</a></span></div><div class="wp-workCard_item"><span>Nordic Journal of Studies in Educational Policy</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This special issue examines the policy model of School Autonomy with Accountability (SAWA) and it...</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 special issue examines the policy model of School Autonomy with Accountability (SAWA) and its diverse configurations. The focus is on understanding how SAWA reforms shape governance practices and influence educational systems in different educational settings. Drawing on a range of theoretical perspectives, the issue explores how political factors, administrative traditions, and local professional frameworks shape the adoption and evolution of these policies. SAWA reforms promote school autonomy in decision-making while holding schools accountable for performance outcomes through various instruments such as standardized assessments, school improvement projects, and accountability arrangements. However, these policies often create tensions between autonomy and accountability, and their implementation produces varied outcomes depending on local contexts and institutions. The issue also highlights the growing role of data use in educational decision-making and examines the challenges associated with policy enactment at the school level. Taking stock of these discussions, in this introduction to the special issue, we delve into the complexities of SAWA reforms and their implications for educational equity, innovation, and governance. We also highlight the need for further research into the dynamic interaction between the formulation of SAWA policies and their local implementation, particularly in underexamined national contexts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0ca441c017ee150717a7aa7bd25fe620" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119889663,"asset_id":125933567,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119889663/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="125933567"><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="125933567"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125933567; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125933567]").text(description); $(".js-view-count[data-work-id=125933567]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125933567; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125933567']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125933567, 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: "0ca441c017ee150717a7aa7bd25fe620" } } $('.js-work-strip[data-work-id=125933567]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125933567,"title":"School autonomy with accountability as a cross- national policy model: diverse adoptions, practices and impacts","translated_title":"","metadata":{"doi":"10.1080/20020317.2024.2430706","abstract":"This special issue examines the policy model of School Autonomy with Accountability (SAWA) and its diverse configurations. 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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":317722,"name":"School Autonomy","url":"https://www.academia.edu/Documents/in/School_Autonomy"},{"id":1773119,"name":"Accountability in Education","url":"https://www.academia.edu/Documents/in/Accountability_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="125110915"><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/125110915/School_Governance_Through_Performance_Based_Accountability_A_Comparative_Analysis_of_Its_Side_Effects_Across_Different_Regulatory_Regimes"><img alt="Research paper thumbnail of School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes" class="work-thumbnail" src="https://attachments.academia-assets.com/119212731/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/125110915/School_Governance_Through_Performance_Based_Accountability_A_Comparative_Analysis_of_Its_Side_Effects_Across_Different_Regulatory_Regimes">School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes</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://barcelona.academia.edu/Llu%C3%ADsParcerisa">Lluís Parcerisa</a></span></div><div class="wp-workCard_item"><span>Review of Research in Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Performance-based accountability (PBA) has gained popularity worldwide due to its promise to stre...</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">Performance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. Nonetheless, its implementation does not always generate the expected reactions within schools. Through a configurative review, we systematically reviewed 133 empirical studies focusing on PBA side effects. We provide novel insights into the literature on PBA side effects, generating a better understanding of how and under what circumstances they are more likely to occur and through which mechanisms. In contrast to existing reviews, our research includes country contexts where accountability designs are predominantly low-stakes and challenges dichotomous ways of thinking about PBA systems. It uncovers side effects across diverse accountability frameworks and investigates differences and similarities in the mechanisms driving them.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c4bf92da9ef81cdaacb8b55c993f5b06" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119212731,"asset_id":125110915,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119212731/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="125110915"><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="125110915"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125110915; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125110915]").text(description); $(".js-view-count[data-work-id=125110915]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125110915; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125110915']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125110915, 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: "c4bf92da9ef81cdaacb8b55c993f5b06" } } $('.js-work-strip[data-work-id=125110915]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125110915,"title":"School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes","translated_title":"","metadata":{"doi":"10.3102/0091732X241270672","abstract":"Performance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. 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alt="Research paper thumbnail of ‘Against imposition, we defend education’: teachers’ movements against austerity and neoconservative reforms in the Spanish context" class="work-thumbnail" src="https://attachments.academia-assets.com/117296866/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/122679344/_Against_imposition_we_defend_education_teachers_movements_against_austerity_and_neoconservative_reforms_in_the_Spanish_context">‘Against imposition, we defend education’: teachers’ movements against austerity and neoconservative reforms in the Spanish context</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://barcelona.academia.edu/Llu%C3%ADsParcerisa">Lluís Parcerisa</a></span></div><div class="wp-workCard_item"><span>Globalisation, Societies and Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Between 2011 and 2015, at the dawn of the global financial crisis, Spain went through severe aust...</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">Between 2011 and 2015, at the dawn of the global financial crisis, Spain<br />went through severe austerity measures that led to social unrest and to<br />the emergence of new expressions of collective action. In the<br />educational field, teachers’ unions and grassroots movements organised<br />against the neoliberal and neoconservative policies promoted by the<br />central government and several regional governments. The case of the<br />Teachers’ Assembly in the Balearic Islands is particularly relevant<br />because it was a highly successful protest experience that triggered<br />unprecedented social mobilisation and broad social support. Drawing<br />on social movement theories and combining semi-structured interviews<br />with document and media analysis, this study finds that the<br />combination of alliance-building, disruptive collective actions, and<br />framing processes was key to explaining the success of the social<br />mobilisation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d971211a0cce6dbff651df697666b440" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117296866,"asset_id":122679344,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117296866/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="122679344"><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="122679344"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122679344; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122679344]").text(description); $(".js-view-count[data-work-id=122679344]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122679344; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122679344']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122679344, 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: "d971211a0cce6dbff651df697666b440" } } $('.js-work-strip[data-work-id=122679344]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122679344,"title":"‘Against imposition, we defend education’: teachers’ movements against austerity and neoconservative reforms in the Spanish context","translated_title":"","metadata":{"doi":"10.1080/14767724.2024.2386405","abstract":"Between 2011 and 2015, at the dawn of the global financial crisis, Spain\nwent through severe austerity measures that led to social unrest and to\nthe emergence of new expressions of collective action. 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$(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="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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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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. 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$(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="122071749"><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/122071749/The_obstacle_race_to_educational_improvement_governance_policies_and_practices_in_disadvantaged_schools"><img alt="Research paper thumbnail of The obstacle race to educational improvement: governance, policies, and practices in disadvantaged schools" class="work-thumbnail" src="https://attachments.academia-assets.com/116807750/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/122071749/The_obstacle_race_to_educational_improvement_governance_policies_and_practices_in_disadvantaged_schools">The obstacle race to educational improvement: governance, policies, and practices in disadvantaged schools</a></div><div class="wp-workCard_item"><span>British Journal of Sociology of Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contemporary educational reforms emphasise school autonomy, performance-based management, and acc...</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">Contemporary educational reforms emphasise school autonomy,<br />performance-based management, and accountability as necessary<br />policies for attaining improvement goals. Despite their widespread<br />adoption, the configuration and enactment of these policies are discretionary<br />and contingent, deeply influenced by the interaction of local<br />contexts, organisational features, and teachers’ beliefs about policy and<br />pedagogy. Apart from these challenges, schools serving disadvantaged<br />students, often targeted for educational improvement, also struggle<br />with significant organisational constraints and policy overload. This<br />study explores how disadvantaged urban schools make sense of their<br />policy environment and engage with the school improvement mandate<br />through different logics and practices. The analytical framework stresses<br />the policy filtering and adaptation processes that school actors undergo<br />when tasked with multiple implementation demands, and how these<br />interact with school contexts to produce diverse responses. This<br />research is conducted in Catalonia, Spain, and adopts a sequential<br />mixed-methods strategy, relying on interviews with principals and<br />teachers, as well as survey and administrative data. The findings are<br />organised in four ideal types of school responses to the improvement<br />mandate, showing the diverging ways schools engage with policy.<br />Disadvantaged schools exhibit diverse improvement approaches<br />despite sharing structural characteristics, explained by the interaction<br />of contextual factors and organisational characteristics. Each ideal type<br />prioritises different aspects, such as performance, innovation, or inclusive<br />practices. The heterogeneity of school responses highlights the<br />necessity for targeted, context-sensitive support to ensure equitable<br />educational practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3b92d2ce5514bc190f2edddef6b77db6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116807750,"asset_id":122071749,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116807750/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="122071749"><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="122071749"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122071749; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122071749]").text(description); $(".js-view-count[data-work-id=122071749]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122071749; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122071749']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122071749, 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: "3b92d2ce5514bc190f2edddef6b77db6" } } $('.js-work-strip[data-work-id=122071749]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122071749,"title":"The obstacle race to educational improvement: governance, policies, and practices in disadvantaged schools","translated_title":"","metadata":{"doi":"10.1080/01425692.2024.2376596","abstract":"Contemporary educational reforms emphasise school autonomy,\nperformance-based management, and accountability as necessary\npolicies for attaining improvement goals. Despite their widespread\nadoption, the configuration and enactment of these policies are discretionary\nand contingent, deeply influenced by the interaction of local\ncontexts, organisational features, and teachers’ beliefs about policy and\npedagogy. Apart from these challenges, schools serving disadvantaged\nstudents, often targeted for educational improvement, also struggle\nwith significant organisational constraints and policy overload. This\nstudy explores how disadvantaged urban schools make sense of their\npolicy environment and engage with the school improvement mandate\nthrough different logics and practices. The analytical framework stresses\nthe policy filtering and adaptation processes that school actors undergo\nwhen tasked with multiple implementation demands, and how these\ninteract with school contexts to produce diverse responses. This\nresearch is conducted in Catalonia, Spain, and adopts a sequential\nmixed-methods strategy, relying on interviews with principals and\nteachers, as well as survey and administrative data. The findings are\norganised in four ideal types of school responses to the improvement\nmandate, showing the diverging ways schools engage with policy.\nDisadvantaged schools exhibit diverse improvement approaches\ndespite sharing structural characteristics, explained by the interaction\nof contextual factors and organisational characteristics. Each ideal type\nprioritises different aspects, such as performance, innovation, or inclusive\npractices. The heterogeneity of school responses highlights the\nnecessity for targeted, context-sensitive support to ensure equitable\neducational practices.","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"British Journal of Sociology of Education"},"translated_abstract":"Contemporary educational reforms emphasise school autonomy,\nperformance-based management, and accountability as necessary\npolicies for attaining improvement goals. Despite their widespread\nadoption, the configuration and enactment of these policies are discretionary\nand contingent, deeply influenced by the interaction of local\ncontexts, organisational features, and teachers’ beliefs about policy and\npedagogy. Apart from these challenges, schools serving disadvantaged\nstudents, often targeted for educational improvement, also struggle\nwith significant organisational constraints and policy overload. This\nstudy explores how disadvantaged urban schools make sense of their\npolicy environment and engage with the school improvement mandate\nthrough different logics and practices. The analytical framework stresses\nthe policy filtering and adaptation processes that school actors undergo\nwhen tasked with multiple implementation demands, and how these\ninteract with school contexts to produce diverse responses. This\nresearch is conducted in Catalonia, Spain, and adopts a sequential\nmixed-methods strategy, relying on interviews with principals and\nteachers, as well as survey and administrative data. The findings are\norganised in four ideal types of school responses to the improvement\nmandate, showing the diverging ways schools engage with policy.\nDisadvantaged schools exhibit diverse improvement approaches\ndespite sharing structural characteristics, explained by the interaction\nof contextual factors and organisational characteristics. Each ideal type\nprioritises different aspects, such as performance, innovation, or inclusive\npractices. The heterogeneity of school responses highlights the\nnecessity for targeted, context-sensitive support to ensure equitable\neducational practices.","internal_url":"https://www.academia.edu/122071749/The_obstacle_race_to_educational_improvement_governance_policies_and_practices_in_disadvantaged_schools","translated_internal_url":"","created_at":"2024-07-15T09:03:13.621-07:00","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":42060414,"work_id":122071749,"tagging_user_id":3285691,"tagged_user_id":293614946,"co_author_invite_id":null,"email":"a***r@uab.cat","display_order":2,"name":"Antoni Verger","title":"The obstacle race to educational improvement: governance, policies, and practices in disadvantaged 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Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":21383,"name":"School effectiveness and school improvement","url":"https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement"},{"id":104898,"name":"Education of Disadvantaged Groups","url":"https://www.academia.edu/Documents/in/Education_of_Disadvantaged_Groups"},{"id":317722,"name":"School Autonomy","url":"https://www.academia.edu/Documents/in/School_Autonomy"},{"id":1773119,"name":"Accountability in Education","url":"https://www.academia.edu/Documents/in/Accountability_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="119980888"><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/119980888/Unveiling_teachers_work_preferences_A_conjoint_experiment_on_the_implications_of_school_governance_reform_across_three_countries"><img alt="Research paper thumbnail of Unveiling teachers' work preferences: A conjoint experiment on the implications of school governance reform across three countries" class="work-thumbnail" src="https://attachments.academia-assets.com/115276827/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/119980888/Unveiling_teachers_work_preferences_A_conjoint_experiment_on_the_implications_of_school_governance_reform_across_three_countries">Unveiling teachers' work preferences: A conjoint experiment on the implications of school governance reform across three 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/AntoniVerger">Antoni Verger</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LevatinoAntonina">Antonina Levatino</a></span></div><div class="wp-workCard_item"><span>Teaching and Teacher Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">School governance reforms have changed teachers' work in many aspects and have been associated wi...</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">School governance reforms have changed teachers' work in many aspects and have been associated with increasing teachers' discontent and demotivation. Research on which school policies and organizational practices teachers prefer is scarce and faces challenges. Our conjoint experiment identifies the importance given by teachers to different work dimensions altered by recent reforms and teachers' preferences regarding school policies in three contexts. Internationally-shared preferences include qualitative teaching assessments, socially mixed classes, clear goal-setting, and collective rewards. Context-specific preferences include individual incentives in Chile, a low-pay, high-stakes accountability system, and peer support in Norway and Catalonia, which are systems with collaborative governance traditions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="63060b023ae4906f4265eb4953c1cbdd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115276827,"asset_id":119980888,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115276827/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="119980888"><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="119980888"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119980888; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119980888]").text(description); $(".js-view-count[data-work-id=119980888]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119980888; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119980888']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 119980888, 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: "63060b023ae4906f4265eb4953c1cbdd" } } $('.js-work-strip[data-work-id=119980888]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119980888,"title":"Unveiling teachers' work preferences: A conjoint experiment on the implications of school governance reform across three countries","translated_title":"","metadata":{"doi":"10.1016/j.tate.2024.104631","abstract":"School governance reforms have changed teachers' work in many aspects and have been associated with increasing teachers' discontent and demotivation. 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$(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="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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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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. 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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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","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="76013277"><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/76013277/Global_governance_through_peer_review_the_Dutch_experience_of_OECD_reviews_of_National_Policies_for_Education"><img alt="Research paper thumbnail of Global governance through peer review: the Dutch experience of OECD reviews of National Policies for Education" 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/76013277/Global_governance_through_peer_review_the_Dutch_experience_of_OECD_reviews_of_National_Policies_for_Education">Global governance through peer review: the Dutch experience of OECD reviews of National Policies for Education</a></div><div class="wp-workCard_item"><span>Critical Policy Studies</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper seeks to better understand the influence of international organizations within the nat...</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 seeks to better understand the influence of international organizations within the national policy domain by examining the OECD’s use of peer reviews. Focusing on one such review in the ...</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="76013277"><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="76013277"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013277; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013277]").text(description); $(".js-view-count[data-work-id=76013277]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013277; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013277']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013277, 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" } } $('.js-work-strip[data-work-id=76013277]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76013277,"title":"Global governance through peer review: the Dutch experience of OECD reviews of National Policies for Education","translated_title":"","metadata":{"abstract":"This paper seeks to better understand the influence of international organizations within the national policy domain by examining the OECD’s use of peer reviews. 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Yet, the effects of this voucher on privatization of education, school choice, and competition dynamics remain largely understudied. This article addresses this gap through an investigation of families’ school choice patterns and schools’ logics of action in the Philippines’ education. Paradoxically, despite the pro-private sector impetus of the Philippine government and the implementation of the voucher scheme, the privatization of school provision in the Philippines is diminishing, and the schools receiving the voucher are becoming increasingly unaffordable for the poor families to whom the voucher was initially targeted. In parallel, despite its initial equity focus, the voucher has led to different patterns of school choice among families and to an array of responses by schools, both of which have combined to accentuat...</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="76013269"><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="76013269"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013269; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013269]").text(description); $(".js-view-count[data-work-id=76013269]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013269; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013269']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013269, 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" } } $('.js-work-strip[data-work-id=76013269]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76013269,"title":"The Development and Dynamics of Public–Private Partnerships in the Philippines’ Education: A Counterintuitive Case of School Choice, Competition, and Privatization","translated_title":"","metadata":{"abstract":"Educational public–private partnerships (EPPP) have been widely implemented in the Philippines, primarily through the Education Service Contracting (ESC) voucher. 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Paradoxically, despite the pro-private sector impetus of the Philippine government and the implementation of the voucher scheme, the privatization of school provision in the Philippines is diminishing, and the schools receiving the voucher are becoming increasingly unaffordable for the poor families to whom the voucher was initially targeted. In parallel, despite its initial equity focus, the voucher has led to different patterns of school choice among families and to an array of responses by schools, both of which have combined to accentuat...","internal_url":"https://www.academia.edu/76013269/The_Development_and_Dynamics_of_Public_Private_Partnerships_in_the_Philippines_Education_A_Counterintuitive_Case_of_School_Choice_Competition_and_Privatization","translated_internal_url":"","created_at":"2022-04-10T09:53:05.975-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Development_and_Dynamics_of_Public_Private_Partnerships_in_the_Philippines_Education_A_Counterintuitive_Case_of_School_Choice_Competition_and_Privatization","translated_slug":"","page_count":null,"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":[],"research_interests":[{"id":26,"name":"Business","url":"https://www.academia.edu/Documents/in/Business"},{"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":8785,"name":"Philippines","url":"https://www.academia.edu/Documents/in/Philippines"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":30086,"name":"Critical sociology and politics of education","url":"https://www.academia.edu/Documents/in/Critical_sociology_and_politics_of_education"},{"id":33141,"name":"Comparative and International Development Education","url":"https://www.academia.edu/Documents/in/Comparative_and_International_Development_Education"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"id":187416,"name":"Vouchers","url":"https://www.academia.edu/Documents/in/Vouchers"},{"id":194399,"name":"Critical Policy Studies","url":"https://www.academia.edu/Documents/in/Critical_Policy_Studies"},{"id":448488,"name":"Comparative International Education","url":"https://www.academia.edu/Documents/in/Comparative_International_Education"},{"id":1275727,"name":"Educational Policy","url":"https://www.academia.edu/Documents/in/Educational_Policy"}],"urls":[{"id":19323445,"url":"http://journals.sagepub.com/doi/pdf/10.1177/0895904819886323"}]}, 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="76013268"><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/76013268/The_business_of_policy_a_review_of_the_corporate_sector_s_emerging_strategies_in_the_promotion_of_education_reform"><img alt="Research paper thumbnail of The business of policy: a review of the corporate sector’s emerging strategies in the promotion of education reform" 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/76013268/The_business_of_policy_a_review_of_the_corporate_sector_s_emerging_strategies_in_the_promotion_of_education_reform">The business of policy: a review of the corporate sector’s emerging strategies in the promotion of education reform</a></div><div class="wp-workCard_item"><span>Critical Studies in Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sect...</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">ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sector in shaping education policy. While a growing body of scholarship has documented the deepening embeddedness of the corporate sector within policy-making processes, empirical research on the strategies mobilized by corporate actors remains unsystematised and fragmentary. Furthermore, existing categorizations of corporate policy-influence strategies are frequently restricted to a limited group of Anglo-Saxon countries and, consequently, are ill suited to capturing emerging policy dynamics globally. Building on the results of a literature review, this paper categorises four emerging strategies articulated by the corporate sector: knowledge mobilization, networking, engaging with grassroots, and leading by example. Each strategy is illustrated with examples from a selection of country case studies. These examples suggest that, in the education policy domain, the corporate sector operates not only as a policy influencer, but increasingly as a policy actor organically embedded within policy-making processes and spaces.</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="76013268"><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="76013268"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013268; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013268]").text(description); $(".js-view-count[data-work-id=76013268]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013268; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013268']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013268, 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" } } $('.js-work-strip[data-work-id=76013268]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76013268,"title":"The business of policy: a review of the corporate sector’s emerging strategies in the promotion of education reform","translated_title":"","metadata":{"abstract":"ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sector in shaping education policy. While a growing body of scholarship has documented the deepening embeddedness of the corporate sector within policy-making processes, empirical research on the strategies mobilized by corporate actors remains unsystematised and fragmentary. Furthermore, existing categorizations of corporate policy-influence strategies are frequently restricted to a limited group of Anglo-Saxon countries and, consequently, are ill suited to capturing emerging policy dynamics globally. Building on the results of a literature review, this paper categorises four emerging strategies articulated by the corporate sector: knowledge mobilization, networking, engaging with grassroots, and leading by example. Each strategy is illustrated with examples from a selection of country case studies. These examples suggest that, in the education policy domain, the corporate sector operates not only as a policy influencer, but increasingly as a policy actor organically embedded within policy-making processes and spaces.","publisher":"Informa UK Limited","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Critical Studies in Education"},"translated_abstract":"ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sector in shaping education policy. While a growing body of scholarship has documented the deepening embeddedness of the corporate sector within policy-making processes, empirical research on the strategies mobilized by corporate actors remains unsystematised and fragmentary. Furthermore, existing categorizations of corporate policy-influence strategies are frequently restricted to a limited group of Anglo-Saxon countries and, consequently, are ill suited to capturing emerging policy dynamics globally. Building on the results of a literature review, this paper categorises four emerging strategies articulated by the corporate sector: knowledge mobilization, networking, engaging with grassroots, and leading by example. Each strategy is illustrated with examples from a selection of country case studies. These examples suggest that, in the education policy domain, the corporate sector operates not only as a policy influencer, but increasingly as a policy actor organically embedded within policy-making processes and spaces.","internal_url":"https://www.academia.edu/76013268/The_business_of_policy_a_review_of_the_corporate_sector_s_emerging_strategies_in_the_promotion_of_education_reform","translated_internal_url":"","created_at":"2022-04-10T09:53:05.747-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_business_of_policy_a_review_of_the_corporate_sector_s_emerging_strategies_in_the_promotion_of_education_reform","translated_slug":"","page_count":null,"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":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":1632396,"name":"Critical Studies in Higher Education Transformation","url":"https://www.academia.edu/Documents/in/Critical_Studies_in_Higher_Education_Transformation"}],"urls":[{"id":19323444,"url":"https://www.tandfonline.com/doi/pdf/10.1080/17508487.2019.1573749"}]}, 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="76013264"><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/76013264/Manufacturing_an_illusory_consensus_A_bibliometric_analysis_of_the_international_debate_on_education_privatisation"><img alt="Research paper thumbnail of Manufacturing an illusory consensus? A bibliometric analysis of the international debate on education privatisation" 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/76013264/Manufacturing_an_illusory_consensus_A_bibliometric_analysis_of_the_international_debate_on_education_privatisation">Manufacturing an illusory consensus? A bibliometric analysis of the international debate on education privatisation</a></div><div class="wp-workCard_item"><span>International Journal of Educational Development</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract As one of the most polarised areas in education research, the education privatisation de...</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">Abstract As one of the most polarised areas in education research, the education privatisation debate generates opportunities for knowledge-brokers to promote their preferred policy alternatives. Based on bibliometric analysis techniques, this paper maps the configuration of the academic debate on privatisation, and explores how it is connected with the references mobilized by a group of international agencies located at the interstices of the research and policy fields. Our findings suggest that, when confronted with certain incentives, some international agencies use evidence in a selective and tactical way as a means to support their pre-established policy pReferences.</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="76013264"><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="76013264"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013264; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013264]").text(description); $(".js-view-count[data-work-id=76013264]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013264; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013264']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013264, 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" } } $('.js-work-strip[data-work-id=76013264]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76013264,"title":"Manufacturing an illusory consensus? A bibliometric analysis of the international debate on education privatisation","translated_title":"","metadata":{"abstract":"Abstract As one of the most polarised areas in education research, the education privatisation debate generates opportunities for knowledge-brokers to promote their preferred policy alternatives. Based on bibliometric analysis techniques, this paper maps the configuration of the academic debate on privatisation, and explores how it is connected with the references mobilized by a group of international agencies located at the interstices of the research and policy fields. Our findings suggest that, when confronted with certain incentives, some international agencies use evidence in a selective and tactical way as a means to support their pre-established policy pReferences.","publisher":"Elsevier BV","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"International Journal of Educational Development"},"translated_abstract":"Abstract As one of the most polarised areas in education research, the education privatisation debate generates opportunities for knowledge-brokers to promote their preferred policy alternatives. Based on bibliometric analysis techniques, this paper maps the configuration of the academic debate on privatisation, and explores how it is connected with the references mobilized by a group of international agencies located at the interstices of the research and policy fields. Our findings suggest that, when confronted with certain incentives, some international agencies use evidence in a selective and tactical way as a means to support their pre-established policy pReferences.","internal_url":"https://www.academia.edu/76013264/Manufacturing_an_illusory_consensus_A_bibliometric_analysis_of_the_international_debate_on_education_privatisation","translated_internal_url":"","created_at":"2022-04-10T09:53:05.265-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Manufacturing_an_illusory_consensus_A_bibliometric_analysis_of_the_international_debate_on_education_privatisation","translated_slug":"","page_count":null,"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":[],"research_interests":[{"id":3162,"name":"Educational Development","url":"https://www.academia.edu/Documents/in/Educational_Development"},{"id":3345,"name":"International organizations","url":"https://www.academia.edu/Documents/in/International_organizations"},{"id":3355,"name":"Bibliometrics","url":"https://www.academia.edu/Documents/in/Bibliometrics"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":635793,"name":"International Organizations","url":"https://www.academia.edu/Documents/in/International_Organizations-1"}],"urls":[{"id":19323441,"url":"https://api.elsevier.com/content/article/PII:S0738059317302079?httpAccept=text/xml"}]}, 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="76013263"><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/76013263/The_growth_and_spread_of_large_scale_assessments_and_test_based_accountabilities_a_political_sociology_of_global_education_reforms"><img alt="Research paper thumbnail of The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms" class="work-thumbnail" src="https://attachments.academia-assets.com/83698273/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/76013263/The_growth_and_spread_of_large_scale_assessments_and_test_based_accountabilities_a_political_sociology_of_global_education_reforms">The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms</a></div><div class="wp-workCard_item"><span>Educational Review</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c8b6dd4b5604a3b72e54de35b0b4bba8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83698273,"asset_id":76013263,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83698273/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="76013263"><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="76013263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013263]").text(description); $(".js-view-count[data-work-id=76013263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013263, 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); 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Accordingly, more and more educational systems in the world are articulated around three main policy principles: accountability, standards and decentralisation. National large-scale assessments (NLSAs) are a core component of the GERM; these assessments are increasingly used for accountability purposes as well as to ensure that schools achieve and promote centrally defined and evaluable learning standards. In this paper, we explore these trends on the basis of a new and original database on NLSAs, as well as on data coming from the Programme for International Student Assessment (PISA) questionnaires. In the paper we also discuss how different theories on policy dissemination/globalisation explain the international spread of NLSAs and test-based accountability worldwide, and reflect on the potential of a political sociology approach to analyse this globalising phenomenon.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Educational 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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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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$(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="66364150"><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/66364150/Why_Do_Policy_Makers_Adopt_Global_Education_Policies_Toward_a_Research_Framework_on_the_Varying_Role_of_Ideas_in_Education_Reform"><img alt="Research paper thumbnail of Why Do Policy-Makers Adopt Global Education Policies? Toward a Research Framework on the Varying Role of Ideas in Education Reform" class="work-thumbnail" src="https://attachments.academia-assets.com/77585572/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/66364150/Why_Do_Policy_Makers_Adopt_Global_Education_Policies_Toward_a_Research_Framework_on_the_Varying_Role_of_Ideas_in_Education_Reform">Why Do Policy-Makers Adopt Global Education Policies? Toward a Research Framework on the Varying Role of Ideas in Education Reform</a></div><div class="wp-workCard_item"><span>Current Issues in Comparative Education</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction Globalization is profoundly altering the education policy landscape. It introduces n...</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">Introduction Globalization is profoundly altering the education policy landscape. It introduces new problems in education agendas, compresses time and space in policy processes, and revitalizes the role of a range of supra-national players in educational reform. This deterritorialization of the education policy process has important theoretical and epistemological implications. Among others, it is forcing comparative education scholars to pay more attention to the politics and dynamics involved in the policy adoption stage.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="72a5d3fb197b764f51af25dde4db7935" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77585572,"asset_id":66364150,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77585572/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="66364150"><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="66364150"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66364150; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66364150]").text(description); $(".js-view-count[data-work-id=66364150]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66364150; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='66364150']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 66364150, 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: "72a5d3fb197b764f51af25dde4db7935" } } $('.js-work-strip[data-work-id=66364150]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":66364150,"title":"Why Do Policy-Makers Adopt Global Education Policies? 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$(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="107368282"><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/107368282/Understanding_the_Stakes_The_Influence_of_Accountability_Policy_Options_on_Teachers_Responses"><img alt="Research paper thumbnail of Understanding the Stakes: The Influence of Accountability Policy Options on Teachers’ Responses" class="work-thumbnail" src="https://attachments.academia-assets.com/106053096/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/107368282/Understanding_the_Stakes_The_Influence_of_Accountability_Policy_Options_on_Teachers_Responses">Understanding the Stakes: The Influence of Accountability Policy Options on Teachers’ Responses</a></div><div class="wp-workCard_item"><span>Educational Policy</span><span>, Jan 4, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="50f7debda6e54db2de65ce23c84bebaa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106053096,"asset_id":107368282,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106053096/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="107368282"><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="107368282"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368282; 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However, the influence of different types of stakes in the generation of this type of practices has been overlooked in education research. Based on a survey experiment, our results indicate that the type and level of stakes of accountability systems (e.g., high-vs. low-stakes, material vs. symbolic) do not differ in triggering side-effects. Counterintuitively, individual symbolic consequences trigger similar reactions among teachers than material incentives. In-depth interviews give insights into the social mechanisms that lead to symbolic effects having such an influence in understanding teachers' reactivity to accountability.","publication_date":{"day":4,"month":1,"year":2023,"errors":{}},"publication_name":"Educational 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Sector Accountability","url":"https://www.academia.edu/Documents/in/Public_Sector_Accountability"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies"},{"id":173803,"name":"Cheating","url":"https://www.academia.edu/Documents/in/Cheating"},{"id":185860,"name":"Incentive","url":"https://www.academia.edu/Documents/in/Incentive"},{"id":1275727,"name":"Educational Policy","url":"https://www.academia.edu/Documents/in/Educational_Policy"}],"urls":[{"id":34157019,"url":"https://zenodo.org/record/7676822/files/Understanding_the_Stakes_The_Influence_o.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="98205265"><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/98205265/At_the_crossroad_of_performativity_and_the_market_schools_logics_of_action_under_a_hybrid_accountability_regime"><img alt="Research paper thumbnail of At the crossroad of performativity and the market: schools’ logics of action under a hybrid accountability regime" class="work-thumbnail" src="https://attachments.academia-assets.com/99620225/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/98205265/At_the_crossroad_of_performativity_and_the_market_schools_logics_of_action_under_a_hybrid_accountability_regime">At the crossroad of performativity and the market: schools’ logics of action under a hybrid accountability regime</a></div><div class="wp-workCard_item"><span>Compare: A Journal of Comparative and International Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">School systems are shifting towards forms of post-bureaucratic governance (PBG), implying higher ...</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">School systems are shifting towards forms of post-bureaucratic governance (PBG), implying higher levels of school autonomy, choice, and performance-based management. Under this governance approach, which combines forms of administrative and market accountability, schools face greater levels of competition and external pressure to perform. Schools experience such pressures unevenly and address them through different practices. The paper develops a mixed-methods case study conducted in Madrid, a Spanish region where PBG reform has intensified in the last decades, and proposes a novel index to position schools within their reference local education markets. The results show that schools articulate a broad range of logics of action, largely interrelated with their position in the education marketplace. We also show that schools' responses to external pressures are dynamic and marked by tensions of a different nature, which schools need to navigate, often without sufficient support from public authorities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e4039d7e02008a57a49522216525a7c2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99620225,"asset_id":98205265,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99620225/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="98205265"><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="98205265"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98205265; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98205265]").text(description); $(".js-view-count[data-work-id=98205265]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98205265; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98205265']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 98205265, 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: "e4039d7e02008a57a49522216525a7c2" } } $('.js-work-strip[data-work-id=98205265]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98205265,"title":"At the crossroad of performativity and the market: schools’ logics of action under a hybrid accountability regime","translated_title":"","metadata":{"doi":"10.1080/03057925.2023.2175316","abstract":"School systems are shifting towards forms of post-bureaucratic governance (PBG), implying higher levels of school autonomy, choice, and performance-based management. 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paper thumbnail of Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas" class="work-thumbnail" src="https://attachments.academia-assets.com/97360102/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/95079202/Sector_privado_y_pol%C3%ADticas_p%C3%BAblicas_una_sistematizaci%C3%B3n_de_las_estrategias_de_actores_no_estatales_en_la_promoci%C3%B3n_de_reformas_educativas">Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas</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> 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>Revista Española de Educación Comparada</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo tiene por objetivo identificar las principales estrategias de influencia del sector...</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 tiene por objetivo identificar las principales estrategias de influencia del sector privado  en  el  ámbito  de  la  política  educativa.  A  pesar  de  que  un  número  de  estudios  cada  vez  mayor  documenta  la  creciente  implicación  del  sector  empresarial  en  la  formulación  de  políticas  públicas,  la  investigación  empírica  sobre  esta  cuestión  sigue  siendo  fragmentaria  y  poco  sistemática.  Además,  gran  parte  de  la  evidencia  disponible  se  focaliza  en  el  ámbito  angloamericano  y  no  permite  entender  el  fenómeno  en  su  dimensión  global.  Este  artículo  explora, revisa y sistematiza una serie de estrategias de influencia política del sector privado en  el  campo  educativo  a  partir  de  una  revisión  de  la  literatura  centrada  en  reformas  edu-cativas promercado. A partir de los resultados de esta revisión, el artículo identifica cuatro estrategias de influencia: la movilización de conocimientos, la creación de redes, el apoyo a movimientos  sociales  y  el  patrocinio  de  experiencias  piloto.  Cada  estrategia  se  ilustra  con  ejemplos de una selección de casos empíricos. <br /><br />El estudio muestra cómo el sector privado desempeña una gama de funciones cada vez más  heterogéneas  en  el  ámbito  de  la  política  educativa,  y  apunta  a  que  las  organizaciones  privadas están diversificando los recursos y las formas de capital que movilizan. Así, la hora de incidir en políticas públicas, el sector privado no depende únicamente de su poder eco-nómico y de las formas más evidentes de capital político, sino que se apoya cada vez más en las conexiones relativamente informales con diferentes actores (como el tercer sector, y las élites económicas o de la sociedad civil), y el reconocimiento como expertos y productores de conocimiento, adquirido mediante la movilización de evidencia. Finalmente, los resultados sugieren que el sector privado opera cada vez más como un actor político de primer orden, integrado orgánicamente en procesos y espacios de elaboración de políticas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="63a1e74b364f75f2809e36064ed48093" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97360102,"asset_id":95079202,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97360102/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="95079202"><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="95079202"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 95079202; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=95079202]").text(description); $(".js-view-count[data-work-id=95079202]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 95079202; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='95079202']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 95079202, 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: "63a1e74b364f75f2809e36064ed48093" } } $('.js-work-strip[data-work-id=95079202]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":95079202,"title":"Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas","translated_title":"","metadata":{"doi":"10.5944/reec.42.2023.35942","abstract":"Este artículo tiene por objetivo identificar las principales estrategias de influencia del sector privado en el ámbito de la política educativa. A pesar de que un número de estudios cada vez mayor documenta la creciente implicación del sector empresarial en la formulación de políticas públicas, la investigación empírica sobre esta cuestión sigue siendo fragmentaria y poco sistemática. Además, gran parte de la evidencia disponible se focaliza en el ámbito angloamericano y no permite entender el fenómeno en su dimensión global. Este artículo explora, revisa y sistematiza una serie de estrategias de influencia política del sector privado en el campo educativo a partir de una revisión de la literatura centrada en reformas edu-cativas promercado. A partir de los resultados de esta revisión, el artículo identifica cuatro estrategias de influencia: la movilización de conocimientos, la creación de redes, el apoyo a movimientos sociales y el patrocinio de experiencias piloto. Cada estrategia se ilustra con ejemplos de una selección de casos empíricos. \n\nEl estudio muestra cómo el sector privado desempeña una gama de funciones cada vez más heterogéneas en el ámbito de la política educativa, y apunta a que las organizaciones privadas están diversificando los recursos y las formas de capital que movilizan. Así, la hora de incidir en políticas públicas, el sector privado no depende únicamente de su poder eco-nómico y de las formas más evidentes de capital político, sino que se apoya cada vez más en las conexiones relativamente informales con diferentes actores (como el tercer sector, y las élites económicas o de la sociedad civil), y el reconocimiento como expertos y productores de conocimiento, adquirido mediante la movilización de evidencia. Finalmente, los resultados sugieren que el sector privado opera cada vez más como un actor político de primer orden, integrado orgánicamente en procesos y espacios de elaboración de políticas.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Revista Española de Educación Comparada"},"translated_abstract":"Este artículo tiene por objetivo identificar las principales estrategias de influencia del sector privado en el ámbito de la política educativa. A pesar de que un número de estudios cada vez mayor documenta la creciente implicación del sector empresarial en la formulación de políticas públicas, la investigación empírica sobre esta cuestión sigue siendo fragmentaria y poco sistemática. Además, gran parte de la evidencia disponible se focaliza en el ámbito angloamericano y no permite entender el fenómeno en su dimensión global. Este artículo explora, revisa y sistematiza una serie de estrategias de influencia política del sector privado en el campo educativo a partir de una revisión de la literatura centrada en reformas edu-cativas promercado. A partir de los resultados de esta revisión, el artículo identifica cuatro estrategias de influencia: la movilización de conocimientos, la creación de redes, el apoyo a movimientos sociales y el patrocinio de experiencias piloto. Cada estrategia se ilustra con ejemplos de una selección de casos empíricos. \n\nEl estudio muestra cómo el sector privado desempeña una gama de funciones cada vez más heterogéneas en el ámbito de la política educativa, y apunta a que las organizaciones privadas están diversificando los recursos y las formas de capital que movilizan. Así, la hora de incidir en políticas públicas, el sector privado no depende únicamente de su poder eco-nómico y de las formas más evidentes de capital político, sino que se apoya cada vez más en las conexiones relativamente informales con diferentes actores (como el tercer sector, y las élites económicas o de la sociedad civil), y el reconocimiento como expertos y productores de conocimiento, adquirido mediante la movilización de evidencia. Finalmente, los resultados sugieren que el sector privado opera cada vez más como un actor político de primer orden, integrado orgánicamente en procesos y espacios de elaboración de políticas.","internal_url":"https://www.academia.edu/95079202/Sector_privado_y_pol%C3%ADticas_p%C3%BAblicas_una_sistematizaci%C3%B3n_de_las_estrategias_de_actores_no_estatales_en_la_promoci%C3%B3n_de_reformas_educativas","translated_internal_url":"","created_at":"2023-01-16T02:54:15.680-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16059422,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":39362487,"work_id":95079202,"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":"Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas"},{"id":39362488,"work_id":95079202,"tagging_user_id":16059422,"tagged_user_id":4804665,"co_author_invite_id":null,"email":"m***a@gmail.com","affiliation":"UFMG - The Federal University of Minas Gerais","display_order":2,"name":"Marina Avelar","title":"Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas"}],"downloadable_attachments":[{"id":97360102,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/97360102/thumbnails/1.jpg","file_name":"Sector_privado_y_politicas_publicas.pdf","download_url":"https://www.academia.edu/attachments/97360102/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sector_privado_y_politicas_publicas_una.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/97360102/Sector_privado_y_politicas_publicas-libre.pdf?1673867478=\u0026response-content-disposition=attachment%3B+filename%3DSector_privado_y_politicas_publicas_una.pdf\u0026Expires=1732210039\u0026Signature=K4N0mXtBYmO8Y-asz5qI7LZay-CaYBtzgQjwZwEHR~TVg1B3Bt1me4IeCJfu-dTCesz4hyrSTY4ZfOKm6IkU4yFGkaaY26Y0FMj762QDCoMqZp6-~BmnIRYU2Zl6YTr-o6Pjr8GbQ6g705Jra0gKTKQm9RWfEAYjlS9dNPHqIfSPYlOvH1-FQAnuQBLII1ru9uRERBkO-yeWC9SKKHgzUULBc2sVvxCPjba6goZOo4NzPoSnjAp8~3EuzJOu9rRs2PNisTiut3mF4cDWR2DdDN05eycQEn1MbfEQ9o2fNCT3FXbiejAFRkkSztr9s3Yjdy1jTH9En6DB~OW8ll6ilw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Sector_privado_y_políticas_públicas_una_sistematización_de_las_estrategias_de_actores_no_estatales_en_la_promoción_de_reformas_educativas","translated_slug":"","page_count":18,"language":"es","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"},"attachments":[{"id":97360102,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/97360102/thumbnails/1.jpg","file_name":"Sector_privado_y_politicas_publicas.pdf","download_url":"https://www.academia.edu/attachments/97360102/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sector_privado_y_politicas_publicas_una.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/97360102/Sector_privado_y_politicas_publicas-libre.pdf?1673867478=\u0026response-content-disposition=attachment%3B+filename%3DSector_privado_y_politicas_publicas_una.pdf\u0026Expires=1732210039\u0026Signature=K4N0mXtBYmO8Y-asz5qI7LZay-CaYBtzgQjwZwEHR~TVg1B3Bt1me4IeCJfu-dTCesz4hyrSTY4ZfOKm6IkU4yFGkaaY26Y0FMj762QDCoMqZp6-~BmnIRYU2Zl6YTr-o6Pjr8GbQ6g705Jra0gKTKQm9RWfEAYjlS9dNPHqIfSPYlOvH1-FQAnuQBLII1ru9uRERBkO-yeWC9SKKHgzUULBc2sVvxCPjba6goZOo4NzPoSnjAp8~3EuzJOu9rRs2PNisTiut3mF4cDWR2DdDN05eycQEn1MbfEQ9o2fNCT3FXbiejAFRkkSztr9s3Yjdy1jTH9En6DB~OW8ll6ilw__\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 class="js-work-strip profile--work_container" data-work-id="94621200"><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/94621200/Understanding_the_Stakes_The_Influence_of_Accountability_Policy_Options_on_Teachers_Responses"><img alt="Research paper thumbnail of Understanding the Stakes: The Influence of Accountability Policy Options on Teachers' Responses" class="work-thumbnail" src="https://attachments.academia-assets.com/97027390/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/94621200/Understanding_the_Stakes_The_Influence_of_Accountability_Policy_Options_on_Teachers_Responses">Understanding the Stakes: The Influence of Accountability Policy Options on Teachers' Responses</a></div><div class="wp-workCard_item"><span>Educational Policy</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Under test-based accountability, side-effects -including practices to inflate test results, often...</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">Under test-based accountability, side-effects -including practices to inflate test results, often seen as cheating- are usually associated to so-called high-stakes policies. However, the influence of different types of stakes in the generation of this type of practices has been overlooked in education research. Based on a survey experiment, our results indicate that the type and level of stakes of accountability systems (e.g., high-vs. low-stakes, material vs. symbolic) do not differ in triggering side-effects. Counterintuitively, individual symbolic consequences trigger similar reactions among teachers than material incentives. In-depth interviews give insights into the social mechanisms that lead to symbolic effects having such an influence in understanding teachers' reactivity to accountability.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0824b78cbd653f03e41590208832481e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97027390,"asset_id":94621200,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97027390/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="94621200"><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="94621200"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94621200; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94621200]").text(description); $(".js-view-count[data-work-id=94621200]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94621200; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94621200']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94621200, 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: "0824b78cbd653f03e41590208832481e" } } $('.js-work-strip[data-work-id=94621200]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94621200,"title":"Understanding the Stakes: The Influence of Accountability Policy Options on Teachers' Responses","translated_title":"","metadata":{"doi":"10.1177/08959048221142048","abstract":"Under test-based accountability, side-effects -including practices to inflate test results, often seen as cheating- are usually associated to so-called high-stakes policies. 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$(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="375802" id="journalarticles"><div class="js-work-strip profile--work_container" data-work-id="125933567"><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/125933567/School_autonomy_with_accountability_as_a_cross_national_policy_model_diverse_adoptions_practices_and_impacts"><img alt="Research paper thumbnail of School autonomy with accountability as a cross- national policy model: diverse adoptions, practices and impacts" class="work-thumbnail" src="https://attachments.academia-assets.com/119889663/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/125933567/School_autonomy_with_accountability_as_a_cross_national_policy_model_diverse_adoptions_practices_and_impacts">School autonomy with accountability as a cross- national policy model: diverse adoptions, practices and impacts</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://barcelona.academia.edu/Llu%C3%ADsParcerisa">Lluís Parcerisa</a></span></div><div class="wp-workCard_item"><span>Nordic Journal of Studies in Educational Policy</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This special issue examines the policy model of School Autonomy with Accountability (SAWA) and it...</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 special issue examines the policy model of School Autonomy with Accountability (SAWA) and its diverse configurations. The focus is on understanding how SAWA reforms shape governance practices and influence educational systems in different educational settings. Drawing on a range of theoretical perspectives, the issue explores how political factors, administrative traditions, and local professional frameworks shape the adoption and evolution of these policies. SAWA reforms promote school autonomy in decision-making while holding schools accountable for performance outcomes through various instruments such as standardized assessments, school improvement projects, and accountability arrangements. However, these policies often create tensions between autonomy and accountability, and their implementation produces varied outcomes depending on local contexts and institutions. The issue also highlights the growing role of data use in educational decision-making and examines the challenges associated with policy enactment at the school level. Taking stock of these discussions, in this introduction to the special issue, we delve into the complexities of SAWA reforms and their implications for educational equity, innovation, and governance. We also highlight the need for further research into the dynamic interaction between the formulation of SAWA policies and their local implementation, particularly in underexamined national contexts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0ca441c017ee150717a7aa7bd25fe620" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119889663,"asset_id":125933567,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119889663/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="125933567"><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="125933567"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125933567; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125933567]").text(description); $(".js-view-count[data-work-id=125933567]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125933567; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125933567']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125933567, 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: "0ca441c017ee150717a7aa7bd25fe620" } } $('.js-work-strip[data-work-id=125933567]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125933567,"title":"School autonomy with accountability as a cross- national policy model: diverse adoptions, practices and impacts","translated_title":"","metadata":{"doi":"10.1080/20020317.2024.2430706","abstract":"This special issue examines the policy model of School Autonomy with Accountability (SAWA) and its diverse configurations. 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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":317722,"name":"School Autonomy","url":"https://www.academia.edu/Documents/in/School_Autonomy"},{"id":1773119,"name":"Accountability in Education","url":"https://www.academia.edu/Documents/in/Accountability_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="125110915"><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/125110915/School_Governance_Through_Performance_Based_Accountability_A_Comparative_Analysis_of_Its_Side_Effects_Across_Different_Regulatory_Regimes"><img alt="Research paper thumbnail of School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes" class="work-thumbnail" src="https://attachments.academia-assets.com/119212731/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/125110915/School_Governance_Through_Performance_Based_Accountability_A_Comparative_Analysis_of_Its_Side_Effects_Across_Different_Regulatory_Regimes">School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes</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://barcelona.academia.edu/Llu%C3%ADsParcerisa">Lluís Parcerisa</a></span></div><div class="wp-workCard_item"><span>Review of Research in Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Performance-based accountability (PBA) has gained popularity worldwide due to its promise to stre...</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">Performance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. Nonetheless, its implementation does not always generate the expected reactions within schools. Through a configurative review, we systematically reviewed 133 empirical studies focusing on PBA side effects. We provide novel insights into the literature on PBA side effects, generating a better understanding of how and under what circumstances they are more likely to occur and through which mechanisms. In contrast to existing reviews, our research includes country contexts where accountability designs are predominantly low-stakes and challenges dichotomous ways of thinking about PBA systems. It uncovers side effects across diverse accountability frameworks and investigates differences and similarities in the mechanisms driving them.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c4bf92da9ef81cdaacb8b55c993f5b06" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119212731,"asset_id":125110915,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119212731/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="125110915"><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="125110915"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125110915; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125110915]").text(description); $(".js-view-count[data-work-id=125110915]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125110915; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125110915']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125110915, 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: "c4bf92da9ef81cdaacb8b55c993f5b06" } } $('.js-work-strip[data-work-id=125110915]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125110915,"title":"School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes","translated_title":"","metadata":{"doi":"10.3102/0091732X241270672","abstract":"Performance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. 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alt="Research paper thumbnail of ‘Against imposition, we defend education’: teachers’ movements against austerity and neoconservative reforms in the Spanish context" class="work-thumbnail" src="https://attachments.academia-assets.com/117296866/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/122679344/_Against_imposition_we_defend_education_teachers_movements_against_austerity_and_neoconservative_reforms_in_the_Spanish_context">‘Against imposition, we defend education’: teachers’ movements against austerity and neoconservative reforms in the Spanish context</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://barcelona.academia.edu/Llu%C3%ADsParcerisa">Lluís Parcerisa</a></span></div><div class="wp-workCard_item"><span>Globalisation, Societies and Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Between 2011 and 2015, at the dawn of the global financial crisis, Spain went through severe aust...</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">Between 2011 and 2015, at the dawn of the global financial crisis, Spain<br />went through severe austerity measures that led to social unrest and to<br />the emergence of new expressions of collective action. In the<br />educational field, teachers’ unions and grassroots movements organised<br />against the neoliberal and neoconservative policies promoted by the<br />central government and several regional governments. The case of the<br />Teachers’ Assembly in the Balearic Islands is particularly relevant<br />because it was a highly successful protest experience that triggered<br />unprecedented social mobilisation and broad social support. Drawing<br />on social movement theories and combining semi-structured interviews<br />with document and media analysis, this study finds that the<br />combination of alliance-building, disruptive collective actions, and<br />framing processes was key to explaining the success of the social<br />mobilisation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d971211a0cce6dbff651df697666b440" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117296866,"asset_id":122679344,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117296866/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="122679344"><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="122679344"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122679344; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122679344]").text(description); $(".js-view-count[data-work-id=122679344]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122679344; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122679344']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122679344, 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: "d971211a0cce6dbff651df697666b440" } } $('.js-work-strip[data-work-id=122679344]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122679344,"title":"‘Against imposition, we defend education’: teachers’ movements against austerity and neoconservative reforms in the Spanish context","translated_title":"","metadata":{"doi":"10.1080/14767724.2024.2386405","abstract":"Between 2011 and 2015, at the dawn of the global financial crisis, Spain\nwent through severe austerity measures that led to social unrest and to\nthe emergence of new expressions of collective action. 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$(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="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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","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 class="js-work-strip profile--work_container" data-work-id="122071749"><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/122071749/The_obstacle_race_to_educational_improvement_governance_policies_and_practices_in_disadvantaged_schools"><img alt="Research paper thumbnail of The obstacle race to educational improvement: governance, policies, and practices in disadvantaged schools" class="work-thumbnail" src="https://attachments.academia-assets.com/116807750/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/122071749/The_obstacle_race_to_educational_improvement_governance_policies_and_practices_in_disadvantaged_schools">The obstacle race to educational improvement: governance, policies, and practices in disadvantaged schools</a></div><div class="wp-workCard_item"><span>British Journal of Sociology of Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contemporary educational reforms emphasise school autonomy, performance-based management, and acc...</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">Contemporary educational reforms emphasise school autonomy,<br />performance-based management, and accountability as necessary<br />policies for attaining improvement goals. Despite their widespread<br />adoption, the configuration and enactment of these policies are discretionary<br />and contingent, deeply influenced by the interaction of local<br />contexts, organisational features, and teachers’ beliefs about policy and<br />pedagogy. Apart from these challenges, schools serving disadvantaged<br />students, often targeted for educational improvement, also struggle<br />with significant organisational constraints and policy overload. This<br />study explores how disadvantaged urban schools make sense of their<br />policy environment and engage with the school improvement mandate<br />through different logics and practices. The analytical framework stresses<br />the policy filtering and adaptation processes that school actors undergo<br />when tasked with multiple implementation demands, and how these<br />interact with school contexts to produce diverse responses. This<br />research is conducted in Catalonia, Spain, and adopts a sequential<br />mixed-methods strategy, relying on interviews with principals and<br />teachers, as well as survey and administrative data. The findings are<br />organised in four ideal types of school responses to the improvement<br />mandate, showing the diverging ways schools engage with policy.<br />Disadvantaged schools exhibit diverse improvement approaches<br />despite sharing structural characteristics, explained by the interaction<br />of contextual factors and organisational characteristics. Each ideal type<br />prioritises different aspects, such as performance, innovation, or inclusive<br />practices. The heterogeneity of school responses highlights the<br />necessity for targeted, context-sensitive support to ensure equitable<br />educational practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3b92d2ce5514bc190f2edddef6b77db6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116807750,"asset_id":122071749,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116807750/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="122071749"><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="122071749"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122071749; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122071749]").text(description); $(".js-view-count[data-work-id=122071749]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122071749; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122071749']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122071749, 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: "3b92d2ce5514bc190f2edddef6b77db6" } } $('.js-work-strip[data-work-id=122071749]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122071749,"title":"The obstacle race to educational improvement: governance, policies, and practices in disadvantaged schools","translated_title":"","metadata":{"doi":"10.1080/01425692.2024.2376596","abstract":"Contemporary educational reforms emphasise school autonomy,\nperformance-based management, and accountability as necessary\npolicies for attaining improvement goals. Despite their widespread\nadoption, the configuration and enactment of these policies are discretionary\nand contingent, deeply influenced by the interaction of local\ncontexts, organisational features, and teachers’ beliefs about policy and\npedagogy. Apart from these challenges, schools serving disadvantaged\nstudents, often targeted for educational improvement, also struggle\nwith significant organisational constraints and policy overload. This\nstudy explores how disadvantaged urban schools make sense of their\npolicy environment and engage with the school improvement mandate\nthrough different logics and practices. The analytical framework stresses\nthe policy filtering and adaptation processes that school actors undergo\nwhen tasked with multiple implementation demands, and how these\ninteract with school contexts to produce diverse responses. This\nresearch is conducted in Catalonia, Spain, and adopts a sequential\nmixed-methods strategy, relying on interviews with principals and\nteachers, as well as survey and administrative data. The findings are\norganised in four ideal types of school responses to the improvement\nmandate, showing the diverging ways schools engage with policy.\nDisadvantaged schools exhibit diverse improvement approaches\ndespite sharing structural characteristics, explained by the interaction\nof contextual factors and organisational characteristics. Each ideal type\nprioritises different aspects, such as performance, innovation, or inclusive\npractices. The heterogeneity of school responses highlights the\nnecessity for targeted, context-sensitive support to ensure equitable\neducational practices.","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"British Journal of Sociology of Education"},"translated_abstract":"Contemporary educational reforms emphasise school autonomy,\nperformance-based management, and accountability as necessary\npolicies for attaining improvement goals. Despite their widespread\nadoption, the configuration and enactment of these policies are discretionary\nand contingent, deeply influenced by the interaction of local\ncontexts, organisational features, and teachers’ beliefs about policy and\npedagogy. Apart from these challenges, schools serving disadvantaged\nstudents, often targeted for educational improvement, also struggle\nwith significant organisational constraints and policy overload. This\nstudy explores how disadvantaged urban schools make sense of their\npolicy environment and engage with the school improvement mandate\nthrough different logics and practices. The analytical framework stresses\nthe policy filtering and adaptation processes that school actors undergo\nwhen tasked with multiple implementation demands, and how these\ninteract with school contexts to produce diverse responses. This\nresearch is conducted in Catalonia, Spain, and adopts a sequential\nmixed-methods strategy, relying on interviews with principals and\nteachers, as well as survey and administrative data. The findings are\norganised in four ideal types of school responses to the improvement\nmandate, showing the diverging ways schools engage with policy.\nDisadvantaged schools exhibit diverse improvement approaches\ndespite sharing structural characteristics, explained by the interaction\nof contextual factors and organisational characteristics. Each ideal type\nprioritises different aspects, such as performance, innovation, or inclusive\npractices. The heterogeneity of school responses highlights the\nnecessity for targeted, context-sensitive support to ensure equitable\neducational practices.","internal_url":"https://www.academia.edu/122071749/The_obstacle_race_to_educational_improvement_governance_policies_and_practices_in_disadvantaged_schools","translated_internal_url":"","created_at":"2024-07-15T09:03:13.621-07:00","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":42060414,"work_id":122071749,"tagging_user_id":3285691,"tagged_user_id":293614946,"co_author_invite_id":null,"email":"a***r@uab.cat","display_order":2,"name":"Antoni Verger","title":"The obstacle race to educational improvement: governance, policies, and practices in disadvantaged 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Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":21383,"name":"School effectiveness and school improvement","url":"https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement"},{"id":104898,"name":"Education of Disadvantaged Groups","url":"https://www.academia.edu/Documents/in/Education_of_Disadvantaged_Groups"},{"id":317722,"name":"School Autonomy","url":"https://www.academia.edu/Documents/in/School_Autonomy"},{"id":1773119,"name":"Accountability in Education","url":"https://www.academia.edu/Documents/in/Accountability_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="119980888"><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/119980888/Unveiling_teachers_work_preferences_A_conjoint_experiment_on_the_implications_of_school_governance_reform_across_three_countries"><img alt="Research paper thumbnail of Unveiling teachers' work preferences: A conjoint experiment on the implications of school governance reform across three countries" class="work-thumbnail" src="https://attachments.academia-assets.com/115276827/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/119980888/Unveiling_teachers_work_preferences_A_conjoint_experiment_on_the_implications_of_school_governance_reform_across_three_countries">Unveiling teachers' work preferences: A conjoint experiment on the implications of school governance reform across three 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/AntoniVerger">Antoni Verger</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LevatinoAntonina">Antonina Levatino</a></span></div><div class="wp-workCard_item"><span>Teaching and Teacher Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">School governance reforms have changed teachers' work in many aspects and have been associated wi...</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">School governance reforms have changed teachers' work in many aspects and have been associated with increasing teachers' discontent and demotivation. Research on which school policies and organizational practices teachers prefer is scarce and faces challenges. Our conjoint experiment identifies the importance given by teachers to different work dimensions altered by recent reforms and teachers' preferences regarding school policies in three contexts. Internationally-shared preferences include qualitative teaching assessments, socially mixed classes, clear goal-setting, and collective rewards. Context-specific preferences include individual incentives in Chile, a low-pay, high-stakes accountability system, and peer support in Norway and Catalonia, which are systems with collaborative governance traditions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="63060b023ae4906f4265eb4953c1cbdd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115276827,"asset_id":119980888,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115276827/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="119980888"><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="119980888"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119980888; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119980888]").text(description); $(".js-view-count[data-work-id=119980888]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119980888; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119980888']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 119980888, 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: "63060b023ae4906f4265eb4953c1cbdd" } } $('.js-work-strip[data-work-id=119980888]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119980888,"title":"Unveiling teachers' work preferences: A conjoint experiment on the implications of school governance reform across three countries","translated_title":"","metadata":{"doi":"10.1016/j.tate.2024.104631","abstract":"School governance reforms have changed teachers' work in many aspects and have been associated with increasing teachers' discontent and demotivation. 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$(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="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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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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. 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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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","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="76013277"><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/76013277/Global_governance_through_peer_review_the_Dutch_experience_of_OECD_reviews_of_National_Policies_for_Education"><img alt="Research paper thumbnail of Global governance through peer review: the Dutch experience of OECD reviews of National Policies for Education" 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/76013277/Global_governance_through_peer_review_the_Dutch_experience_of_OECD_reviews_of_National_Policies_for_Education">Global governance through peer review: the Dutch experience of OECD reviews of National Policies for Education</a></div><div class="wp-workCard_item"><span>Critical Policy Studies</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper seeks to better understand the influence of international organizations within the nat...</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 seeks to better understand the influence of international organizations within the national policy domain by examining the OECD’s use of peer reviews. Focusing on one such review in the ...</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="76013277"><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="76013277"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013277; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013277]").text(description); $(".js-view-count[data-work-id=76013277]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013277; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013277']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013277, 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" } } $('.js-work-strip[data-work-id=76013277]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76013277,"title":"Global governance through peer review: the Dutch experience of OECD reviews of National Policies for Education","translated_title":"","metadata":{"abstract":"This paper seeks to better understand the influence of international organizations within the national policy domain by examining the OECD’s use of peer reviews. 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Yet, the effects of this voucher on privatization of education, school choice, and competition dynamics remain largely understudied. This article addresses this gap through an investigation of families’ school choice patterns and schools’ logics of action in the Philippines’ education. Paradoxically, despite the pro-private sector impetus of the Philippine government and the implementation of the voucher scheme, the privatization of school provision in the Philippines is diminishing, and the schools receiving the voucher are becoming increasingly unaffordable for the poor families to whom the voucher was initially targeted. In parallel, despite its initial equity focus, the voucher has led to different patterns of school choice among families and to an array of responses by schools, both of which have combined to accentuat...</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="76013269"><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="76013269"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013269; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013269]").text(description); $(".js-view-count[data-work-id=76013269]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013269; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013269']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013269, 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" } } $('.js-work-strip[data-work-id=76013269]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76013269,"title":"The Development and Dynamics of Public–Private Partnerships in the Philippines’ Education: A Counterintuitive Case of School Choice, Competition, and Privatization","translated_title":"","metadata":{"abstract":"Educational public–private partnerships (EPPP) have been widely implemented in the Philippines, primarily through the Education Service Contracting (ESC) voucher. 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Paradoxically, despite the pro-private sector impetus of the Philippine government and the implementation of the voucher scheme, the privatization of school provision in the Philippines is diminishing, and the schools receiving the voucher are becoming increasingly unaffordable for the poor families to whom the voucher was initially targeted. In parallel, despite its initial equity focus, the voucher has led to different patterns of school choice among families and to an array of responses by schools, both of which have combined to accentuat...","internal_url":"https://www.academia.edu/76013269/The_Development_and_Dynamics_of_Public_Private_Partnerships_in_the_Philippines_Education_A_Counterintuitive_Case_of_School_Choice_Competition_and_Privatization","translated_internal_url":"","created_at":"2022-04-10T09:53:05.975-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Development_and_Dynamics_of_Public_Private_Partnerships_in_the_Philippines_Education_A_Counterintuitive_Case_of_School_Choice_Competition_and_Privatization","translated_slug":"","page_count":null,"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":[],"research_interests":[{"id":26,"name":"Business","url":"https://www.academia.edu/Documents/in/Business"},{"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":8785,"name":"Philippines","url":"https://www.academia.edu/Documents/in/Philippines"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":30086,"name":"Critical sociology and politics of education","url":"https://www.academia.edu/Documents/in/Critical_sociology_and_politics_of_education"},{"id":33141,"name":"Comparative and International Development Education","url":"https://www.academia.edu/Documents/in/Comparative_and_International_Development_Education"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"id":187416,"name":"Vouchers","url":"https://www.academia.edu/Documents/in/Vouchers"},{"id":194399,"name":"Critical Policy Studies","url":"https://www.academia.edu/Documents/in/Critical_Policy_Studies"},{"id":448488,"name":"Comparative International Education","url":"https://www.academia.edu/Documents/in/Comparative_International_Education"},{"id":1275727,"name":"Educational Policy","url":"https://www.academia.edu/Documents/in/Educational_Policy"}],"urls":[{"id":19323445,"url":"http://journals.sagepub.com/doi/pdf/10.1177/0895904819886323"}]}, 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="76013268"><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/76013268/The_business_of_policy_a_review_of_the_corporate_sector_s_emerging_strategies_in_the_promotion_of_education_reform"><img alt="Research paper thumbnail of The business of policy: a review of the corporate sector’s emerging strategies in the promotion of education reform" 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/76013268/The_business_of_policy_a_review_of_the_corporate_sector_s_emerging_strategies_in_the_promotion_of_education_reform">The business of policy: a review of the corporate sector’s emerging strategies in the promotion of education reform</a></div><div class="wp-workCard_item"><span>Critical Studies in Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sect...</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">ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sector in shaping education policy. While a growing body of scholarship has documented the deepening embeddedness of the corporate sector within policy-making processes, empirical research on the strategies mobilized by corporate actors remains unsystematised and fragmentary. Furthermore, existing categorizations of corporate policy-influence strategies are frequently restricted to a limited group of Anglo-Saxon countries and, consequently, are ill suited to capturing emerging policy dynamics globally. Building on the results of a literature review, this paper categorises four emerging strategies articulated by the corporate sector: knowledge mobilization, networking, engaging with grassroots, and leading by example. Each strategy is illustrated with examples from a selection of country case studies. These examples suggest that, in the education policy domain, the corporate sector operates not only as a policy influencer, but increasingly as a policy actor organically embedded within policy-making processes and spaces.</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="76013268"><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="76013268"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013268; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013268]").text(description); $(".js-view-count[data-work-id=76013268]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013268; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013268']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013268, 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" } } $('.js-work-strip[data-work-id=76013268]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76013268,"title":"The business of policy: a review of the corporate sector’s emerging strategies in the promotion of education reform","translated_title":"","metadata":{"abstract":"ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sector in shaping education policy. While a growing body of scholarship has documented the deepening embeddedness of the corporate sector within policy-making processes, empirical research on the strategies mobilized by corporate actors remains unsystematised and fragmentary. Furthermore, existing categorizations of corporate policy-influence strategies are frequently restricted to a limited group of Anglo-Saxon countries and, consequently, are ill suited to capturing emerging policy dynamics globally. Building on the results of a literature review, this paper categorises four emerging strategies articulated by the corporate sector: knowledge mobilization, networking, engaging with grassroots, and leading by example. Each strategy is illustrated with examples from a selection of country case studies. These examples suggest that, in the education policy domain, the corporate sector operates not only as a policy influencer, but increasingly as a policy actor organically embedded within policy-making processes and spaces.","publisher":"Informa UK Limited","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Critical Studies in Education"},"translated_abstract":"ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sector in shaping education policy. While a growing body of scholarship has documented the deepening embeddedness of the corporate sector within policy-making processes, empirical research on the strategies mobilized by corporate actors remains unsystematised and fragmentary. Furthermore, existing categorizations of corporate policy-influence strategies are frequently restricted to a limited group of Anglo-Saxon countries and, consequently, are ill suited to capturing emerging policy dynamics globally. Building on the results of a literature review, this paper categorises four emerging strategies articulated by the corporate sector: knowledge mobilization, networking, engaging with grassroots, and leading by example. Each strategy is illustrated with examples from a selection of country case studies. These examples suggest that, in the education policy domain, the corporate sector operates not only as a policy influencer, but increasingly as a policy actor organically embedded within policy-making processes and spaces.","internal_url":"https://www.academia.edu/76013268/The_business_of_policy_a_review_of_the_corporate_sector_s_emerging_strategies_in_the_promotion_of_education_reform","translated_internal_url":"","created_at":"2022-04-10T09:53:05.747-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_business_of_policy_a_review_of_the_corporate_sector_s_emerging_strategies_in_the_promotion_of_education_reform","translated_slug":"","page_count":null,"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":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":1632396,"name":"Critical Studies in Higher Education Transformation","url":"https://www.academia.edu/Documents/in/Critical_Studies_in_Higher_Education_Transformation"}],"urls":[{"id":19323444,"url":"https://www.tandfonline.com/doi/pdf/10.1080/17508487.2019.1573749"}]}, 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="76013264"><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/76013264/Manufacturing_an_illusory_consensus_A_bibliometric_analysis_of_the_international_debate_on_education_privatisation"><img alt="Research paper thumbnail of Manufacturing an illusory consensus? A bibliometric analysis of the international debate on education privatisation" 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/76013264/Manufacturing_an_illusory_consensus_A_bibliometric_analysis_of_the_international_debate_on_education_privatisation">Manufacturing an illusory consensus? A bibliometric analysis of the international debate on education privatisation</a></div><div class="wp-workCard_item"><span>International Journal of Educational Development</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract As one of the most polarised areas in education research, the education privatisation de...</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">Abstract As one of the most polarised areas in education research, the education privatisation debate generates opportunities for knowledge-brokers to promote their preferred policy alternatives. Based on bibliometric analysis techniques, this paper maps the configuration of the academic debate on privatisation, and explores how it is connected with the references mobilized by a group of international agencies located at the interstices of the research and policy fields. Our findings suggest that, when confronted with certain incentives, some international agencies use evidence in a selective and tactical way as a means to support their pre-established policy pReferences.</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="76013264"><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="76013264"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013264; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013264]").text(description); $(".js-view-count[data-work-id=76013264]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013264; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013264']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013264, 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" } } $('.js-work-strip[data-work-id=76013264]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76013264,"title":"Manufacturing an illusory consensus? A bibliometric analysis of the international debate on education privatisation","translated_title":"","metadata":{"abstract":"Abstract As one of the most polarised areas in education research, the education privatisation debate generates opportunities for knowledge-brokers to promote their preferred policy alternatives. Based on bibliometric analysis techniques, this paper maps the configuration of the academic debate on privatisation, and explores how it is connected with the references mobilized by a group of international agencies located at the interstices of the research and policy fields. Our findings suggest that, when confronted with certain incentives, some international agencies use evidence in a selective and tactical way as a means to support their pre-established policy pReferences.","publisher":"Elsevier BV","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"International Journal of Educational Development"},"translated_abstract":"Abstract As one of the most polarised areas in education research, the education privatisation debate generates opportunities for knowledge-brokers to promote their preferred policy alternatives. Based on bibliometric analysis techniques, this paper maps the configuration of the academic debate on privatisation, and explores how it is connected with the references mobilized by a group of international agencies located at the interstices of the research and policy fields. Our findings suggest that, when confronted with certain incentives, some international agencies use evidence in a selective and tactical way as a means to support their pre-established policy pReferences.","internal_url":"https://www.academia.edu/76013264/Manufacturing_an_illusory_consensus_A_bibliometric_analysis_of_the_international_debate_on_education_privatisation","translated_internal_url":"","created_at":"2022-04-10T09:53:05.265-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Manufacturing_an_illusory_consensus_A_bibliometric_analysis_of_the_international_debate_on_education_privatisation","translated_slug":"","page_count":null,"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":[],"research_interests":[{"id":3162,"name":"Educational Development","url":"https://www.academia.edu/Documents/in/Educational_Development"},{"id":3345,"name":"International organizations","url":"https://www.academia.edu/Documents/in/International_organizations"},{"id":3355,"name":"Bibliometrics","url":"https://www.academia.edu/Documents/in/Bibliometrics"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":635793,"name":"International Organizations","url":"https://www.academia.edu/Documents/in/International_Organizations-1"}],"urls":[{"id":19323441,"url":"https://api.elsevier.com/content/article/PII:S0738059317302079?httpAccept=text/xml"}]}, 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="76013263"><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/76013263/The_growth_and_spread_of_large_scale_assessments_and_test_based_accountabilities_a_political_sociology_of_global_education_reforms"><img alt="Research paper thumbnail of The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms" class="work-thumbnail" src="https://attachments.academia-assets.com/83698273/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/76013263/The_growth_and_spread_of_large_scale_assessments_and_test_based_accountabilities_a_political_sociology_of_global_education_reforms">The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms</a></div><div class="wp-workCard_item"><span>Educational Review</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c8b6dd4b5604a3b72e54de35b0b4bba8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83698273,"asset_id":76013263,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83698273/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="76013263"><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="76013263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013263]").text(description); $(".js-view-count[data-work-id=76013263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013263, 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); 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Accordingly, more and more educational systems in the world are articulated around three main policy principles: accountability, standards and decentralisation. National large-scale assessments (NLSAs) are a core component of the GERM; these assessments are increasingly used for accountability purposes as well as to ensure that schools achieve and promote centrally defined and evaluable learning standards. In this paper, we explore these trends on the basis of a new and original database on NLSAs, as well as on data coming from the Programme for International Student Assessment (PISA) questionnaires. In the paper we also discuss how different theories on policy dissemination/globalisation explain the international spread of NLSAs and test-based accountability worldwide, and reflect on the potential of a political sociology approach to analyse this globalising phenomenon.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Educational 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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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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$(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="66364150"><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/66364150/Why_Do_Policy_Makers_Adopt_Global_Education_Policies_Toward_a_Research_Framework_on_the_Varying_Role_of_Ideas_in_Education_Reform"><img alt="Research paper thumbnail of Why Do Policy-Makers Adopt Global Education Policies? Toward a Research Framework on the Varying Role of Ideas in Education Reform" class="work-thumbnail" src="https://attachments.academia-assets.com/77585572/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/66364150/Why_Do_Policy_Makers_Adopt_Global_Education_Policies_Toward_a_Research_Framework_on_the_Varying_Role_of_Ideas_in_Education_Reform">Why Do Policy-Makers Adopt Global Education Policies? Toward a Research Framework on the Varying Role of Ideas in Education Reform</a></div><div class="wp-workCard_item"><span>Current Issues in Comparative Education</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction Globalization is profoundly altering the education policy landscape. It introduces n...</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">Introduction Globalization is profoundly altering the education policy landscape. It introduces new problems in education agendas, compresses time and space in policy processes, and revitalizes the role of a range of supra-national players in educational reform. This deterritorialization of the education policy process has important theoretical and epistemological implications. Among others, it is forcing comparative education scholars to pay more attention to the politics and dynamics involved in the policy adoption stage.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="72a5d3fb197b764f51af25dde4db7935" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77585572,"asset_id":66364150,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77585572/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="66364150"><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="66364150"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66364150; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66364150]").text(description); $(".js-view-count[data-work-id=66364150]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66364150; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='66364150']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 66364150, 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: "72a5d3fb197b764f51af25dde4db7935" } } $('.js-work-strip[data-work-id=66364150]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":66364150,"title":"Why Do Policy-Makers Adopt Global Education Policies? 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$(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="107368282"><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/107368282/Understanding_the_Stakes_The_Influence_of_Accountability_Policy_Options_on_Teachers_Responses"><img alt="Research paper thumbnail of Understanding the Stakes: The Influence of Accountability Policy Options on Teachers’ Responses" class="work-thumbnail" src="https://attachments.academia-assets.com/106053096/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/107368282/Understanding_the_Stakes_The_Influence_of_Accountability_Policy_Options_on_Teachers_Responses">Understanding the Stakes: The Influence of Accountability Policy Options on Teachers’ Responses</a></div><div class="wp-workCard_item"><span>Educational Policy</span><span>, Jan 4, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="50f7debda6e54db2de65ce23c84bebaa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106053096,"asset_id":107368282,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106053096/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="107368282"><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="107368282"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368282; 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However, the influence of different types of stakes in the generation of this type of practices has been overlooked in education research. Based on a survey experiment, our results indicate that the type and level of stakes of accountability systems (e.g., high-vs. low-stakes, material vs. symbolic) do not differ in triggering side-effects. Counterintuitively, individual symbolic consequences trigger similar reactions among teachers than material incentives. In-depth interviews give insights into the social mechanisms that lead to symbolic effects having such an influence in understanding teachers' reactivity to accountability.","publication_date":{"day":4,"month":1,"year":2023,"errors":{}},"publication_name":"Educational 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Sector Accountability","url":"https://www.academia.edu/Documents/in/Public_Sector_Accountability"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies"},{"id":173803,"name":"Cheating","url":"https://www.academia.edu/Documents/in/Cheating"},{"id":185860,"name":"Incentive","url":"https://www.academia.edu/Documents/in/Incentive"},{"id":1275727,"name":"Educational Policy","url":"https://www.academia.edu/Documents/in/Educational_Policy"}],"urls":[{"id":34157019,"url":"https://zenodo.org/record/7676822/files/Understanding_the_Stakes_The_Influence_o.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="98205265"><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/98205265/At_the_crossroad_of_performativity_and_the_market_schools_logics_of_action_under_a_hybrid_accountability_regime"><img alt="Research paper thumbnail of At the crossroad of performativity and the market: schools’ logics of action under a hybrid accountability regime" class="work-thumbnail" src="https://attachments.academia-assets.com/99620225/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/98205265/At_the_crossroad_of_performativity_and_the_market_schools_logics_of_action_under_a_hybrid_accountability_regime">At the crossroad of performativity and the market: schools’ logics of action under a hybrid accountability regime</a></div><div class="wp-workCard_item"><span>Compare: A Journal of Comparative and International Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">School systems are shifting towards forms of post-bureaucratic governance (PBG), implying higher ...</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">School systems are shifting towards forms of post-bureaucratic governance (PBG), implying higher levels of school autonomy, choice, and performance-based management. Under this governance approach, which combines forms of administrative and market accountability, schools face greater levels of competition and external pressure to perform. Schools experience such pressures unevenly and address them through different practices. The paper develops a mixed-methods case study conducted in Madrid, a Spanish region where PBG reform has intensified in the last decades, and proposes a novel index to position schools within their reference local education markets. The results show that schools articulate a broad range of logics of action, largely interrelated with their position in the education marketplace. We also show that schools' responses to external pressures are dynamic and marked by tensions of a different nature, which schools need to navigate, often without sufficient support from public authorities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e4039d7e02008a57a49522216525a7c2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99620225,"asset_id":98205265,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99620225/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="98205265"><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="98205265"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98205265; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98205265]").text(description); $(".js-view-count[data-work-id=98205265]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98205265; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98205265']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 98205265, 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: "e4039d7e02008a57a49522216525a7c2" } } $('.js-work-strip[data-work-id=98205265]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98205265,"title":"At the crossroad of performativity and the market: schools’ logics of action under a hybrid accountability regime","translated_title":"","metadata":{"doi":"10.1080/03057925.2023.2175316","abstract":"School systems are shifting towards forms of post-bureaucratic governance (PBG), implying higher levels of school autonomy, choice, and performance-based management. 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paper thumbnail of Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas" class="work-thumbnail" src="https://attachments.academia-assets.com/97360102/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/95079202/Sector_privado_y_pol%C3%ADticas_p%C3%BAblicas_una_sistematizaci%C3%B3n_de_las_estrategias_de_actores_no_estatales_en_la_promoci%C3%B3n_de_reformas_educativas">Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas</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> 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>Revista Española de Educación Comparada</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo tiene por objetivo identificar las principales estrategias de influencia del sector...</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 tiene por objetivo identificar las principales estrategias de influencia del sector privado  en  el  ámbito  de  la  política  educativa.  A  pesar  de  que  un  número  de  estudios  cada  vez  mayor  documenta  la  creciente  implicación  del  sector  empresarial  en  la  formulación  de  políticas  públicas,  la  investigación  empírica  sobre  esta  cuestión  sigue  siendo  fragmentaria  y  poco  sistemática.  Además,  gran  parte  de  la  evidencia  disponible  se  focaliza  en  el  ámbito  angloamericano  y  no  permite  entender  el  fenómeno  en  su  dimensión  global.  Este  artículo  explora, revisa y sistematiza una serie de estrategias de influencia política del sector privado en  el  campo  educativo  a  partir  de  una  revisión  de  la  literatura  centrada  en  reformas  edu-cativas promercado. A partir de los resultados de esta revisión, el artículo identifica cuatro estrategias de influencia: la movilización de conocimientos, la creación de redes, el apoyo a movimientos  sociales  y  el  patrocinio  de  experiencias  piloto.  Cada  estrategia  se  ilustra  con  ejemplos de una selección de casos empíricos. <br /><br />El estudio muestra cómo el sector privado desempeña una gama de funciones cada vez más  heterogéneas  en  el  ámbito  de  la  política  educativa,  y  apunta  a  que  las  organizaciones  privadas están diversificando los recursos y las formas de capital que movilizan. Así, la hora de incidir en políticas públicas, el sector privado no depende únicamente de su poder eco-nómico y de las formas más evidentes de capital político, sino que se apoya cada vez más en las conexiones relativamente informales con diferentes actores (como el tercer sector, y las élites económicas o de la sociedad civil), y el reconocimiento como expertos y productores de conocimiento, adquirido mediante la movilización de evidencia. Finalmente, los resultados sugieren que el sector privado opera cada vez más como un actor político de primer orden, integrado orgánicamente en procesos y espacios de elaboración de políticas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="63a1e74b364f75f2809e36064ed48093" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97360102,"asset_id":95079202,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97360102/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="95079202"><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="95079202"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 95079202; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=95079202]").text(description); $(".js-view-count[data-work-id=95079202]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 95079202; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='95079202']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 95079202, 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: "63a1e74b364f75f2809e36064ed48093" } } $('.js-work-strip[data-work-id=95079202]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":95079202,"title":"Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas","translated_title":"","metadata":{"doi":"10.5944/reec.42.2023.35942","abstract":"Este artículo tiene por objetivo identificar las principales estrategias de influencia del sector privado en el ámbito de la política educativa. A pesar de que un número de estudios cada vez mayor documenta la creciente implicación del sector empresarial en la formulación de políticas públicas, la investigación empírica sobre esta cuestión sigue siendo fragmentaria y poco sistemática. Además, gran parte de la evidencia disponible se focaliza en el ámbito angloamericano y no permite entender el fenómeno en su dimensión global. Este artículo explora, revisa y sistematiza una serie de estrategias de influencia política del sector privado en el campo educativo a partir de una revisión de la literatura centrada en reformas edu-cativas promercado. A partir de los resultados de esta revisión, el artículo identifica cuatro estrategias de influencia: la movilización de conocimientos, la creación de redes, el apoyo a movimientos sociales y el patrocinio de experiencias piloto. Cada estrategia se ilustra con ejemplos de una selección de casos empíricos. \n\nEl estudio muestra cómo el sector privado desempeña una gama de funciones cada vez más heterogéneas en el ámbito de la política educativa, y apunta a que las organizaciones privadas están diversificando los recursos y las formas de capital que movilizan. Así, la hora de incidir en políticas públicas, el sector privado no depende únicamente de su poder eco-nómico y de las formas más evidentes de capital político, sino que se apoya cada vez más en las conexiones relativamente informales con diferentes actores (como el tercer sector, y las élites económicas o de la sociedad civil), y el reconocimiento como expertos y productores de conocimiento, adquirido mediante la movilización de evidencia. Finalmente, los resultados sugieren que el sector privado opera cada vez más como un actor político de primer orden, integrado orgánicamente en procesos y espacios de elaboración de políticas.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Revista Española de Educación Comparada"},"translated_abstract":"Este artículo tiene por objetivo identificar las principales estrategias de influencia del sector privado en el ámbito de la política educativa. A pesar de que un número de estudios cada vez mayor documenta la creciente implicación del sector empresarial en la formulación de políticas públicas, la investigación empírica sobre esta cuestión sigue siendo fragmentaria y poco sistemática. Además, gran parte de la evidencia disponible se focaliza en el ámbito angloamericano y no permite entender el fenómeno en su dimensión global. Este artículo explora, revisa y sistematiza una serie de estrategias de influencia política del sector privado en el campo educativo a partir de una revisión de la literatura centrada en reformas edu-cativas promercado. A partir de los resultados de esta revisión, el artículo identifica cuatro estrategias de influencia: la movilización de conocimientos, la creación de redes, el apoyo a movimientos sociales y el patrocinio de experiencias piloto. Cada estrategia se ilustra con ejemplos de una selección de casos empíricos. \n\nEl estudio muestra cómo el sector privado desempeña una gama de funciones cada vez más heterogéneas en el ámbito de la política educativa, y apunta a que las organizaciones privadas están diversificando los recursos y las formas de capital que movilizan. Así, la hora de incidir en políticas públicas, el sector privado no depende únicamente de su poder eco-nómico y de las formas más evidentes de capital político, sino que se apoya cada vez más en las conexiones relativamente informales con diferentes actores (como el tercer sector, y las élites económicas o de la sociedad civil), y el reconocimiento como expertos y productores de conocimiento, adquirido mediante la movilización de evidencia. Finalmente, los resultados sugieren que el sector privado opera cada vez más como un actor político de primer orden, integrado orgánicamente en procesos y espacios de elaboración de políticas.","internal_url":"https://www.academia.edu/95079202/Sector_privado_y_pol%C3%ADticas_p%C3%BAblicas_una_sistematizaci%C3%B3n_de_las_estrategias_de_actores_no_estatales_en_la_promoci%C3%B3n_de_reformas_educativas","translated_internal_url":"","created_at":"2023-01-16T02:54:15.680-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16059422,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":39362487,"work_id":95079202,"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":"Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas"},{"id":39362488,"work_id":95079202,"tagging_user_id":16059422,"tagged_user_id":4804665,"co_author_invite_id":null,"email":"m***a@gmail.com","affiliation":"UFMG - The Federal University of Minas Gerais","display_order":2,"name":"Marina Avelar","title":"Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas"}],"downloadable_attachments":[{"id":97360102,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/97360102/thumbnails/1.jpg","file_name":"Sector_privado_y_politicas_publicas.pdf","download_url":"https://www.academia.edu/attachments/97360102/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sector_privado_y_politicas_publicas_una.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/97360102/Sector_privado_y_politicas_publicas-libre.pdf?1673867478=\u0026response-content-disposition=attachment%3B+filename%3DSector_privado_y_politicas_publicas_una.pdf\u0026Expires=1732210039\u0026Signature=K4N0mXtBYmO8Y-asz5qI7LZay-CaYBtzgQjwZwEHR~TVg1B3Bt1me4IeCJfu-dTCesz4hyrSTY4ZfOKm6IkU4yFGkaaY26Y0FMj762QDCoMqZp6-~BmnIRYU2Zl6YTr-o6Pjr8GbQ6g705Jra0gKTKQm9RWfEAYjlS9dNPHqIfSPYlOvH1-FQAnuQBLII1ru9uRERBkO-yeWC9SKKHgzUULBc2sVvxCPjba6goZOo4NzPoSnjAp8~3EuzJOu9rRs2PNisTiut3mF4cDWR2DdDN05eycQEn1MbfEQ9o2fNCT3FXbiejAFRkkSztr9s3Yjdy1jTH9En6DB~OW8ll6ilw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Sector_privado_y_políticas_públicas_una_sistematización_de_las_estrategias_de_actores_no_estatales_en_la_promoción_de_reformas_educativas","translated_slug":"","page_count":18,"language":"es","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"},"attachments":[{"id":97360102,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/97360102/thumbnails/1.jpg","file_name":"Sector_privado_y_politicas_publicas.pdf","download_url":"https://www.academia.edu/attachments/97360102/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sector_privado_y_politicas_publicas_una.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/97360102/Sector_privado_y_politicas_publicas-libre.pdf?1673867478=\u0026response-content-disposition=attachment%3B+filename%3DSector_privado_y_politicas_publicas_una.pdf\u0026Expires=1732210039\u0026Signature=K4N0mXtBYmO8Y-asz5qI7LZay-CaYBtzgQjwZwEHR~TVg1B3Bt1me4IeCJfu-dTCesz4hyrSTY4ZfOKm6IkU4yFGkaaY26Y0FMj762QDCoMqZp6-~BmnIRYU2Zl6YTr-o6Pjr8GbQ6g705Jra0gKTKQm9RWfEAYjlS9dNPHqIfSPYlOvH1-FQAnuQBLII1ru9uRERBkO-yeWC9SKKHgzUULBc2sVvxCPjba6goZOo4NzPoSnjAp8~3EuzJOu9rRs2PNisTiut3mF4cDWR2DdDN05eycQEn1MbfEQ9o2fNCT3FXbiejAFRkkSztr9s3Yjdy1jTH9En6DB~OW8ll6ilw__\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 class="js-work-strip profile--work_container" data-work-id="94621200"><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/94621200/Understanding_the_Stakes_The_Influence_of_Accountability_Policy_Options_on_Teachers_Responses"><img alt="Research paper thumbnail of Understanding the Stakes: The Influence of Accountability Policy Options on Teachers' Responses" class="work-thumbnail" src="https://attachments.academia-assets.com/97027390/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/94621200/Understanding_the_Stakes_The_Influence_of_Accountability_Policy_Options_on_Teachers_Responses">Understanding the Stakes: The Influence of Accountability Policy Options on Teachers' Responses</a></div><div class="wp-workCard_item"><span>Educational Policy</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Under test-based accountability, side-effects -including practices to inflate test results, often...</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">Under test-based accountability, side-effects -including practices to inflate test results, often seen as cheating- are usually associated to so-called high-stakes policies. However, the influence of different types of stakes in the generation of this type of practices has been overlooked in education research. Based on a survey experiment, our results indicate that the type and level of stakes of accountability systems (e.g., high-vs. low-stakes, material vs. symbolic) do not differ in triggering side-effects. Counterintuitively, individual symbolic consequences trigger similar reactions among teachers than material incentives. In-depth interviews give insights into the social mechanisms that lead to symbolic effects having such an influence in understanding teachers' reactivity to accountability.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0824b78cbd653f03e41590208832481e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97027390,"asset_id":94621200,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97027390/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="94621200"><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="94621200"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94621200; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94621200]").text(description); $(".js-view-count[data-work-id=94621200]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94621200; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94621200']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94621200, 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: "0824b78cbd653f03e41590208832481e" } } $('.js-work-strip[data-work-id=94621200]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94621200,"title":"Understanding the Stakes: The Influence of Accountability Policy Options on Teachers' Responses","translated_title":"","metadata":{"doi":"10.1177/08959048221142048","abstract":"Under test-based accountability, side-effects -including practices to inflate test results, often seen as cheating- are usually associated to so-called high-stakes policies. 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$(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="107368272"><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/107368272/LAgenda_de_la_pol%C3%ADtica_educativa_a_Catalunya_una_an%C3%A0lisi_de_les_opcions_de_govern_2011_2013_"><img alt="Research paper thumbnail of L'Agenda de la política educativa a Catalunya : una anàlisi de les opcions de govern (2011-2013)" class="work-thumbnail" src="https://attachments.academia-assets.com/106053080/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/107368272/LAgenda_de_la_pol%C3%ADtica_educativa_a_Catalunya_una_an%C3%A0lisi_de_les_opcions_de_govern_2011_2013_">L'Agenda de la política educativa a Catalunya : una anàlisi de les opcions de govern (2011-2013)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Aquest llibre presenta una revisió exhaustiva de les tendències recents de la política educativa ...</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">Aquest llibre presenta una revisió exhaustiva de les tendències recents de la política educativa catalana d&#39;ençà que a finals de l&#39;any 2010 es produís un canvi de govern. El treball revisa diferents eixos de política educativa i n&#39;avalua les decisions més rellevants, tant des del punt de vista del desenvolupament regulatiu com de les opcions polítiques desplegades i dels principals indicis o evidències disponibles sobre els efectes d&#39;aquestes polítiques. El llibre analitza nou eixos de política educativa: finançament; professorat; autonomia de centre; avaluació del sistema educatiu; millora del rendiment escolar; equitat; atenció a la diversitat; relacions entre educació i treball; i relacions entre escola, família i entorn. Per a cadascun dels eixos es revisen també les principals tendències de política educativa internacional i s&#39;observa fins a quin punt la política educativa a Catalunya s&#39;ajusta o es distancia d&#39;aquestes tendències. 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$(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="94760178"><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/94760178/MONOGR%C3%81FICO_LA_INDUSTRIA_EDUCATIVA_GLOBAL_AN%C3%81LISIS_DESDE_LA_EDUCACI%C3%93N_COMPARADA_"><img alt="Research paper thumbnail of MONOGRÁFICO «LA INDUSTRIA EDUCATIVA GLOBAL: ANÁLISIS DESDE LA EDUCACIÓN COMPARADA»" class="work-thumbnail" src="https://attachments.academia-assets.com/97128994/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/94760178/MONOGR%C3%81FICO_LA_INDUSTRIA_EDUCATIVA_GLOBAL_AN%C3%81LISIS_DESDE_LA_EDUCACI%C3%93N_COMPARADA_">MONOGRÁFICO «LA INDUSTRIA EDUCATIVA GLOBAL: ANÁLISIS DESDE LA EDUCACIÓN 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/AntoniVerger">Antoni Verger</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/MauroMoschetti">Mauro Moschetti</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>Revista Española de Educación Comparada</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El monográfico está dedicado al análisis de la industria educativa como un fenómeno en expansión,...</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 monográfico está dedicado al análisis de la industria educativa como un fenómeno en expansión, a la vez que pone de relieve sus múltiples manifestaciones. El monográfico cuenta con estudios de caso realizados en diferentes contextos y sectores, y en relación a diferentes tipos de actores. Entre otros temas, este volumen nos permite profundizar en distintos aspectos clave del fenómeno de la IEG: las condiciones que facilitan su expansión, qué sectores están adquiriendo más notoriedad en los nuevos mercados educativos, la compleja relación entre economía y política en el marco de esta industria, y las implicaciones educativas y sociales del fenómeno.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aac4d2588ebff73522425536c911b117" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97128994,"asset_id":94760178,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97128994/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="94760178"><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="94760178"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94760178; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94760178]").text(description); $(".js-view-count[data-work-id=94760178]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94760178; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94760178']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94760178, 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: "aac4d2588ebff73522425536c911b117" } } $('.js-work-strip[data-work-id=94760178]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94760178,"title":"MONOGRÁFICO «LA INDUSTRIA EDUCATIVA GLOBAL: ANÁLISIS DESDE LA EDUCACIÓN COMPARADA»","translated_title":"","metadata":{"doi":"10.5944/reec.42.2023","abstract":"El monográfico está dedicado al análisis de la industria educativa como un fenómeno en expansión, a la vez que pone de relieve sus múltiples manifestaciones. 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$(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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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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. 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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. 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$(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="52270433"><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/52270433/Special_Issue_Enacting_Accountabilities_in_Education_ENTIRE_VOLUME_"><img alt="Research paper thumbnail of Special Issue: Enacting Accountabilities in Education [ENTIRE VOLUME]" class="work-thumbnail" src="https://attachments.academia-assets.com/69612927/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/52270433/Special_Issue_Enacting_Accountabilities_in_Education_ENTIRE_VOLUME_">Special Issue: Enacting Accountabilities in Education [ENTIRE VOLUME]</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://barcelona.academia.edu/Llu%C3%ADsParcerisa">Lluís Parcerisa</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://cnr-it.academia.edu/plandri">paolo landri</a></span></div><div class="wp-workCard_item"><span>Educational Assessment, Evaluation and Accountability</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">INTRODUCTION: Enacting accountabilities in education: exploring new policy contexts and theoretic...</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">INTRODUCTION: Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations // A. Verger • G. Skedsmo 391 <br /><br />Side effects and the enactment of accountability: results of a comparative study in two German federal states // C. Thiel 403 <br /><br />Coping with performance expectations: towards a deeper understanding of variation in school principals' responses to accountability demands // M.K. Camphuijsen 427 <br /><br />To align or not to align: the enactment of accountability and data-use in disadvantaged school contexts // L. Parcerisa 455 <br /><br />Test-based accountability and perceived pressure in an autonomous education system: does school performance affect teacher experience? // N. Browes 483 <br /><br />Numbers and their contexts: how quantified actors narrate numbers and decontextualization // N. Piattoeva 511 <br /><br />Enacting performance-based accountability in a Southern European school system: between administrative and market logics // M. Pagès 535 <br /><br />To resist, or to align? The enactment of data-based school governance in Italy // P. Landri 563 <br /><br />COMMENTARY: Performance-based accountability systems cross-nationally: learning by comparing // J. Spillane 581</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="30a0af951bd2f3bc2c2d5c202c94b3ba" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":69612927,"asset_id":52270433,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/69612927/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="52270433"><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="52270433"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 52270433; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=52270433]").text(description); $(".js-view-count[data-work-id=52270433]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 52270433; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='52270433']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 52270433, 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: "30a0af951bd2f3bc2c2d5c202c94b3ba" } } $('.js-work-strip[data-work-id=52270433]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":52270433,"title":"Special Issue: Enacting Accountabilities in Education [ENTIRE VOLUME]","translated_title":"","metadata":{"issue":"3","volume":"33","abstract":"INTRODUCTION: Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations // A. 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$(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="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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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Essays in Honour of Roger Dale" class="work-thumbnail" src="https://attachments.academia-assets.com/65089661/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/44622175/Education_Globalisation_and_the_State_Essays_in_Honour_of_Roger_Dale">Education, Globalisation and the State. Essays in Honour of Roger Dale</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/AntoniVerger">Antoni Verger</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book pays tribute to an intellectual giant. The twenty-one succinct chapters comprising the...</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 book pays tribute to an intellectual giant. The twenty-one succinct chapters <br />comprising the volume, and the variety of scholars who have authored them, are <br />indicative of his intellectual, geographical, and intergenerational reach. These <br />chapters reflect the towering influence of Roger Dale’s work in fields such as the <br />Sociology of Education, Globalization and Education Policy Studies, and Comparative <br />and International Education. While engaging critically with Roger’s intellectual <br />ideas—and without exception the authors demonstrate the significance of these to <br />their own theoretical and research endeavors—they also include personal reflections <br />on his role as mentor, role model, networker, and friend. Together the chapters <br />are testimony to the richness, quality, and diversity of Roger Dale’s work and the <br />extent to which it has inspired several generations of scholars from very different <br />world locations. In a final chapter, Roger Dale himself responds from his usual humble <br />position to all contributors and reviews the key aspects of an exceptional and <br />ongoing intellectual journey.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8d8de43feb10cf3e1dbfd924b044fbda" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65089661,"asset_id":44622175,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65089661/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="44622175"><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="44622175"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44622175; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44622175]").text(description); $(".js-view-count[data-work-id=44622175]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44622175; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44622175']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44622175, 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: "8d8de43feb10cf3e1dbfd924b044fbda" } } $('.js-work-strip[data-work-id=44622175]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44622175,"title":"Education, Globalisation and the State. 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$(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="36789077"><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/36789077/World_Yearbook_of_Education_2016_The_global_education_industry"><img alt="Research paper thumbnail of World Yearbook of Education 2016: The global education industry" class="work-thumbnail" src="https://attachments.academia-assets.com/56737081/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/36789077/World_Yearbook_of_Education_2016_The_global_education_industry">World Yearbook of Education 2016: The global education industry</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://indiana.academia.edu/ChristopherLubienski">Christopher Lubienski</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This volume in the World Yearbook of Education series examines the global education industry both...</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 volume in the World Yearbook of Education series examines the global education industry both in OECD countries and in developing countries, and presents the works of scholars based in different parts of the world who have significantly contributed to this area of research. Focusing on the areas of crossover in public–private partnerships in education, WYBE 2016 critically examines the actors and factors that have propelled the global rise of the education industry. It is split into three key sections: Part I explores how education agendas are shaped; Part II considers the private financing of education and the export of school improvements to professional consultancies; and Part III analyses new market niches, such as low-fee private schooling and for-profit education provisions. 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$(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="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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","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="110692510"><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/110692510/Multi_scalar_Interactions_and_Educational_Reform_The_Trajectory_of_School_Policy_in_Catalonia_Within_the_Spanish_State"><img alt="Research paper thumbnail of Multi-scalar Interactions and Educational Reform: The Trajectory of School Policy in Catalonia Within the Spanish State" class="work-thumbnail" src="https://attachments.academia-assets.com/108430993/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/110692510/Multi_scalar_Interactions_and_Educational_Reform_The_Trajectory_of_School_Policy_in_Catalonia_Within_the_Spanish_State">Multi-scalar Interactions and Educational Reform: The Trajectory of School Policy in Catalonia Within the Spanish State</a></div><div class="wp-workCard_item"><span>School Policy Reform in Europe</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter combines insights on the singular nature of policymaking in the context of federal 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">This chapter combines insights on the singular nature of policymaking in the context of federal states with a policy trajectory approach to examine the evolution of educational reform in a setting characterised by complex multi-scalar interactions, namely the Catalan region within decentralised Spain. Drawing on interviews with key actors and a thorough document analysis, this chapter focuses primarily on understanding how and to what extent Catalonia has been able to use its margin of political and administrative autonomy within the Spanish (quasi)federal state to promote a singular approach to educational policy. The results are presented according to four different reform stages. The policy trajectory described shows how educational reform has been shaped by the constant interaction between the Catalan and Spanish governments in a context in which the division of competencies is ambiguous and constantly renegotiated. The chapter argues that the singularisation of the Catalan policy model is politically contingent. Despite the Catalan education system has been rethinking itself for a long time, its 'desire to be' intensifies when territorial conflict and political disagreement with the Spanish state intensify. The territorial conflict has direct effects in the singularisation process, but also important indirect effects such as facilitating the emergence of new influential policy actors and ideas. Nonetheless, scalar tensions tend to be constrained to specific areas such as the language of instruction, and do not necessarily result in divergent policy approaches to school governance. Policies on school autonomy, evaluation, leadership, and competencebased education have been encouraged by the Spanish legislative framework since the 1990s. The singularity of the Catalan education policy lies more in the fact that it has pioneered the instrumentation of such policy ideas embedded in a broader NPM approach to education, and in its more recent assemblage with pedagogic innovation ideas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a39a4744e2000c20ea3727bcd47244e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108430993,"asset_id":110692510,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108430993/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="110692510"><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="110692510"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110692510; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110692510]").text(description); $(".js-view-count[data-work-id=110692510]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110692510; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110692510']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110692510, 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: "a39a4744e2000c20ea3727bcd47244e1" } } $('.js-work-strip[data-work-id=110692510]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110692510,"title":"Multi-scalar Interactions and Educational Reform: The Trajectory of School Policy in Catalonia Within the Spanish State","translated_title":"","metadata":{"doi":"10.1007/978-3-031-35434-2","abstract":"This chapter combines insights on the singular nature of policymaking in the context of federal states with a policy trajectory approach to examine the evolution of educational reform in a setting characterised by complex multi-scalar interactions, namely the Catalan region within decentralised Spain. Drawing on interviews with key actors and a thorough document analysis, this chapter focuses primarily on understanding how and to what extent Catalonia has been able to use its margin of political and administrative autonomy within the Spanish (quasi)federal state to promote a singular approach to educational policy. The results are presented according to four different reform stages. The policy trajectory described shows how educational reform has been shaped by the constant interaction between the Catalan and Spanish governments in a context in which the division of competencies is ambiguous and constantly renegotiated. The chapter argues that the singularisation of the Catalan policy model is politically contingent. Despite the Catalan education system has been rethinking itself for a long time, its 'desire to be' intensifies when territorial conflict and political disagreement with the Spanish state intensify. 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$(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="76013289"><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/76013289/_Contra_la_imposici%C3%B3_defensem_l_educaci%C3%B3_cr%C3%B2nica_de_la_mobilitzaci%C3%B3_educativa_a_les_Illes_Balears_2013_2015_"><img alt="Research paper thumbnail of «Contra la imposició, defensem l’educació» : crònica de la mobilització educativa a les Illes Balears (2013-2015)" class="work-thumbnail" src="https://attachments.academia-assets.com/83698219/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/76013289/_Contra_la_imposici%C3%B3_defensem_l_educaci%C3%B3_cr%C3%B2nica_de_la_mobilitzaci%C3%B3_educativa_a_les_Illes_Balears_2013_2015_">«Contra la imposició, defensem l’educació» : crònica de la mobilització educativa a les Illes Balears (2013-2015)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">espanolDurante la legislatura 2011-2015, el sector educativo de las Islas Baleares estuvo inmerso...</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">espanolDurante la legislatura 2011-2015, el sector educativo de las Islas Baleares estuvo inmerso en un profundo proceso de cambio que combino la aplicacion de severas medidas de austeridad (reduccion de plantillas, precarizacion de las condiciones laborales de los docentes, recortes en atencion a la diversidad, becas comedor, etc.), con un ambicioso plan de reforma en el ambito linguistico (libre eleccion de lengua en la ensenanza e incorporacion de un modelo trilingue). Asimismo, el proceso de reforma autonomica estuvo travesado por el inicio de una reforma educativa a nivel estatal, la LOMCE. Estas reformas desencadenaron un intenso conflicto educativo y social que vivio su punto algido con la convocatoria de una huelga indefinida en el sector educativo, y que estuvo acompanada por una movilizacion social masiva sin precedentes en el contexto balear. Este movimiento social emergente consiguio introducir sus demandas en el centro del debate politico y en la agenda de todos los par...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ceb6ab6755b529211bf943592ebf6d81" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83698219,"asset_id":76013289,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83698219/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="76013289"><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="76013289"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013289; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013289]").text(description); $(".js-view-count[data-work-id=76013289]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013289; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013289']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013289, 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: "ceb6ab6755b529211bf943592ebf6d81" } } $('.js-work-strip[data-work-id=76013289]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76013289,"title":"«Contra la imposició, defensem l’educació» : crònica de la mobilització educativa a les Illes Balears (2013-2015)","translated_title":"","metadata":{"abstract":"espanolDurante la legislatura 2011-2015, el sector educativo de las Islas Baleares estuvo inmerso en un profundo proceso de cambio que combino la aplicacion de severas medidas de austeridad (reduccion de plantillas, precarizacion de las condiciones laborales de los docentes, recortes en atencion a la diversidad, becas comedor, etc.), con un ambicioso plan de reforma en el ambito linguistico (libre eleccion de lengua en la ensenanza e incorporacion de un modelo trilingue). Asimismo, el proceso de reforma autonomica estuvo travesado por el inicio de una reforma educativa a nivel estatal, la LOMCE. Estas reformas desencadenaron un intenso conflicto educativo y social que vivio su punto algido con la convocatoria de una huelga indefinida en el sector educativo, y que estuvo acompanada por una movilizacion social masiva sin precedentes en el contexto balear. Este movimiento social emergente consiguio introducir sus demandas en el centro del debate politico y en la agenda de todos los par...","publication_date":{"day":null,"month":null,"year":2016,"errors":{}}},"translated_abstract":"espanolDurante la legislatura 2011-2015, el sector educativo de las Islas Baleares estuvo inmerso en un profundo proceso de cambio que combino la aplicacion de severas medidas de austeridad (reduccion de plantillas, precarizacion de las condiciones laborales de los docentes, recortes en atencion a la diversidad, becas comedor, etc.), con un ambicioso plan de reforma en el ambito linguistico (libre eleccion de lengua en la ensenanza e incorporacion de un modelo trilingue). Asimismo, el proceso de reforma autonomica estuvo travesado por el inicio de una reforma educativa a nivel estatal, la LOMCE. 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$(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="76013276"><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/76013276/Constructing_School_Autonomy_with_Accountability_as_a_Global_Policy_Model_A_Focus_on_OECD_s_Governance_Mechanisms"><img alt="Research paper thumbnail of Constructing School Autonomy with Accountability as a Global Policy Model: A Focus on OECD’s Governance Mechanisms" 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/76013276/Constructing_School_Autonomy_with_Accountability_as_a_Global_Policy_Model_A_Focus_on_OECD_s_Governance_Mechanisms">Constructing School Autonomy with Accountability as a Global Policy Model: A Focus on OECD’s Governance Mechanisms</a></div><div class="wp-workCard_item"><span>The OECD’s Historical Rise in Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The OECD has played a key role in the global dissemination of school autonomy with accountability...</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 OECD has played a key role in the global dissemination of school autonomy with accountability (SAWA) as a global model of education governance. This chapter aims to understand the practices and forms of agency through which the OECD has developed and disseminated SAWA as an instrument model of governing education, despite the modesty of its legal and financial instruments and limited membership. Drawing on the results of a systematic literature review combined with a documentary analysis of OECD publications and working documents, this chapter analyzes three governance mechanisms through which these reforms are being promoted by the organization: data collection, education policy evaluation, and the generation of policy ideas through different knowledge products and policy spaces. This chapter shows that the OECD’s role in policy transfer dynamics far surpasses agenda setting or knowledge brokerage. Rather, the OECD plays a proactive role in the generation of policy solutions, by not only theorizing them, but also matching them to a wide range of problems and framing them so they can accommodate different political agendas. Additionally, the OECD’s reliance on soft governance mechanisms and ideational power enables it to extend its influence beyond its membership. Overall, the potential for OECD governance mechanisms to advance the SAWA agenda appears to lie in the OECD’s capacity to open a political opportunity window to advance policy change.</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="76013276"><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="76013276"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76013276; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76013276]").text(description); $(".js-view-count[data-work-id=76013276]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76013276; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76013276']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76013276, 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" } } $('.js-work-strip[data-work-id=76013276]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76013276,"title":"Constructing School Autonomy with Accountability as a Global Policy Model: A Focus on OECD’s Governance Mechanisms","translated_title":"","metadata":{"abstract":"The OECD has played a key role in the global dissemination of school autonomy with accountability (SAWA) as a global model of education governance. 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Policy options, shortfalls and absences in the World Bank education strategy 2020" class="work-thumbnail" src="https://attachments.academia-assets.com/77585575/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/66364145/All_things_being_equal_Policy_options_shortfalls_and_absences_in_the_World_Bank_education_strategy_2020">All things being equal?" Policy options, shortfalls and absences in the World Bank education strategy 2020</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The World Bank’s new education sector strategy (World Bank Education Strategy 2020, hereafter ref...</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’s new education sector strategy (World Bank Education Strategy 2020, hereafter referred to as WBES 2020) establishes the guidelines for new education priorities in low-income contexts for the coming decade. WBES 2020 attempts to move the focus of education reforms further away from an inputs rationale to a reform agenda with outputs, governance, and managerial solutions at its core. More specifically, it advocates: (a) the adoption of a systemic approach to education reform that strengthens the role of non-government players and incentives in education, (b) a more discernible focus on learning outcomes, which implies measuring school results in order to generate a knowledge base with which to inform policy-makers and families, and (c) the dissemination of innovative approaches and demand-side interventions that can contribute to improving learning outcomes effectively. WBES 2020 deserves our attention due to its enormous impact on the field of education for developmen...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="babeffdd07834d584dd0ae020f688fa6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77585575,"asset_id":66364145,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77585575/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="66364145"><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="66364145"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66364145; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66364145]").text(description); $(".js-view-count[data-work-id=66364145]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66364145; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='66364145']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 66364145, 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: "babeffdd07834d584dd0ae020f688fa6" } } $('.js-work-strip[data-work-id=66364145]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":66364145,"title":"All things being equal?\" Policy options, shortfalls and absences in the World Bank education strategy 2020","translated_title":"","metadata":{"abstract":"The World Bank’s new education sector strategy (World Bank Education Strategy 2020, hereafter referred to as WBES 2020) establishes the guidelines for new education priorities in low-income contexts for the coming decade. 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$(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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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href="https://www.academia.edu/75801438/Political_economy_of_education_Implications_for_efficiency_equity_and_social_justice"><img alt="Research paper thumbnail of Political economy of education: Implications for efficiency, equity and social justice" class="work-thumbnail" src="https://attachments.academia-assets.com/83427798/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/75801438/Political_economy_of_education_Implications_for_efficiency_equity_and_social_justice">Political economy of education: Implications for efficiency, equity and social justice</a></div><div class="wp-workCard_item"><span>Education and context in Reimagining education: The International Science and Evidence based Education Assessment [Duraiappah, A.K., Atteveldt, N.M. van et al. (eds.)]. New Delhi: UNESCO MGIEP</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Discussing the relationship between economics and education from a political economy perspective,...</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">Discussing the relationship between economics and education from a political economy perspective, this chapter focuses on the mediating factors of state structure, legal frameworks and culture, political and religious ideologies, class, ethnicity and gender. This contextual approach to the relationship between economics and education underpins the key argument that investing in human capital is necessary but not sufficient to make education a force for societal progress and human flourishing. The chapter considers the aspects of educational investment and financing that policymakers should incorporate into their decision‒making, and their implications for social equity. The chapter examines two recent trends in educational governance – meritocracy and marketization and privatization.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="07de2a9310979cb6e1c1da62859a7883" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83427798,"asset_id":75801438,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83427798/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="75801438"><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="75801438"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75801438; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75801438]").text(description); $(".js-view-count[data-work-id=75801438]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75801438; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75801438']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75801438, 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: "07de2a9310979cb6e1c1da62859a7883" } } $('.js-work-strip[data-work-id=75801438]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75801438,"title":"Political economy of education: Implications for efficiency, equity and social justice","translated_title":"","metadata":{"abstract":"Discussing the relationship between economics and education from a political economy perspective, this chapter focuses on the mediating factors of state structure, legal frameworks and culture, political and religious ideologies, class, ethnicity and gender. 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href="https://www.academia.edu/15677248/The_Emergence_and_Structuring_of_the_Global_Education_Industry_Towards_an_Analytical_Framework"><img alt="Research paper thumbnail of The Emergence and Structuring of the Global Education Industry: Towards an Analytical Framework" class="work-thumbnail" src="https://attachments.academia-assets.com/42384609/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/15677248/The_Emergence_and_Structuring_of_the_Global_Education_Industry_Towards_an_Analytical_Framework">The Emergence and Structuring of the Global Education Industry: Towards an Analytical Framework</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://indiana.academia.edu/ChristopherLubienski">Christopher Lubienski</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>World Yearbook of Education 2016: The Global Education Industry</span><span>, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d924ff5f5b8d4b47ca3457c8faeb8cd5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42384609,"asset_id":15677248,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42384609/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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 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organizations and the education privatization debate: inquiring into the politics of knowledge production and mobilization through bibliographic coupling" class="work-thumbnail" src="https://attachments.academia-assets.com/51334019/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/30905682/International_organizations_and_the_education_privatization_debate_inquiring_into_the_politics_of_knowledge_production_and_mobilization_through_bibliographic_coupling">International organizations and the education privatization debate: inquiring into the politics of knowledge production and mobilization through bibliographic coupling</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://uva.academia.edu/RuarriRogan">Ruarri Rogan</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Education privatization generates one of the most polarized debates in education policy research ...</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 privatization generates one of the most polarized debates in education policy research internationally. A swath of highly contradictory empirical research surrounds the issue of private involvement in education provision on a variety of related-themes (voucher schemes, charter schools, freedom of school choice, school competition and so on). Yet, the fact that evidence on these themes is far from conclusive is used to legitimate a range of different policy preferences as well as the political agendas of several educational stakeholders, including key international organizations such as the World Bank. Based on the application of bibliometric analysis techniques, this paper examines the intersection of research production, research brokering, and knowledge mobilization in the context of international organizations. Specifically, the paper maps the epistemic configuration of the education privatization debate, and explores how the knowledge products of the World Bank and an international consultancy firm fit within and engage with the identified epistemic communities generated around such debate. Among other things, our research shows that the international organizations' publications on education privatization cite repeatedly a limited (and usually non peer-reviewed) number of like-minded studies as a way to create an illusion of a general consensus around the advantages of quasi-markets and free-choice policies in education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="34fa63f458bc103c3b747741375371cf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51334019,"asset_id":30905682,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51334019/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="30905682"><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="30905682"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30905682; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30905682]").text(description); $(".js-view-count[data-work-id=30905682]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30905682; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='30905682']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 30905682, 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: "34fa63f458bc103c3b747741375371cf" } } $('.js-work-strip[data-work-id=30905682]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30905682,"title":"International organizations and the education privatization debate: inquiring into the politics of knowledge production and mobilization through bibliographic coupling","translated_title":"","metadata":{"abstract":"Education privatization generates one of the most polarized debates in education policy research internationally. 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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 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$(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="32477279"><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/32477279/La_privatizaci%C3%B3n_educativa_en_Am%C3%A9rica_Latina_Una_cartograf%C3%ADa_de_pol%C3%ADticas_tendencias_y_trayectorias"><img alt="Research paper thumbnail of La privatización educativa en América Latina: Una cartografía de políticas, tendencias y trayectorias" class="work-thumbnail" src="https://attachments.academia-assets.com/52665009/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/32477279/La_privatizaci%C3%B3n_educativa_en_Am%C3%A9rica_Latina_Una_cartograf%C3%ADa_de_pol%C3%ADticas_tendencias_y_trayectorias">La privatización educativa en América Latina: Una cartografía de políticas, tendencias y trayectorias</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/MauroMoschetti">Mauro Moschetti</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 class="js-work-more-abstract-truncated">La privatización de la educación es un fenómeno global que se presenta de forma especialmente acu...</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">La privatización de la educación es un fenómeno global que se presenta de forma especialmente acusada en algunas regiones del planeta. América Latina es la región en que la privatización de la provisión educativa ha crecido de forma más pronunciada y constante en las últimas décadas. América Latina destaca no sólo por tener la tasa de escolarización primaria privada más elevada del mundo, sino por ser además aquella en la que el crecimiento de la oferta privada ha sido más sostenido. En el nivel secundario, América Latina encabeza el ranking de regiones con mayor participación privada, pero en este caso comparte posición con los países del África subsahariana. A pesar de la magnitud del fenómeno de la privatización educativa en América Latina, la literatura al respecto es todavía limitada, y la articulación de una perspectiva regional presenta dificultades dada la heterogeneidad interna de la región. En consideración de ello, el objetivo de esta investigación consiste en mapear la distintas manifestaciones y trayectorias de la privatización educativa en América Latina, en base a la multiplicidad de condicionantes sociopolíticos, institucionales, demográficos e históricos que intervienen en cada caso. Concretamente, en este estudio, se han identificado las siguientes trayectorias hacia la privatización educativa en América Latina: <br />• La privatización educativa como parte de la reforma estructural del Estado. Los procesos de privatización pueden tomar un carácter estructural, implicando una redefinición drástica del rol del Estado en materia educativa (transitando de un rol de proveedor de educación a un rol de regulador, financiador y evaluador del sistema educativo). Dichas reformas, dado su carácter estructural y su adopción a gran escala, son de muy difícil reversión. Chile representa uno de los casos más emblemáticos de este tipo de privatización en América Latina y en el mundo. En los años ochenta, Chile adoptó un sistema de financiamiento per capita con el fin de fomentar la libre elección escolar y la competición entre escuelas. La reforma fue instrumentada mediante un sistema universal de vouchers, el cual fue combinado con un fuerte proceso de descentralización educativa. El impulso inicial a tales reformas se explica en buena parte por el marcado compromiso ideológico de la dictadura del general A. Pinochet con la doctrina neoliberal, así como por el amplio margen de acción del que disfrutaba el gobierno de la Junta Militar en un contexto de fuerte represión política. Una vez entrados en el período democrático, las dificultades prácticas derivadas del debilitamiento del Estado, junto con la re-significación del sentido de la educación, considerada como un bien privado, han contribuido a la pervivencia y consolidación de las dinámicas de mercado y del proceso de privatización en el campo educativo. <br />• La privatización como reforma incremental. En países como Colombia o Brasil, la privatización educativa es el resultado del efecto acumulativo de una serie de cambios graduales, típicamente adoptados a nivel sub-nacional y, en cierta manera, desconectados los unos de los otros. En Colombia, este proceso se ha canalizado a través de numerosas experiencias de alianzas entre el sector público y el privado, cuya expansión se ha visto favorecida por la combinación de un marco regulatorio favorable al sector privado y de la infra-financiación histórica del sector público. En el caso brasileño, los altos niveles de descentralización administrativa han resultado en la emergencia del sector privado en aquellos estados y municipios con menos capacidad de inversión en educación y/o gobernados por fuerzas políticamente afines a una agenda privatizadora. Esta tendencia se ha visto favorecida tanto por la emergencia de una nueva clase media y una serie de iniciativas federales que incentivan la provisión y consumo de educación privada, así como por la influencia ejercida por redes filantrópicas y de emprendedores educativos. <br />• La privatización ‘por defecto’ y la emergencia de escuelas privadas de bajo costo. En determinados países, el crecimiento del sector privado se explica por la pasividad o limitada capacidad de respuesta del Estado ante una creciente demanda educativa. La privatización se produce así ‘por defecto’, y se canaliza a menudo a través de las llamadas ‘escuelas privadas de bajo costo’. Se trata de un tipo de escuelas en expansión en Perú, República Dominicana y Jamaica. En los tres casos, el establecimiento de escuelas privadas de bajo costo ha sido un fenómeno eminentemente urbano, típicamente vinculado a procesos de rápido crecimiento demográfico en un contexto de falta de inversión educativa estatal. En algunos casos, además, el crecimiento de este tipo de oferta privada ha sido indirectamente alentado por el Estado mediante, por ejemplo, la liberalización del sector educativo, o el otorgamiento de subvenciones públicas al sector privado. <br />• Alianzas público-privadas históricas. En otros casos, la fuerte presencia de provisión educativa no-estatal es el resultado de una relación de cooperación estable entre la Iglesia y el Estado. Este tipo de alianzas entre el sector público y el privado (PPPs por sus siglas en inglés) se encuentran intrínsecamente vinculadas a la instauración de sistemas educativos nacionales y a la necesidad de ampliar la cobertura escolar de forma costo-eficiente. Dichas alianzas vertebran los sistemas educativos de, por ejemplo, República Dominicana y Argentina. Ambos países cuentan con un sistema de subvenciones y transferencias públicas que cubren una parte importante de los gastos de los establecimientos educativos privados, eminentemente de carácter religioso, sin perjuicio del cobro de cuotas. La dependencia del Estado respecto de la provisión privada, así como la percepción de las PPPs como un arreglo de carácter costo-eficiente, contribuyen a reforzar y expandir este modelo. <br />• La privatización por la vía del desastre. Las situaciones de emergencia humanitaria y social, que son el resultado tanto de desastres naturales como de conflictos armados, constituyen un terreno fértil para la adopción de reformas educativas drásticas que en situación de normalidad encontrarían más dificultades para prosperar. Tales dinámicas se encuentran detrás de la adopción de distintos programas de school-based management en países centroamericanos (El Salvador, Nicaragua, Guatemala y Honduras), así como de la consolidación y expansión de la provisión privada en Haití. En estos contextos, el sentimiento de urgencia ligado a situaciones de crisis ha contribuido a la legitimación (a escala local y global) de distintas fórmulas de privatización, tanto endógena como exógena. En todos estos casos, la influencia de organismos internacionales ha sido notable y ha dificultado la articulación de una fuerza de oposición a las dinámicas de privatización. A pesar del carácter experimental o temporal de muchas de estas iniciativas, la privatización por la vía del desastre se caracteriza por el potencial amplificador de sus efectos, los cuales acostumbran a trascender las fronteras del mismo desastre. <br />• La contención de la privatización. En contra de la tendencia general en Latinoamérica, la matrícula privada ha ido a la baja en algunos países de la región. Sería éste el caso de Bolivia, país en el que la matrícula privada ha experimentado un estancamiento y ligero retroceso en las últimas décadas. Este cambio de tendencia se explica por cambios en las dinámicas de oferta y demanda educativa. Destaca así la limitada rentabilidad de la provisión privada en un contexto de una creciente regulación del sector educativo privado, junto con una cierta pérdida de la ventaja comparativa de este sector frente a la creciente inversión educativa y modernización del sector público. Sin embargo, y en paralelo, la creciente intervención gubernamental en materia de educación ha contribuido también a la institucionalización y consolidación del espacio de la provisión privada de origen religioso. <br />• La privatización latente. Uruguay ha conocido históricamente un desarrollo muy limitado del sector privado, aunque durante las últimas décadas se observan síntomas de un cierto impulso a lógicas pro-mercado. El rol marginal del sector privado se atribuye históricamente a la temprana separación Iglesia-Estado, mientras que su limitado crecimiento durante las últimas décadas se explica por una conjunción de mecanismos ligados sobre todo a la tradición centralizadora, pluralista y gradualista del sistema político uruguayo. No obstante, en los últimos años, se detecta un giro en el plano discursivo y una incipiente cooperación público-privada en forma de iniciativas experimentales, o de propuestas legislativas tendientes a favorecer dicha cooperación, que han acabado permeando en casi todo el espectro político. Así mismo, otras leyes de carácter extraeducativo han contribuido a crear un clima económico propicio a la iniciativa privada en materia de provisión de todo tipo de servicios sociales, incluyendo los educativos. <br />En resumen, la creciente presencia del sector privado en los sistemas educativos de Latinoamérica responde a una realidad para nada monolítica. El desarrollo de un amplio abanico de trayectorias de privatización educativa en la región se comprende sólo a la luz de una serie de especificidades (políticas, económicas e institucionales) que, en la mayoría de casos, tienen un carácter marcadamente endógeno. La gran diversidad que representan estas trayectorias constata que América Latina es un espacio privilegiado desde el que pensar y participar en debates teóricos y sociales sobre la economía política de las reformas educativas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d36044258284673e234e26b30b3adc75" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52665009,"asset_id":32477279,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52665009/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="32477279"><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="32477279"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32477279; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32477279]").text(description); $(".js-view-count[data-work-id=32477279]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32477279; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32477279']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32477279, 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: "d36044258284673e234e26b30b3adc75" } } $('.js-work-strip[data-work-id=32477279]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32477279,"title":"La privatización educativa en América Latina: Una cartografía de políticas, tendencias y trayectorias","translated_title":"","metadata":{"abstract":"La privatización de la educación es un fenómeno global que se presenta de forma especialmente acusada en algunas regiones del planeta. América Latina es la región en que la privatización de la provisión educativa ha crecido de forma más pronunciada y constante en las últimas décadas. América Latina destaca no sólo por tener la tasa de escolarización primaria privada más elevada del mundo, sino por ser además aquella en la que el crecimiento de la oferta privada ha sido más sostenido. En el nivel secundario, América Latina encabeza el ranking de regiones con mayor participación privada, pero en este caso comparte posición con los países del África subsahariana. A pesar de la magnitud del fenómeno de la privatización educativa en América Latina, la literatura al respecto es todavía limitada, y la articulación de una perspectiva regional presenta dificultades dada la heterogeneidad interna de la región. En consideración de ello, el objetivo de esta investigación consiste en mapear la distintas manifestaciones y trayectorias de la privatización educativa en América Latina, en base a la multiplicidad de condicionantes sociopolíticos, institucionales, demográficos e históricos que intervienen en cada caso. Concretamente, en este estudio, se han identificado las siguientes trayectorias hacia la privatización educativa en América Latina: \n• La privatización educativa como parte de la reforma estructural del Estado. Los procesos de privatización pueden tomar un carácter estructural, implicando una redefinición drástica del rol del Estado en materia educativa (transitando de un rol de proveedor de educación a un rol de regulador, financiador y evaluador del sistema educativo). Dichas reformas, dado su carácter estructural y su adopción a gran escala, son de muy difícil reversión. Chile representa uno de los casos más emblemáticos de este tipo de privatización en América Latina y en el mundo. En los años ochenta, Chile adoptó un sistema de financiamiento per capita con el fin de fomentar la libre elección escolar y la competición entre escuelas. La reforma fue instrumentada mediante un sistema universal de vouchers, el cual fue combinado con un fuerte proceso de descentralización educativa. El impulso inicial a tales reformas se explica en buena parte por el marcado compromiso ideológico de la dictadura del general A. Pinochet con la doctrina neoliberal, así como por el amplio margen de acción del que disfrutaba el gobierno de la Junta Militar en un contexto de fuerte represión política. Una vez entrados en el período democrático, las dificultades prácticas derivadas del debilitamiento del Estado, junto con la re-significación del sentido de la educación, considerada como un bien privado, han contribuido a la pervivencia y consolidación de las dinámicas de mercado y del proceso de privatización en el campo educativo. \n• La privatización como reforma incremental. En países como Colombia o Brasil, la privatización educativa es el resultado del efecto acumulativo de una serie de cambios graduales, típicamente adoptados a nivel sub-nacional y, en cierta manera, desconectados los unos de los otros. En Colombia, este proceso se ha canalizado a través de numerosas experiencias de alianzas entre el sector público y el privado, cuya expansión se ha visto favorecida por la combinación de un marco regulatorio favorable al sector privado y de la infra-financiación histórica del sector público. En el caso brasileño, los altos niveles de descentralización administrativa han resultado en la emergencia del sector privado en aquellos estados y municipios con menos capacidad de inversión en educación y/o gobernados por fuerzas políticamente afines a una agenda privatizadora. Esta tendencia se ha visto favorecida tanto por la emergencia de una nueva clase media y una serie de iniciativas federales que incentivan la provisión y consumo de educación privada, así como por la influencia ejercida por redes filantrópicas y de emprendedores educativos. \n• La privatización ‘por defecto’ y la emergencia de escuelas privadas de bajo costo. En determinados países, el crecimiento del sector privado se explica por la pasividad o limitada capacidad de respuesta del Estado ante una creciente demanda educativa. La privatización se produce así ‘por defecto’, y se canaliza a menudo a través de las llamadas ‘escuelas privadas de bajo costo’. Se trata de un tipo de escuelas en expansión en Perú, República Dominicana y Jamaica. En los tres casos, el establecimiento de escuelas privadas de bajo costo ha sido un fenómeno eminentemente urbano, típicamente vinculado a procesos de rápido crecimiento demográfico en un contexto de falta de inversión educativa estatal. En algunos casos, además, el crecimiento de este tipo de oferta privada ha sido indirectamente alentado por el Estado mediante, por ejemplo, la liberalización del sector educativo, o el otorgamiento de subvenciones públicas al sector privado. \n• Alianzas público-privadas históricas. En otros casos, la fuerte presencia de provisión educativa no-estatal es el resultado de una relación de cooperación estable entre la Iglesia y el Estado. Este tipo de alianzas entre el sector público y el privado (PPPs por sus siglas en inglés) se encuentran intrínsecamente vinculadas a la instauración de sistemas educativos nacionales y a la necesidad de ampliar la cobertura escolar de forma costo-eficiente. Dichas alianzas vertebran los sistemas educativos de, por ejemplo, República Dominicana y Argentina. Ambos países cuentan con un sistema de subvenciones y transferencias públicas que cubren una parte importante de los gastos de los establecimientos educativos privados, eminentemente de carácter religioso, sin perjuicio del cobro de cuotas. La dependencia del Estado respecto de la provisión privada, así como la percepción de las PPPs como un arreglo de carácter costo-eficiente, contribuyen a reforzar y expandir este modelo. \n• La privatización por la vía del desastre. Las situaciones de emergencia humanitaria y social, que son el resultado tanto de desastres naturales como de conflictos armados, constituyen un terreno fértil para la adopción de reformas educativas drásticas que en situación de normalidad encontrarían más dificultades para prosperar. Tales dinámicas se encuentran detrás de la adopción de distintos programas de school-based management en países centroamericanos (El Salvador, Nicaragua, Guatemala y Honduras), así como de la consolidación y expansión de la provisión privada en Haití. En estos contextos, el sentimiento de urgencia ligado a situaciones de crisis ha contribuido a la legitimación (a escala local y global) de distintas fórmulas de privatización, tanto endógena como exógena. En todos estos casos, la influencia de organismos internacionales ha sido notable y ha dificultado la articulación de una fuerza de oposición a las dinámicas de privatización. A pesar del carácter experimental o temporal de muchas de estas iniciativas, la privatización por la vía del desastre se caracteriza por el potencial amplificador de sus efectos, los cuales acostumbran a trascender las fronteras del mismo desastre. \n• La contención de la privatización. En contra de la tendencia general en Latinoamérica, la matrícula privada ha ido a la baja en algunos países de la región. Sería éste el caso de Bolivia, país en el que la matrícula privada ha experimentado un estancamiento y ligero retroceso en las últimas décadas. Este cambio de tendencia se explica por cambios en las dinámicas de oferta y demanda educativa. Destaca así la limitada rentabilidad de la provisión privada en un contexto de una creciente regulación del sector educativo privado, junto con una cierta pérdida de la ventaja comparativa de este sector frente a la creciente inversión educativa y modernización del sector público. Sin embargo, y en paralelo, la creciente intervención gubernamental en materia de educación ha contribuido también a la institucionalización y consolidación del espacio de la provisión privada de origen religioso. \n• La privatización latente. Uruguay ha conocido históricamente un desarrollo muy limitado del sector privado, aunque durante las últimas décadas se observan síntomas de un cierto impulso a lógicas pro-mercado. El rol marginal del sector privado se atribuye históricamente a la temprana separación Iglesia-Estado, mientras que su limitado crecimiento durante las últimas décadas se explica por una conjunción de mecanismos ligados sobre todo a la tradición centralizadora, pluralista y gradualista del sistema político uruguayo. No obstante, en los últimos años, se detecta un giro en el plano discursivo y una incipiente cooperación público-privada en forma de iniciativas experimentales, o de propuestas legislativas tendientes a favorecer dicha cooperación, que han acabado permeando en casi todo el espectro político. Así mismo, otras leyes de carácter extraeducativo han contribuido a crear un clima económico propicio a la iniciativa privada en materia de provisión de todo tipo de servicios sociales, incluyendo los educativos. \nEn resumen, la creciente presencia del sector privado en los sistemas educativos de Latinoamérica responde a una realidad para nada monolítica. El desarrollo de un amplio abanico de trayectorias de privatización educativa en la región se comprende sólo a la luz de una serie de especificidades (políticas, económicas e institucionales) que, en la mayoría de casos, tienen un carácter marcadamente endógeno. La gran diversidad que representan estas trayectorias constata que América Latina es un espacio privilegiado desde el que pensar y participar en debates teóricos y sociales sobre la economía política de las reformas educativas."},"translated_abstract":"La privatización de la educación es un fenómeno global que se presenta de forma especialmente acusada en algunas regiones del planeta. América Latina es la región en que la privatización de la provisión educativa ha crecido de forma más pronunciada y constante en las últimas décadas. América Latina destaca no sólo por tener la tasa de escolarización primaria privada más elevada del mundo, sino por ser además aquella en la que el crecimiento de la oferta privada ha sido más sostenido. En el nivel secundario, América Latina encabeza el ranking de regiones con mayor participación privada, pero en este caso comparte posición con los países del África subsahariana. A pesar de la magnitud del fenómeno de la privatización educativa en América Latina, la literatura al respecto es todavía limitada, y la articulación de una perspectiva regional presenta dificultades dada la heterogeneidad interna de la región. En consideración de ello, el objetivo de esta investigación consiste en mapear la distintas manifestaciones y trayectorias de la privatización educativa en América Latina, en base a la multiplicidad de condicionantes sociopolíticos, institucionales, demográficos e históricos que intervienen en cada caso. Concretamente, en este estudio, se han identificado las siguientes trayectorias hacia la privatización educativa en América Latina: \n• La privatización educativa como parte de la reforma estructural del Estado. Los procesos de privatización pueden tomar un carácter estructural, implicando una redefinición drástica del rol del Estado en materia educativa (transitando de un rol de proveedor de educación a un rol de regulador, financiador y evaluador del sistema educativo). Dichas reformas, dado su carácter estructural y su adopción a gran escala, son de muy difícil reversión. Chile representa uno de los casos más emblemáticos de este tipo de privatización en América Latina y en el mundo. En los años ochenta, Chile adoptó un sistema de financiamiento per capita con el fin de fomentar la libre elección escolar y la competición entre escuelas. La reforma fue instrumentada mediante un sistema universal de vouchers, el cual fue combinado con un fuerte proceso de descentralización educativa. El impulso inicial a tales reformas se explica en buena parte por el marcado compromiso ideológico de la dictadura del general A. Pinochet con la doctrina neoliberal, así como por el amplio margen de acción del que disfrutaba el gobierno de la Junta Militar en un contexto de fuerte represión política. Una vez entrados en el período democrático, las dificultades prácticas derivadas del debilitamiento del Estado, junto con la re-significación del sentido de la educación, considerada como un bien privado, han contribuido a la pervivencia y consolidación de las dinámicas de mercado y del proceso de privatización en el campo educativo. \n• La privatización como reforma incremental. En países como Colombia o Brasil, la privatización educativa es el resultado del efecto acumulativo de una serie de cambios graduales, típicamente adoptados a nivel sub-nacional y, en cierta manera, desconectados los unos de los otros. En Colombia, este proceso se ha canalizado a través de numerosas experiencias de alianzas entre el sector público y el privado, cuya expansión se ha visto favorecida por la combinación de un marco regulatorio favorable al sector privado y de la infra-financiación histórica del sector público. En el caso brasileño, los altos niveles de descentralización administrativa han resultado en la emergencia del sector privado en aquellos estados y municipios con menos capacidad de inversión en educación y/o gobernados por fuerzas políticamente afines a una agenda privatizadora. Esta tendencia se ha visto favorecida tanto por la emergencia de una nueva clase media y una serie de iniciativas federales que incentivan la provisión y consumo de educación privada, así como por la influencia ejercida por redes filantrópicas y de emprendedores educativos. \n• La privatización ‘por defecto’ y la emergencia de escuelas privadas de bajo costo. En determinados países, el crecimiento del sector privado se explica por la pasividad o limitada capacidad de respuesta del Estado ante una creciente demanda educativa. La privatización se produce así ‘por defecto’, y se canaliza a menudo a través de las llamadas ‘escuelas privadas de bajo costo’. Se trata de un tipo de escuelas en expansión en Perú, República Dominicana y Jamaica. En los tres casos, el establecimiento de escuelas privadas de bajo costo ha sido un fenómeno eminentemente urbano, típicamente vinculado a procesos de rápido crecimiento demográfico en un contexto de falta de inversión educativa estatal. En algunos casos, además, el crecimiento de este tipo de oferta privada ha sido indirectamente alentado por el Estado mediante, por ejemplo, la liberalización del sector educativo, o el otorgamiento de subvenciones públicas al sector privado. \n• Alianzas público-privadas históricas. En otros casos, la fuerte presencia de provisión educativa no-estatal es el resultado de una relación de cooperación estable entre la Iglesia y el Estado. Este tipo de alianzas entre el sector público y el privado (PPPs por sus siglas en inglés) se encuentran intrínsecamente vinculadas a la instauración de sistemas educativos nacionales y a la necesidad de ampliar la cobertura escolar de forma costo-eficiente. Dichas alianzas vertebran los sistemas educativos de, por ejemplo, República Dominicana y Argentina. Ambos países cuentan con un sistema de subvenciones y transferencias públicas que cubren una parte importante de los gastos de los establecimientos educativos privados, eminentemente de carácter religioso, sin perjuicio del cobro de cuotas. La dependencia del Estado respecto de la provisión privada, así como la percepción de las PPPs como un arreglo de carácter costo-eficiente, contribuyen a reforzar y expandir este modelo. \n• La privatización por la vía del desastre. Las situaciones de emergencia humanitaria y social, que son el resultado tanto de desastres naturales como de conflictos armados, constituyen un terreno fértil para la adopción de reformas educativas drásticas que en situación de normalidad encontrarían más dificultades para prosperar. Tales dinámicas se encuentran detrás de la adopción de distintos programas de school-based management en países centroamericanos (El Salvador, Nicaragua, Guatemala y Honduras), así como de la consolidación y expansión de la provisión privada en Haití. En estos contextos, el sentimiento de urgencia ligado a situaciones de crisis ha contribuido a la legitimación (a escala local y global) de distintas fórmulas de privatización, tanto endógena como exógena. En todos estos casos, la influencia de organismos internacionales ha sido notable y ha dificultado la articulación de una fuerza de oposición a las dinámicas de privatización. A pesar del carácter experimental o temporal de muchas de estas iniciativas, la privatización por la vía del desastre se caracteriza por el potencial amplificador de sus efectos, los cuales acostumbran a trascender las fronteras del mismo desastre. \n• La contención de la privatización. En contra de la tendencia general en Latinoamérica, la matrícula privada ha ido a la baja en algunos países de la región. Sería éste el caso de Bolivia, país en el que la matrícula privada ha experimentado un estancamiento y ligero retroceso en las últimas décadas. Este cambio de tendencia se explica por cambios en las dinámicas de oferta y demanda educativa. Destaca así la limitada rentabilidad de la provisión privada en un contexto de una creciente regulación del sector educativo privado, junto con una cierta pérdida de la ventaja comparativa de este sector frente a la creciente inversión educativa y modernización del sector público. Sin embargo, y en paralelo, la creciente intervención gubernamental en materia de educación ha contribuido también a la institucionalización y consolidación del espacio de la provisión privada de origen religioso. \n• La privatización latente. Uruguay ha conocido históricamente un desarrollo muy limitado del sector privado, aunque durante las últimas décadas se observan síntomas de un cierto impulso a lógicas pro-mercado. El rol marginal del sector privado se atribuye históricamente a la temprana separación Iglesia-Estado, mientras que su limitado crecimiento durante las últimas décadas se explica por una conjunción de mecanismos ligados sobre todo a la tradición centralizadora, pluralista y gradualista del sistema político uruguayo. No obstante, en los últimos años, se detecta un giro en el plano discursivo y una incipiente cooperación público-privada en forma de iniciativas experimentales, o de propuestas legislativas tendientes a favorecer dicha cooperación, que han acabado permeando en casi todo el espectro político. Así mismo, otras leyes de carácter extraeducativo han contribuido a crear un clima económico propicio a la iniciativa privada en materia de provisión de todo tipo de servicios sociales, incluyendo los educativos. \nEn resumen, la creciente presencia del sector privado en los sistemas educativos de Latinoamérica responde a una realidad para nada monolítica. El desarrollo de un amplio abanico de trayectorias de privatización educativa en la región se comprende sólo a la luz de una serie de especificidades (políticas, económicas e institucionales) que, en la mayoría de casos, tienen un carácter marcadamente endógeno. La gran diversidad que representan estas trayectorias constata que América Latina es un espacio privilegiado desde el que pensar y participar en debates teóricos y sociales sobre la economía política de las reformas educativas.","internal_url":"https://www.academia.edu/32477279/La_privatizaci%C3%B3n_educativa_en_Am%C3%A9rica_Latina_Una_cartograf%C3%ADa_de_pol%C3%ADticas_tendencias_y_trayectorias","translated_internal_url":"","created_at":"2017-04-18T02:44:33.475-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":53468363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":28546221,"work_id":32477279,"tagging_user_id":53468363,"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 privatización educativa en América Latina: Una cartografía de políticas, tendencias y trayectorias"},{"id":28546222,"work_id":32477279,"tagging_user_id":53468363,"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":"La privatización educativa en América Latina: Una cartografía de políticas, tendencias y trayectorias"}],"downloadable_attachments":[{"id":52665009,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52665009/thumbnails/1.jpg","file_name":"Privatizacion_1-Abril.pdf","download_url":"https://www.academia.edu/attachments/52665009/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_privatizacion_educativa_en_America_La.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52665009/Privatizacion_1-Abril-libre.pdf?1492508802=\u0026response-content-disposition=attachment%3B+filename%3DLa_privatizacion_educativa_en_America_La.pdf\u0026Expires=1732286779\u0026Signature=aQbyL1DSfiCUVK7ICDZM1r4TmJJ47kjnxM2gt6WBXelQdu6q5qEq3eqlqmui-VHjCE4-IFTsxH6c7DmUnfhAihAZpIlaNv80xekTPuDLVWvjqk1zvR5sk4a8BpRg~HkkymzMqUou4ILWV6RgzQLFMuUWtUXd~VRiQJwS4Ua8AcTpTQcru2qQ718Am4JJuQsKUi4B3AuYKtuI2dD26s5bN1ZMiORaq0Vfbnz55R1ESddXaDD2diYdAXh3McL16sOK7QirQ0AqnWfoAyixbi5eSpCQSfgyCElrMrAceipvyjjat0vhYqg2p~TbS6dKTycQUGfEkIRK~NOnA5bXkSuIDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"La_privatización_educativa_en_América_Latina_Una_cartografía_de_políticas_tendencias_y_trayectorias","translated_slug":"","page_count":99,"language":"es","content_type":"Work","owner":{"id":53468363,"first_name":"Mauro","middle_initials":"","last_name":"Moschetti","page_name":"MauroMoschetti","domain_name":"uab","created_at":"2016-09-15T07:58:34.618-07:00","display_name":"Mauro Moschetti","url":"https://uab.academia.edu/MauroMoschetti"},"attachments":[{"id":52665009,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52665009/thumbnails/1.jpg","file_name":"Privatizacion_1-Abril.pdf","download_url":"https://www.academia.edu/attachments/52665009/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"La_privatizacion_educativa_en_America_La.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52665009/Privatizacion_1-Abril-libre.pdf?1492508802=\u0026response-content-disposition=attachment%3B+filename%3DLa_privatizacion_educativa_en_America_La.pdf\u0026Expires=1732286779\u0026Signature=aQbyL1DSfiCUVK7ICDZM1r4TmJJ47kjnxM2gt6WBXelQdu6q5qEq3eqlqmui-VHjCE4-IFTsxH6c7DmUnfhAihAZpIlaNv80xekTPuDLVWvjqk1zvR5sk4a8BpRg~HkkymzMqUou4ILWV6RgzQLFMuUWtUXd~VRiQJwS4Ua8AcTpTQcru2qQ718Am4JJuQsKUi4B3AuYKtuI2dD26s5bN1ZMiORaq0Vfbnz55R1ESddXaDD2diYdAXh3McL16sOK7QirQ0AqnWfoAyixbi5eSpCQSfgyCElrMrAceipvyjjat0vhYqg2p~TbS6dKTycQUGfEkIRK~NOnA5bXkSuIDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":388,"name":"Latin American Studies","url":"https://www.academia.edu/Documents/in/Latin_American_Studies"},{"id":159995,"name":"América Latina","url":"https://www.academia.edu/Documents/in/Am%C3%A9rica_Latina"},{"id":186039,"name":"Privatización De La Educación","url":"https://www.academia.edu/Documents/in/Privatizacion_De_La_Educacion"},{"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="32639846"><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/32639846/La_privatizaci%C3%B3n_educativa_en_Am%C3%A9rica_Latina_Una_cartograf%C3%ADa_de_pol%C3%ADticas_tendencias_y_trayectorias"><img alt="Research paper thumbnail of La privatización educativa en América Latina: Una cartografía de políticas, tendencias y trayectorias" class="work-thumbnail" src="https://attachments.academia-assets.com/52809749/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/32639846/La_privatizaci%C3%B3n_educativa_en_Am%C3%A9rica_Latina_Una_cartograf%C3%ADa_de_pol%C3%ADticas_tendencias_y_trayectorias">La privatización educativa en América Latina: Una cartografía de políticas, tendencias y trayectorias</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/MauroMoschetti">Mauro Moschetti</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 class="js-work-more-abstract-truncated">La privatización de la educación es un fenómeno global que se presenta de forma especialmente acu...</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">La privatización de la educación es un fenómeno global que se presenta de forma<br />especialmente acusada en algunas regiones del planeta. América Latina es la región en que la privatización de la provisión educativa ha crecido de forma más pronunciada y constante en las últimas décadas. América Latina destaca no sólo por tener la tasa de escolarización primaria privada más elevada del mundo, sino por ser además aquella en la que el crecimiento de la oferta privada ha sido más sostenido. En el nivel secundario, América Latina encabeza el ranking de regiones con mayor participación privada, pero en este caso comparte posición con los países del África subsahariana.<br />A pesar de la magnitud del fenómeno de la privatización educativa en América Latina,<br />la literatura al respecto es todavía limitada, y la articulación de una perspectiva regional<br />presenta dificultades dada la heterogeneidad interna de la región. En consideración de<br />ello, el objetivo de esta investigación consiste en mapear la distintas manifestaciones y<br />trayectorias de la privatización educativa en América Latina, en base a la multiplicidad de condicionantes sociopolíticos, institucionales, demográficos e históricos que intervienen en cada caso.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5a240f0441ad1bd309615a1694be18a4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52809749,"asset_id":32639846,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52809749/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="32639846"><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="32639846"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32639846; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32639846]").text(description); $(".js-view-count[data-work-id=32639846]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32639846; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32639846']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32639846, 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: "5a240f0441ad1bd309615a1694be18a4" } } $('.js-work-strip[data-work-id=32639846]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32639846,"title":"La privatización educativa en América Latina: Una cartografía de políticas, tendencias y trayectorias","translated_title":"","metadata":{"abstract":"La privatización de la educación es un fenómeno global que se presenta de forma\nespecialmente acusada en algunas regiones del planeta. América Latina es la región en que la privatización de la provisión educativa ha crecido de forma más pronunciada y constante en las últimas décadas. América Latina destaca no sólo por tener la tasa de escolarización primaria privada más elevada del mundo, sino por ser además aquella en la que el crecimiento de la oferta privada ha sido más sostenido. En el nivel secundario, América Latina encabeza el ranking de regiones con mayor participación privada, pero en este caso comparte posición con los países del África subsahariana.\nA pesar de la magnitud del fenómeno de la privatización educativa en América Latina,\nla literatura al respecto es todavía limitada, y la articulación de una perspectiva regional\npresenta dificultades dada la heterogeneidad interna de la región. En consideración de\nello, el objetivo de esta investigación consiste en mapear la distintas manifestaciones y\ntrayectorias de la privatización educativa en América Latina, en base a la multiplicidad de condicionantes sociopolíticos, institucionales, demográficos e históricos que intervienen en cada caso."},"translated_abstract":"La privatización de la educación es un fenómeno global que se presenta de forma\nespecialmente acusada en algunas regiones del planeta. América Latina es la región en que la privatización de la provisión educativa ha crecido de forma más pronunciada y constante en las últimas décadas. América Latina destaca no sólo por tener la tasa de escolarización primaria privada más elevada del mundo, sino por ser además aquella en la que el crecimiento de la oferta privada ha sido más sostenido. 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$(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="31529336"><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/31529336/Public_Private_Partnerships_as_an_Education_Policy_Approach_Multiple_Meanings_Risks_and_Challenges"><img alt="Research paper thumbnail of Public-Private Partnerships as an Education Policy Approach: Multiple Meanings, Risks and Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/51871476/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/31529336/Public_Private_Partnerships_as_an_Education_Policy_Approach_Multiple_Meanings_Risks_and_Challenges">Public-Private Partnerships as an Education Policy Approach: Multiple Meanings, Risks and Challenges</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/MauroMoschetti">Mauro Moschetti</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Public-private partnerships (PPPs) are increasingly perceived as an innovative approach to provid...</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">Public-private partnerships (PPPs) are increasingly perceived as an innovative approach to provide education for all. Nonetheless, PPP arrangements cover a broad range of policy options and follow<br />diverse rationales, some of which are not necessarily novel within education reform agendas. In education, there are open disputes about the key principles and arrangements that PPPs should have. Overall, PPPs are an ambiguous policy category that allows for a flexible and, sometimes,<br />over-simplified use of the concept. In fact, some important stakeholders narrowly associate PPPs in education to long-known market (or quasi-market) policy solutions. This paper seeks to unpack PPPs both as an analytical category and as a policy generation tool in the education sector, and to reflect on its different translations and implications in key areas such as quality, equity and accountability in education. This paper reviews the origins, core principles and different rationales of PPPs, as well as examines the main challenges and difficulties stemming from the transposition of such arrangements to the field of education policy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f6e169d40d01f6e317c42e5aca6714a1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51871476,"asset_id":31529336,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51871476/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="31529336"><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="31529336"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31529336; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31529336]").text(description); $(".js-view-count[data-work-id=31529336]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31529336; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31529336']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31529336, 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: "f6e169d40d01f6e317c42e5aca6714a1" } } $('.js-work-strip[data-work-id=31529336]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31529336,"title":"Public-Private Partnerships as an Education Policy Approach: Multiple Meanings, Risks and Challenges","translated_title":"","metadata":{"abstract":"Public-private partnerships (PPPs) are increasingly perceived as an innovative approach to provide education for all. Nonetheless, PPP arrangements cover a broad range of policy options and follow\ndiverse rationales, some of which are not necessarily novel within education reform agendas. In education, there are open disputes about the key principles and arrangements that PPPs should have. Overall, PPPs are an ambiguous policy category that allows for a flexible and, sometimes,\nover-simplified use of the concept. In fact, some important stakeholders narrowly associate PPPs in education to long-known market (or quasi-market) policy solutions. This paper seeks to unpack PPPs both as an analytical category and as a policy generation tool in the education sector, and to reflect on its different translations and implications in key areas such as quality, equity and accountability in education. This paper reviews the origins, core principles and different rationales of PPPs, as well as examines the main challenges and difficulties stemming from the transposition of such arrangements to the field of education policy.","ai_title_tag":"Understanding Public-Private Partnerships in Education Policy"},"translated_abstract":"Public-private partnerships (PPPs) are increasingly perceived as an innovative approach to provide education for all. Nonetheless, PPP arrangements cover a broad range of policy options and follow\ndiverse rationales, some of which are not necessarily novel within education reform agendas. In education, there are open disputes about the key principles and arrangements that PPPs should have. Overall, PPPs are an ambiguous policy category that allows for a flexible and, sometimes,\nover-simplified use of the concept. In fact, some important stakeholders narrowly associate PPPs in education to long-known market (or quasi-market) policy solutions. This paper seeks to unpack PPPs both as an analytical category and as a policy generation tool in the education sector, and to reflect on its different translations and implications in key areas such as quality, equity and accountability in education. 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The growing engagement<br />of the corporate sector in the SDG4 debate has<br />been channeled by the participation of corporate<br />actors in semi-autonomous consortia and consultation<br />mechanisms enjoying remarkable levels of<br />discretion - rather than by its incorporation into<br />democratically-monitored bodies and formalized<br />decision-making structures.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3db49687dfe27f11259f47a5398445b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51439566,"asset_id":31006557,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51439566/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="31006557"><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="31006557"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31006557; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31006557]").text(description); $(".js-view-count[data-work-id=31006557]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31006557; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31006557']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31006557, 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: "3db49687dfe27f11259f47a5398445b5" } } $('.js-work-strip[data-work-id=31006557]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31006557,"title":"The Engagement of the Corporate Sector with the SDG4 Agenda","translated_title":"","metadata":{"abstract":"While the infl uence of the corporate\nsector in the process for the defi nition of the SDG4\nagenda constitutes an under-researched area, recent\ndevelopments in the sector suggest that the\ndebate has encouraged the integration of the education\nfi eld into the corporate social responsibility\ndynamics inaugurated by the UN Global Compact\nmore than a decade ago. 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The growing engagement\nof the corporate sector in the SDG4 debate has\nbeen channeled by the participation of corporate\nactors in semi-autonomous consortia and consultation\nmechanisms enjoying remarkable levels of\ndiscretion - rather than by its incorporation into\ndemocratically-monitored bodies and formalized\ndecision-making structures.","internal_url":"https://www.academia.edu/31006557/The_Engagement_of_the_Corporate_Sector_with_the_SDG4_Agenda","translated_internal_url":"","created_at":"2017-01-20T02:23:28.478-08:00","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":27195912,"work_id":31006557,"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 Engagement of the Corporate Sector with the SDG4 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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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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 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Partnerships in Colombian Education: The Equity and Quality Implications of “Colegios en concesión”" class="work-thumbnail" src="https://attachments.academia-assets.com/39402514/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/17145558/Public_Private_Partnerships_in_Colombian_Education_The_Equity_and_Quality_Implications_of_Colegios_en_concesi%C3%B3n_">Public-Private Partnerships in Colombian Education: The Equity and Quality Implications of “Colegios en concesión”</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/AndreuTermesL%C3%B3pez">Andreu Termes</a>, <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 class="js-work-more-abstract-truncated">Charter schools are one of the most iconic public-private partnership (PPP) formulas in 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">Charter schools are one of the most iconic public-private partnership (PPP) formulas in education. Nonetheless, despite charter school programs having been implemented in some countries for decades and their global diffusion, evidence on their impact in education systems is far from conclusive.<br /><br />This report analyzes the case of the Colegios en Concesión (CEC), a paradigmatic charter school program implemented in Bogotá since 1999 to benefi t students from poor areas of the city. By adopting a realist evaluation approach, our research discusses to what extent the assumptions behind the promotion of the CEC program in Colombia are met in real situations, and challenges some of the main conclusions that existing evaluations of this program have reached so far.<br /><br />This study shows that the CEC program has not achieved the expected results: these schools enjoy only of moderate levels of school autonomy; their economic efficiency largely relies on a drastic worsening of teachers’ employment conditions; many CEC schools have strategically selected their students during enrollment processes, though this practice is not allowed by the Education Department; and the pedagogical differentiation that these schools have promoted within the education system has not necessarily translated into substantive academic improvement. In fact, in relation to the latter, we have observed that in terms of learning outcomes, there are not statistically significant differences between CEC and public schools after controlling for school day and the economic status of students. However, we have also seen how CEC schools have had the capacity to generate high levels of loyalty among their more direct users, and both parents and students are deeply engaged and satisfied with these schools. Overall, our results raise some challenging questions about the effects, in terms of equity, quality and segregation, of the CEC program in the Colombian education system.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5a1ec3def2fa2761c8d95c2138d6a1d3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39402514,"asset_id":17145558,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39402514/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="17145558"><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="17145558"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17145558; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17145558]").text(description); $(".js-view-count[data-work-id=17145558]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17145558; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17145558']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17145558, 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: "5a1ec3def2fa2761c8d95c2138d6a1d3" } } $('.js-work-strip[data-work-id=17145558]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17145558,"title":"Public-Private Partnerships in Colombian Education: The Equity and Quality Implications of “Colegios en concesión”","translated_title":"","metadata":{"abstract":"Charter schools are one of the most iconic public-private partnership (PPP) formulas in education. Nonetheless, despite charter school programs having been implemented in some countries for decades and their global diffusion, evidence on their impact in education systems is far from conclusive.\n\nThis report analyzes the case of the Colegios en Concesión (CEC), a paradigmatic charter school program implemented in Bogotá since 1999 to benefi t students from poor areas of the city. 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In fact, in relation to the latter, we have observed that in terms of learning outcomes, there are not statistically significant differences between CEC and public schools after controlling for school day and the economic status of students. However, we have also seen how CEC schools have had the capacity to generate high levels of loyalty among their more direct users, and both parents and students are deeply engaged and satisfied with these schools. Overall, our results raise some challenging questions about the effects, in terms of equity, quality and segregation, of the CEC program in the Colombian education system."},"translated_abstract":"Charter schools are one of the most iconic public-private partnership (PPP) formulas in education. Nonetheless, despite charter school programs having been implemented in some countries for decades and their global diffusion, evidence on their impact in education systems is far from conclusive.\n\nThis report analyzes the case of the Colegios en Concesión (CEC), a paradigmatic charter school program implemented in Bogotá since 1999 to benefi t students from poor areas of the city. By adopting a realist evaluation approach, our research discusses to what extent the assumptions behind the promotion of the CEC program in Colombia are met in real situations, and challenges some of the main conclusions that existing evaluations of this program have reached so far.\n\nThis study shows that the CEC program has not achieved the expected results: these schools enjoy only of moderate levels of school autonomy; their economic efficiency largely relies on a drastic worsening of teachers’ employment conditions; many CEC schools have strategically selected their students during enrollment processes, though this practice is not allowed by the Education Department; and the pedagogical differentiation that these schools have promoted within the education system has not necessarily translated into substantive academic improvement. In fact, in relation to the latter, we have observed that in terms of learning outcomes, there are not statistically significant differences between CEC and public schools after controlling for school day and the economic status of students. However, we have also seen how CEC schools have had the capacity to generate high levels of loyalty among their more direct users, and both parents and students are deeply engaged and satisfied with these schools. Overall, our results raise some challenging questions about the effects, in terms of equity, quality and segregation, of the CEC program in the Colombian education system.","internal_url":"https://www.academia.edu/17145558/Public_Private_Partnerships_in_Colombian_Education_The_Equity_and_Quality_Implications_of_Colegios_en_concesi%C3%B3n_","translated_internal_url":"","created_at":"2015-10-22T01:39:29.114-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":7745706,"work_id":17145558,"tagging_user_id":3285691,"tagged_user_id":34388933,"co_author_invite_id":null,"email":"a***s@gmail.com","affiliation":"Universitat Autònoma de Barcelona","display_order":0,"name":"Andreu Termes","title":"Public-Private Partnerships in Colombian Education: The Equity and Quality Implications of “Colegios en concesión”"},{"id":7745707,"work_id":17145558,"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":4194304,"name":"Xavier BONAL","title":"Public-Private Partnerships in Colombian Education: The Equity and Quality Implications of “Colegios en concesión”"},{"id":7745708,"work_id":17145558,"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":6291456,"name":"Adrián Zancajo","title":"Public-Private Partnerships in Colombian Education: The Equity and Quality Implications of “Colegios en concesión”"}],"downloadable_attachments":[{"id":39402514,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39402514/thumbnails/1.jpg","file_name":"ESP-WP-No66_FINAL_v02.pdf","download_url":"https://www.academia.edu/attachments/39402514/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Public_Private_Partnerships_in_Colombian.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39402514/ESP-WP-No66_FINAL_v02-libre.pdf?1445709966=\u0026response-content-disposition=attachment%3B+filename%3DPublic_Private_Partnerships_in_Colombian.pdf\u0026Expires=1732974519\u0026Signature=O~QbXt7wgwdxErwN9jSHHYPJkqgRMZ1V8N0PhY8eRPtcTXfuGJh9FDIuokglZGZpCvfLuCec3nIUHWdkzQvEmVHN4h8HVCP1uIvJLbHdqgomA2mgDoWU7ASsShehM8bauYMe3onnhYmuC5eczvMJeXIfUzjeA1nDDm4z0cCjhJBcAEz5r8OIw4FhnkiAVA9dDxQ6LGYKObVFtfYKE9O~PItlG9ya2pUC86SbfOztzcI4RHwsjNjHxmrL4eCUvIidKraOgwfthRb0RYhSiOveTr46aTZqkh5LNGnPsCpJaxgWjrc8dSovcdLFLID0cN593ub7uzg3DduaIEzcZ77eEQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Public_Private_Partnerships_in_Colombian_Education_The_Equity_and_Quality_Implications_of_Colegios_en_concesión_","translated_slug":"","page_count":82,"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":39402514,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39402514/thumbnails/1.jpg","file_name":"ESP-WP-No66_FINAL_v02.pdf","download_url":"https://www.academia.edu/attachments/39402514/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Public_Private_Partnerships_in_Colombian.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39402514/ESP-WP-No66_FINAL_v02-libre.pdf?1445709966=\u0026response-content-disposition=attachment%3B+filename%3DPublic_Private_Partnerships_in_Colombian.pdf\u0026Expires=1732974519\u0026Signature=O~QbXt7wgwdxErwN9jSHHYPJkqgRMZ1V8N0PhY8eRPtcTXfuGJh9FDIuokglZGZpCvfLuCec3nIUHWdkzQvEmVHN4h8HVCP1uIvJLbHdqgomA2mgDoWU7ASsShehM8bauYMe3onnhYmuC5eczvMJeXIfUzjeA1nDDm4z0cCjhJBcAEz5r8OIw4FhnkiAVA9dDxQ6LGYKObVFtfYKE9O~PItlG9ya2pUC86SbfOztzcI4RHwsjNjHxmrL4eCUvIidKraOgwfthRb0RYhSiOveTr46aTZqkh5LNGnPsCpJaxgWjrc8dSovcdLFLID0cN593ub7uzg3DduaIEzcZ77eEQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3261,"name":"Colombia","url":"https://www.academia.edu/Documents/in/Colombia"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":20561,"name":"Charter schools","url":"https://www.academia.edu/Documents/in/Charter_schools"},{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform"},{"id":46332,"name":"Public Private Partnerships","url":"https://www.academia.edu/Documents/in/Public_Private_Partnerships"},{"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 }); 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$(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="1322174" 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=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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. 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In Comparing High-Performing Education Systems: Understanding Singapore, Shanghai, and Hong Kong, Dr Charlene Tan moves scholarship on East Asian HPES in a new, sorely needed direction. This review essay of Comparing High-Performing Education Systems describes the guiding conceptual framework of the book and summarizes the book, chapter-by-chapter. This review essay also comments on two striking issuesthe explanatory power of Confucian habitus, and the intersectionality of performativity, Confucianism, and neoliberalism. 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Revista Interuniversitaria</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La innovación educativa ocupa un lugar central en el discurso pedagógico contemporáneo. La innova...</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">La innovación educativa ocupa un lugar central en el discurso pedagógico contemporáneo. La innovación se asocia a la introducción de mejoras educativas de distinta naturaleza, pero también, y en un sentido más amplio, a la configuración de la escuela como institución educativa moderna. A pesar de que tiende a ser concebida como un proceso bottom-up, e incluso espontaneo, la innovación educativa ha adquirido una gran centralidad en la agenda pública y en la política educativa gubernamental en algunos contextos. Este es el caso de Cataluña, donde la propuesta de la innovación ha devenido un eje vertebrador de la acción política y administrativa en educación desde aproximadamente el año 2017 hasta la actualidad. En este artículo, combinamos diferentes teorías del proceso de políticas públicas para analizar cómo el discurso de la innovación ha penetrado en la agenda de la política educativa catalana. 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Así se manifiesta en la creciente demanda...</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">La industria educativa se encuentra en plena expansión. Así se manifiesta en la creciente demanda educativa y en la creación de nuevos mercados. También en la extensión geográfica de numerosos negocios educativos, y en elcrecimiento económico del sector. Asesores financieros como GSV-Advisors y HolonIQ tasaron el valor del mercado de la educación mundial en 6,5 billones de dólares estadounidenses en 2020 y creen que alcanzará los 10 billones de dólares en 2030[1]. La emergencia de nuevos productos, marcas, nichos de mercado, fusiones y adquisiciones entre empresas hacen de la industria educativa un sector en auge y en constante cambio. El concepto de &quot;industria educativa global&quot; (IEG), originalmente acuñado por James Tooley (1999) para describir la creciente centralidad de la provisión educativa privada en los países de bajos ingresos, ha devenido pertinente y ha cobrado relevancia recientemente para capturar un fenómeno que va mucho más allá (Verger, Lubienski y Steiner-K...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="041f44f0154e60ef816eef19d7fb29f3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106053086,"asset_id":107368277,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106053086/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="107368277"><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="107368277"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368277; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107368277]").text(description); $(".js-view-count[data-work-id=107368277]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107368277; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107368277']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107368277, 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: "041f44f0154e60ef816eef19d7fb29f3" } } $('.js-work-strip[data-work-id=107368277]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107368277,"title":"Editorial: La industria educativa global: análisis de su expansión y de sus múltiples manifestaciones desde una perspectiva comparada","translated_title":"","metadata":{"abstract":"La industria educativa se encuentra en plena expansión. 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$a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107368275"><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/107368275/Against_GATS_the_Sense_of_a_Global_Struggle"><img alt="Research paper thumbnail of Against GATS : the Sense of a Global Struggle" class="work-thumbnail" src="https://attachments.academia-assets.com/106053081/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/107368275/Against_GATS_the_Sense_of_a_Global_Struggle">Against GATS : the Sense of a Global Struggle</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Since the World Trade Organisation (WTO) was constituted in 1995, there has been a constantly inc...</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">Since the World Trade Organisation (WTO) was constituted in 1995, there has been a constantly increasing number of protests in reaction to the organisation and its numerous agreements. One of the issues that is most condemned by a variety of bodies (social movements, local governments, public universities, etc.) is the inclusion of education in the WTO&#39;s General Agreement on Trade in Services (GATS). The GATS stipulates the application of regulations for free trade in the education sector - and all others - and aims to promote the commercialisation of educational services through successive rounds of negotiations. These negotiations take place on an international scale, which means that as we shall see, many of the struggles against them are of a similarly global nature. However, an important set of initiatives for resistance is being developed on a local and state level. In this article, we shall be looking into the causes and motives for these reactions against the GATS (which...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5d3444ce03ad54dc5e23469f9568f90" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106053081,"asset_id":107368275,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106053081/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="107368275"><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="107368275"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368275; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107368275]").text(description); $(".js-view-count[data-work-id=107368275]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107368275; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107368275']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107368275, 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: "a5d3444ce03ad54dc5e23469f9568f90" } } $('.js-work-strip[data-work-id=107368275]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107368275,"title":"Against GATS : the Sense of a Global Struggle","translated_title":"","metadata":{"abstract":"Since the World Trade Organisation (WTO) was constituted in 1995, there has been a constantly increasing number of protests in reaction to the organisation and its numerous agreements. 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$(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="107368273"><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/107368273/Teacher_autonomy_in_the_age_of_performance_based_accountability_A_review_based_on_teaching_profession_regulatory_models_2017_2020_"><img alt="Research paper thumbnail of Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)" class="work-thumbnail" src="https://attachments.academia-assets.com/106053079/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/107368273/Teacher_autonomy_in_the_age_of_performance_based_accountability_A_review_based_on_teaching_profession_regulatory_models_2017_2020_">Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)</a></div><div class="wp-workCard_item"><span>Education Policy Analysis Archives</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent decades, the governance of educational systems has experienced dramatic changes in many...</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, the governance of educational systems has experienced dramatic changes in many countries. Schools have been given more autonomy whilst being held increasingly accountable at the central level through standardized testing and other forms of external evaluation. The mechanisms of performance-based accountability (PBA) and the consequences attached to test results vary. In high-stakes systems, teachers’ careers are more directly connected to students’ performance, and low performing schools might risk closure, whereas in lower-stakes systems, the official administrative consequences of accountability for school actors are more symbolic than material. The main aim of this paper is to understand the impact of different forms of PBA on teachers’ work from a comparative perspective. Most research on this topic is based on single-context case studies, which makes it difficult to understand the impact of policy factors and professional contexts in teachers’ decisions and a...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a91fecf92f2361e585e1a99e3f330450" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106053079,"asset_id":107368273,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106053079/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="107368273"><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="107368273"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368273; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107368273]").text(description); $(".js-view-count[data-work-id=107368273]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107368273; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107368273']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107368273, 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: "a91fecf92f2361e585e1a99e3f330450" } } $('.js-work-strip[data-work-id=107368273]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107368273,"title":"Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)","translated_title":"","metadata":{"abstract":"In recent decades, the governance of educational systems has experienced dramatic changes in many countries. 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$(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="107368271"><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/107368271/The_engagement_of_the_corporate_sector_with_the_SDG4_agenda"><img alt="Research paper thumbnail of The engagement of the corporate sector with the SDG4 agenda" 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/107368271/The_engagement_of_the_corporate_sector_with_the_SDG4_agenda">The engagement of the corporate sector with the SDG4 agenda</a></div><div class="wp-workCard_item"><span>NORRAG</span><span>, Dec 1, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While the inﬂuence of the corporate sector in the process for the deﬁnition of the SDG4 agenda 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">While the inﬂuence of the corporate sector in the process for the deﬁnition of the SDG4 agenda constitutes an under-researched area, recent developments in the sector suggest that the debate has encouraged the integration of the education ﬁeld into the corporate social responsibility dynamics inaugurated by the UN Global Compact more than a decade ago. The growing engagement of the corporate sector in the SDG4 debate has been channeled by the participation of corporate actors in semi-autonomous consortia and consultation mechanisms enjoying remarkable levels of discretion - rather than by its incorporation into democratically-monitored bodies and formalized decision-making structures</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="107368271"><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="107368271"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368271; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107368271]").text(description); $(".js-view-count[data-work-id=107368271]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107368271; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107368271']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107368271, 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" } } $('.js-work-strip[data-work-id=107368271]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107368271,"title":"The engagement of the corporate sector with the SDG4 agenda","translated_title":"","metadata":{"abstract":"While the inﬂuence of the corporate sector in the process for the deﬁnition of the SDG4 agenda constitutes an under-researched area, recent developments in the sector suggest that the debate has encouraged the integration of the education ﬁeld into the corporate social responsibility dynamics inaugurated by the UN Global Compact more than a decade ago. 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The twenty-one succinct chapters comprising the ...</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 book pays tribute to an intellectual giant. The twenty-one succinct chapters comprising the volume, and the variety of scholars who have authored them, are indicative of his intellectual, geographical and intergenerational reach. These chapters reflect the towering influence of Roger Dale’s work in fields such as the Sociology of Education, Globalization and Education Policy Studies, and Comparative and International Education. While engaging critically with Roger’s intellectual ideas—and without exception the authors demonstrate the significance of these to their own theoretical and research endeavors—they also include personal reflections on his role as mentor, role model, networker, and friend. Together the chapters are testimony to the richness, quality and diversity of Roger Dale’s work and the extent to which it has inspired several generations of scholars from very different world locations. In a final chapter, Roger Dale himself responds from his usual humble position to all contributors and reviews the key aspects of an exceptional and ongoing intellectual journey</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="107368270"><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="107368270"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368270; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107368270]").text(description); $(".js-view-count[data-work-id=107368270]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107368270; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107368270']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107368270, 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" } } $('.js-work-strip[data-work-id=107368270]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107368270,"title":"Education, globalisation and the state: essays in honour of Roger Dale","translated_title":"","metadata":{"abstract":"This book pays tribute to an intellectual giant. 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In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: <a href="http://uba.uva.nl/en/contact" rel="nofollow">http://uba.uva.nl/en/contact</a>, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. 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href="https://www.academia.edu/107368265/Public_private_partnerships_in_Colombian_education_the_equity_and_quality_impications_of_Colegios_en_concesi%C3%B3n"><img alt="Research paper thumbnail of Public-private partnerships in Colombian education: the equity and quality impications of "Colegios en concesión" class="work-thumbnail" src="https://attachments.academia-assets.com/106053104/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/107368265/Public_private_partnerships_in_Colombian_education_the_equity_and_quality_impications_of_Colegios_en_concesi%C3%B3n">Public-private partnerships in Colombian education: the equity and quality impications of "Colegios en concesión</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Charter schools are one of the most iconic public-private partnership (PPP) formulas in 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">Charter schools are one of the most iconic public-private partnership (PPP) formulas in education. Nonetheless, despite charter school programs having been implemented in some countries for decades and their global diffusion, evidence on their impact in education systems is far from conclusive. This report analyzes the case of the Colegios en Concesion (CEC), a paradigmatic charter school program implemented in Bogota since 1999 to benefi t students from poor areas of the city. By adopting a realist evaluation approach, our research discusses to what extent the assumptions behind the promotion of the CEC program in Colombia are met in real situations, and challenges some of the main conclusions that existing evaluations of this program have reached so far. This study shows that the CEC program has not achieved the expected results: these schools enjoy only of moderate levels of school autonomy; their economic efficiency largely relies on a drastic worsening of teachers’ employment c...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1e1cca172e23fa6122085e034977f1bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106053104,"asset_id":107368265,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106053104/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="107368265"><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="107368265"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368265; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107368265]").text(description); $(".js-view-count[data-work-id=107368265]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107368265; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107368265']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107368265, 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: "1e1cca172e23fa6122085e034977f1bd" } } $('.js-work-strip[data-work-id=107368265]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107368265,"title":"Public-private partnerships in Colombian education: the equity and quality impications of \"Colegios en concesión","translated_title":"","metadata":{"abstract":"Charter schools are one of the most iconic public-private partnership (PPP) formulas in education. 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$(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="107368264"><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/107368264/The_Emergence_and_Structuring_of_the_Global_Education_Industry_Towards_an_Analytical_Framework"><img alt="Research paper thumbnail of The Emergence and Structuring of the Global Education Industry: Towards an Analytical Framework" 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/107368264/The_Emergence_and_Structuring_of_the_Global_Education_Industry_Towards_an_Analytical_Framework">The Emergence and Structuring of the Global Education Industry: Towards an Analytical Framework</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In an era characterized by globalization across myriad sectors, industries, technologies and soci...</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 an era characterized by globalization across myriad sectors, industries, technologies and social movements, it may come as no surprise that we are also seeing the rise of an education industry on a global scale. Of course, the participation of private interests in education is hardly a new phenomenon. Parents and students seek individuals’ advantage through education, and their interests are evident in activities such as paying tuition and fees, fundraising, or taking up residence near a ‘better’ school. Yet, even as a largely state-maintained sector, schools are not run on the philanthropic impulses of teachers, administrators, education software developers, or textbook publishers, since each also seeks some personal return in exchange for his or her efforts at educating children. One is reminded that Adam Smith’s famous observation — ‘It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard to their own interest’ —...</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="107368264"><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="107368264"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368264; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107368264]").text(description); $(".js-view-count[data-work-id=107368264]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107368264; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107368264']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107368264, 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" } } $('.js-work-strip[data-work-id=107368264]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107368264,"title":"The Emergence and Structuring of the Global Education Industry: Towards an Analytical Framework","translated_title":"","metadata":{"abstract":"In an era characterized by globalization across myriad sectors, industries, technologies and social movements, it may come as no surprise that we are also seeing the rise of an education industry on a global scale. Of course, the participation of private interests in education is hardly a new phenomenon. Parents and students seek individuals’ advantage through education, and their interests are evident in activities such as paying tuition and fees, fundraising, or taking up residence near a ‘better’ school. Yet, even as a largely state-maintained sector, schools are not run on the philanthropic impulses of teachers, administrators, education software developers, or textbook publishers, since each also seeks some personal return in exchange for his or her efforts at educating children. One is reminded that Adam Smith’s famous observation — ‘It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard to their own interest’ —...","publication_date":{"day":null,"month":null,"year":2016,"errors":{}}},"translated_abstract":"In an era characterized by globalization across myriad sectors, industries, technologies and social movements, it may come as no surprise that we are also seeing the rise of an education industry on a global scale. Of course, the participation of private interests in education is hardly a new phenomenon. Parents and students seek individuals’ advantage through education, and their interests are evident in activities such as paying tuition and fees, fundraising, or taking up residence near a ‘better’ school. Yet, even as a largely state-maintained sector, schools are not run on the philanthropic impulses of teachers, administrators, education software developers, or textbook publishers, since each also seeks some personal return in exchange for his or her efforts at educating children. One is reminded that Adam Smith’s famous observation — ‘It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard to their own interest’ —...","internal_url":"https://www.academia.edu/107368264/The_Emergence_and_Structuring_of_the_Global_Education_Industry_Towards_an_Analytical_Framework","translated_internal_url":"","created_at":"2023-09-28T21:59:53.694-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Emergence_and_Structuring_of_the_Global_Education_Industry_Towards_an_Analytical_Framework","translated_slug":"","page_count":null,"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":[],"research_interests":[{"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":3930,"name":"Surprise","url":"https://www.academia.edu/Documents/in/Surprise"},{"id":4167,"name":"Corporate Governance","url":"https://www.academia.edu/Documents/in/Corporate_Governance"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":4986,"name":"Public Relations","url":"https://www.academia.edu/Documents/in/Public_Relations"},{"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":29257,"name":"Globalization and education","url":"https://www.academia.edu/Documents/in/Globalization_and_education"},{"id":38141,"name":"Global education","url":"https://www.academia.edu/Documents/in/Global_education"},{"id":163112,"name":"Education Industry","url":"https://www.academia.edu/Documents/in/Education_Industry"},{"id":466484,"name":"Private Sector","url":"https://www.academia.edu/Documents/in/Private_Sector"},{"id":604728,"name":"Privatization of Education","url":"https://www.academia.edu/Documents/in/Privatization_of_Education"},{"id":870756,"name":"Structuring","url":"https://www.academia.edu/Documents/in/Structuring"},{"id":953669,"name":"Routledge","url":"https://www.academia.edu/Documents/in/Routledge"}],"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="107368263"><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/107368263/Globalizaci%C3%B3n_rendici%C3%B3n_de_cuentas_y_gobernanza_educativa_an%C3%A1lisis_de_un_fen%C3%B3meno_en_expansi%C3%B3n"><img alt="Research paper thumbnail of Globalización, rendición de cuentas y gobernanza educativa: análisis de un fenómeno en expansión" class="work-thumbnail" src="https://attachments.academia-assets.com/106053068/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/107368263/Globalizaci%C3%B3n_rendici%C3%B3n_de_cuentas_y_gobernanza_educativa_an%C3%A1lisis_de_un_fen%C3%B3meno_en_expansi%C3%B3n">Globalización, rendición de cuentas y gobernanza educativa: análisis de un fenómeno en expansión</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">espanolEl articulo analiza los factores y condicionantes que han favorecido la difusion de las pr...</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">espanolEl articulo analiza los factores y condicionantes que han favorecido la difusion de las practica de rendicion de cuentas en el ambito educativo a escala global en base a las principales teorias sobre difusion de politicas educativas. Metodologicamente, el articulo se basa en una revision de la literatura sobre el tema que incluye cincuenta y un articulos academicos que, de forma mas directa o indirecta, reflexionan sobre la penetracion de la rendicion de cuentas en los sistemas educativos de diferentes paises y contextos. EnglishThe article analyses the factors and conditions that have favored the dissemination of accountability policies in the educational field on a global scale on the basis of the main theories of policy diffusion. Methodologically, the article is based on a literature review that includes 51 academic articles that, more directly or indirectly, reflect on the penetration of accountability in the education systems of different countries and contexts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3cae119fbd02b77ae1d7917f08b4a66b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106053068,"asset_id":107368263,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106053068/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="107368263"><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="107368263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107368263]").text(description); $(".js-view-count[data-work-id=107368263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107368263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107368263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107368263, 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: "3cae119fbd02b77ae1d7917f08b4a66b" } } $('.js-work-strip[data-work-id=107368263]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107368263,"title":"Globalización, rendición de cuentas y gobernanza educativa: análisis de un fenómeno en expansión","translated_title":"","metadata":{"abstract":"espanolEl articulo analiza los factores y condicionantes que han favorecido la difusion de las practica de rendicion de cuentas en el ambito educativo a escala global en base a las principales teorias sobre difusion de politicas educativas. Metodologicamente, el articulo se basa en una revision de la literatura sobre el tema que incluye cincuenta y un articulos academicos que, de forma mas directa o indirecta, reflexionan sobre la penetracion de la rendicion de cuentas en los sistemas educativos de diferentes paises y contextos. EnglishThe article analyses the factors and conditions that have favored the dissemination of accountability policies in the educational field on a global scale on the basis of the main theories of policy diffusion. Methodologically, the article is based on a literature review that includes 51 academic articles that, more directly or indirectly, reflect on the penetration of accountability in the education systems of different countries and contexts.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}}},"translated_abstract":"espanolEl articulo analiza los factores y condicionantes que han favorecido la difusion de las practica de rendicion de cuentas en el ambito educativo a escala global en base a las principales teorias sobre difusion de politicas educativas. Metodologicamente, el articulo se basa en una revision de la literatura sobre el tema que incluye cincuenta y un articulos academicos que, de forma mas directa o indirecta, reflexionan sobre la penetracion de la rendicion de cuentas en los sistemas educativos de diferentes paises y contextos. EnglishThe article analyses the factors and conditions that have favored the dissemination of accountability policies in the educational field on a global scale on the basis of the main theories of policy diffusion. Methodologically, the article is based on a literature review that includes 51 academic articles that, more directly or indirectly, reflect on the penetration of accountability in the education systems of different countries and contexts.","internal_url":"https://www.academia.edu/107368263/Globalizaci%C3%B3n_rendici%C3%B3n_de_cuentas_y_gobernanza_educativa_an%C3%A1lisis_de_un_fen%C3%B3meno_en_expansi%C3%B3n","translated_internal_url":"","created_at":"2023-09-28T21:59:53.448-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":106053068,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106053068/thumbnails/1.jpg","file_name":"Verger_Parcerisa_Globalizacion_rendicion_de_cuentas_y_gobernanza_educativa.pdf","download_url":"https://www.academia.edu/attachments/106053068/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Globalizacion_rendicion_de_cuentas_y_gob.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106053068/Verger_Parcerisa_Globalizacion_rendicion_de_cuentas_y_gobernanza_educativa-libre.pdf?1695976840=\u0026response-content-disposition=attachment%3B+filename%3DGlobalizacion_rendicion_de_cuentas_y_gob.pdf\u0026Expires=1733148483\u0026Signature=AVilzF2MJIUpXw50OKSOYug1tTIDJNVhSF~JRCYg7MOrbg2Sp7bQY4tvsYnHEAxSzcg3j2Wv57sHs-y~qF62SqwD43WYk0W8isDHdxHfEWvHrzjjNxSav8Xpg2b4KqI-U9PR8Ioc7TwPTna62o5DklZdc0FRJL7wN6iV9tV0STJl6AT242h37RHyBiSTTc-OnOi11bFP7PK9xSr3JOH3oIyR5AF6JbbT~DdPJhwskTQtROYq7BmDflUJRUvqNmE8blFoJKIC1lmRcftJcdoxtHzQslg0EPjflVX-1zjjsAp7tEu~rrb37vGy6pMy~GtilHbkqe0MLOmJBwNiCst3nQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Globalización_rendición_de_cuentas_y_gobernanza_educativa_análisis_de_un_fenómeno_en_expansión","translated_slug":"","page_count":15,"language":"es","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 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data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107368262/Mercados_educativos_y_segmentaci%C3%B3n_de_la_oferta_escolar_efectos_sobre_las_desigualdades_educativas_en_Chile"><img alt="Research paper thumbnail of Mercados educativos y segmentación de la oferta escolar: efectos sobre las desigualdades educativas en Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/106053071/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/107368262/Mercados_educativos_y_segmentaci%C3%B3n_de_la_oferta_escolar_efectos_sobre_las_desigualdades_educativas_en_Chile">Mercados educativos y segmentación de la oferta escolar: efectos sobre las desigualdades educativas en Chile</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">espanolEn 1988 Chile introdujo un ambicioso sistema de vouchers convirtiendose en uno de los pais...</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">espanolEn 1988 Chile introdujo un ambicioso sistema de vouchers convirtiendose en uno de los paises con una mayor trayectoria en la implementacion de politicas de cuasi-mercado en America Latina, y en uno de los pocos del mundo que utiliza este modo de financiacion a gran escala. Esta politica se caracteriza por una amplia libertad de eleccion de centro por parte de las familias, asumiendo que la competencia generada entre los centros educativos por la captacion de alumnos incrementara la calidad de los servicios educativos. Sin embargo, el analisis de la evidencia en otros sistemas educativos muestra como no siempre los proveedores responden a la introduccion de mecanismos de competencia como la teoria espera. Estas respuestas no esperadas tienen consecuencias directas en el incremento de la estratificacion social de los centros educativos y, por lo tanto, conllevan un aumento de desigualdades en el ambito educativo.El presente trabajo analiza el comportamiento de los proveedores e...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6009f5d191374e72ac03606013324802" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106053071,"asset_id":107368262,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106053071/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="107368262"><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="107368262"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368262; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107368262]").text(description); $(".js-view-count[data-work-id=107368262]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107368262; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107368262']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107368262, 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: "6009f5d191374e72ac03606013324802" } } $('.js-work-strip[data-work-id=107368262]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107368262,"title":"Mercados educativos y segmentación de la oferta escolar: efectos sobre las desigualdades educativas en Chile","translated_title":"","metadata":{"abstract":"espanolEn 1988 Chile introdujo un ambicioso sistema de vouchers convirtiendose en uno de los paises con una mayor trayectoria en la implementacion de politicas de cuasi-mercado en America Latina, y en uno de los pocos del mundo que utiliza este modo de financiacion a gran escala. Esta politica se caracteriza por una amplia libertad de eleccion de centro por parte de las familias, asumiendo que la competencia generada entre los centros educativos por la captacion de alumnos incrementara la calidad de los servicios educativos. Sin embargo, el analisis de la evidencia en otros sistemas educativos muestra como no siempre los proveedores responden a la introduccion de mecanismos de competencia como la teoria espera. Estas respuestas no esperadas tienen consecuencias directas en el incremento de la estratificacion social de los centros educativos y, por lo tanto, conllevan un aumento de desigualdades en el ambito educativo.El presente trabajo analiza el comportamiento de los proveedores e...","publication_date":{"day":null,"month":null,"year":2014,"errors":{}}},"translated_abstract":"espanolEn 1988 Chile introdujo un ambicioso sistema de vouchers convirtiendose en uno de los paises con una mayor trayectoria en la implementacion de politicas de cuasi-mercado en America Latina, y en uno de los pocos del mundo que utiliza este modo de financiacion a gran escala. Esta politica se caracteriza por una amplia libertad de eleccion de centro por parte de las familias, asumiendo que la competencia generada entre los centros educativos por la captacion de alumnos incrementara la calidad de los servicios educativos. Sin embargo, el analisis de la evidencia en otros sistemas educativos muestra como no siempre los proveedores responden a la introduccion de mecanismos de competencia como la teoria espera. 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An analysis of the World Bank's policy-practice disjuncture in education" 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/107368261/Walking_the_Washington_talk_An_analysis_of_the_World_Banks_policy_practice_disjuncture_in_education">Walking the Washington talk? An analysis of the World Bank's policy-practice disjuncture in education</a></div><div class="wp-workCard_item"><span>Shaping Policy Agendas</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The World Bank has a reputation as a promoter of pro-market educational reforms inspired by the 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">The World Bank has a reputation as a promoter of pro-market educational reforms inspired by the so-called (post-)Washington Consensus (PWC). However, a mechanic association between the World Bank reform agenda and a broad policy paradigm such as the PWC is problematic in that it neglects the diverging interests that are likely to exist within this organization. As a way to analyse organizational divergence, this chapter explores whether and to what extent there is a tension between the public discourse and the lending practices of the World Bank in the educational realm. The chapter also reflects on the possible factors of the disjunction between the World Bank discourse and practices. We address these questions on the basis of a content analysis of a large corpus of documents, and by focusing on teacher policy – a key component in the World Bank’s education agenda. Our results suggest that the World Bank’s portrait as an advocate of market-oriented reforms is accurate mainly at the discursive level, but that this policy discourse does not consistently translate into its lending practices.</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="107368261"><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="107368261"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107368261; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107368261]").text(description); $(".js-view-count[data-work-id=107368261]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107368261; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107368261']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107368261, 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" } } $('.js-work-strip[data-work-id=107368261]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107368261,"title":"Walking the Washington talk? An analysis of the World Bank's policy-practice disjuncture in education","translated_title":"","metadata":{"abstract":"The World Bank has a reputation as a promoter of pro-market educational reforms inspired by the so-called (post-)Washington Consensus (PWC). However, a mechanic association between the World Bank reform agenda and a broad policy paradigm such as the PWC is problematic in that it neglects the diverging interests that are likely to exist within this organization. As a way to analyse organizational divergence, this chapter explores whether and to what extent there is a tension between the public discourse and the lending practices of the World Bank in the educational realm. The chapter also reflects on the possible factors of the disjunction between the World Bank discourse and practices. We address these questions on the basis of a content analysis of a large corpus of documents, and by focusing on teacher policy – a key component in the World Bank’s education agenda. Our results suggest that the World Bank’s portrait as an advocate of market-oriented reforms is accurate mainly at the discursive level, but that this policy discourse does not consistently translate into its lending practices.","publisher":"Edward Elgar Publishing","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Shaping Policy Agendas"},"translated_abstract":"The World Bank has a reputation as a promoter of pro-market educational reforms inspired by the so-called (post-)Washington Consensus (PWC). However, a mechanic association between the World Bank reform agenda and a broad policy paradigm such as the PWC is problematic in that it neglects the diverging interests that are likely to exist within this organization. As a way to analyse organizational divergence, this chapter explores whether and to what extent there is a tension between the public discourse and the lending practices of the World Bank in the educational realm. The chapter also reflects on the possible factors of the disjunction between the World Bank discourse and practices. We address these questions on the basis of a content analysis of a large corpus of documents, and by focusing on teacher policy – a key component in the World Bank’s education agenda. Our results suggest that the World Bank’s portrait as an advocate of market-oriented reforms is accurate mainly at the discursive level, but that this policy discourse does not consistently translate into its lending practices.","internal_url":"https://www.academia.edu/107368261/Walking_the_Washington_talk_An_analysis_of_the_World_Banks_policy_practice_disjuncture_in_education","translated_internal_url":"","created_at":"2023-09-28T21:59:52.895-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Walking_the_Washington_talk_An_analysis_of_the_World_Banks_policy_practice_disjuncture_in_education","translated_slug":"","page_count":null,"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":[],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":13474,"name":"World Bank","url":"https://www.academia.edu/Documents/in/World_Bank"},{"id":285481,"name":"Teacher Management","url":"https://www.academia.edu/Documents/in/Teacher_Management"},{"id":554210,"name":"Market Reforms","url":"https://www.academia.edu/Documents/in/Market_Reforms"}],"urls":[]}, dispatcherData: dispatcherData }); 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Este artículo sostiene que el leit motive del proceso de Bologna y su principal objetivo, por el que se constituye un Espacio Europeo de Educación Superior (EEES), es precisamente aumentar la competitividad de las universidades europeas en el mercado global. A su vez, otro objetivo, aunque más implícito que el anterior, es poner la ES al servicio de la competitividad internacional de la economía Europea. La Comisión Europea (CE o Comisión), como órgano ejecutivo de la Unión Europea (UE), ha desempeñado un papel importante para establecer esta última prioridad en el marco del proceso, sobre todo, desde que la Estrategia de Lisboa se puso en marcha en el año 2000. Asimismo, la Comisión ha adoptado un papel muy activo a la hora de promocionar el proceso de Bologna en otras regiones del mundo como América Latina, lo cual está muy asociado también a la ambición del viejo continente de incrementar su competitividad internacional a través de todo tipo de políticas sectoriales, las de ES entre éstas. Résumé Le processus de Bologne est un exemple paradigmatique de nouvelles stratégies régionales dans le domaine de l'enseignement supérieur dans un contexte de concurrence mondiale accrue. L'article argumente que l'un des principaux moteurs du processus de Bologne est d'accroître la compétitivité des universités européennes dans le marché mondial de l'enseignement supérieur, bien que, avec le temps, il se soit également rattaché à l'objectif plus large d'accroître la compétitivité internationale de l'économie européenne elle-même. La Commission Européenne, en tant qu'organe exécutif de l'Union Européenne, a joué un rôle majeur dans la définition des priorités du processus, surtout, depuis que la stratégie de Lisbonne a été lancée en l'an 2000. Plus récemment, la Commission est devenue un agent actif de la promotion et de la diffusion du processus de Bologne dans les autres régions du monde. 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$(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="107368163"><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/107368163/Private_actors_and_the_right_to_education"><img alt="Research paper thumbnail of Private actors and the right to education" class="work-thumbnail" src="https://attachments.academia-assets.com/106053020/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/107368163/Private_actors_and_the_right_to_education">Private actors and the right to education</a></div><div class="wp-workCard_item"><span>Compare: A Journal of Comparative and International Education</span><span>, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7cbe3fdb4bec83304e0a83c9d279bdb5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106053020,"asset_id":107368163,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106053020/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="107368163"><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 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Nevertheless the delivery of such education is often considered questionable, particularly for groups of children perceived as more 'vulnerable'. In this article, the example of the right to access sexuality education for disabled children is used to explore the autonomy/vulnerability dynamic. Historically, sexuality education has been denied to disabled children, ostensibly to protect them from information and activities perceived as inappropriate due to their (perceived) greater vulnerabilities. It is argued however that discourses of sexual vulnerability can actually be dangerous in themselves. Sexuality education, rather than being a threat to disabled under-18s, serves as a way to increase their autonomy by equipping them with tools of knowledge around sex and relationships. This case study demonstrates how the autonomy of under-18s is not something inherent in them, but something which can be enhanced through recognition of rights such as education and information; as well as recognition of adult responsibilities to facilitate this. 1","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Compare: A Journal of Comparative and International Education","grobid_abstract_attachment_id":106053020},"translated_abstract":null,"internal_url":"https://www.academia.edu/107368163/Private_actors_and_the_right_to_education","translated_internal_url":"","created_at":"2023-09-28T21:56:09.822-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":3285691,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":106053020,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106053020/thumbnails/1.jpg","file_name":"Daly_20et_20al_20version_204_202019.pdf","download_url":"https://www.academia.edu/attachments/106053020/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Private_actors_and_the_right_to_educatio.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106053020/Daly_20et_20al_20version_204_202019-libre.pdf?1695976846=\u0026response-content-disposition=attachment%3B+filename%3DPrivate_actors_and_the_right_to_educatio.pdf\u0026Expires=1733246265\u0026Signature=B1bMON~ByvUOwxGkmIJmU7HyofJuaxyNjGizpZiizu7zK8nv2oIha~9LRzUUURbhH~ykOazvU593LoGTNU6SpACpUd~fZ~sr2DcTmI9f10v0jveyzclvikff65PskiMTuPgZOC3hW3v51lc4b5iBYsShWgNPkX6akSO2~jLdq9Ktcdv1kgr0HmUWdILF13G9KEDSBL0DOKrrvyL~5XUO~Jas0E~LyAgQnxF3p8Y7MHhz5~izdph9WA-2jsXniD-qWib8zwwmrzyxiUeJkz3cUS7Sm6142-Mg~N6J6vyybVrorovtsRdMSxnv7HAklMFrYSP9hksCUS5f5SZs0XUFOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Private_actors_and_the_right_to_education","translated_slug":"","page_count":17,"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":106053020,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106053020/thumbnails/1.jpg","file_name":"Daly_20et_20al_20version_204_202019.pdf","download_url":"https://www.academia.edu/attachments/106053020/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Private_actors_and_the_right_to_educatio.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106053020/Daly_20et_20al_20version_204_202019-libre.pdf?1695976846=\u0026response-content-disposition=attachment%3B+filename%3DPrivate_actors_and_the_right_to_educatio.pdf\u0026Expires=1733246265\u0026Signature=B1bMON~ByvUOwxGkmIJmU7HyofJuaxyNjGizpZiizu7zK8nv2oIha~9LRzUUURbhH~ykOazvU593LoGTNU6SpACpUd~fZ~sr2DcTmI9f10v0jveyzclvikff65PskiMTuPgZOC3hW3v51lc4b5iBYsShWgNPkX6akSO2~jLdq9Ktcdv1kgr0HmUWdILF13G9KEDSBL0DOKrrvyL~5XUO~Jas0E~LyAgQnxF3p8Y7MHhz5~izdph9WA-2jsXniD-qWib8zwwmrzyxiUeJkz3cUS7Sm6142-Mg~N6J6vyybVrorovtsRdMSxnv7HAklMFrYSP9hksCUS5f5SZs0XUFOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":3261,"name":"Colombia","url":"https://www.academia.edu/Documents/in/Colombia"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":97709,"name":"Right to Education","url":"https://www.academia.edu/Documents/in/Right_to_Education"},{"id":953669,"name":"Routledge","url":"https://www.academia.edu/Documents/in/Routledge"},{"id":1685819,"name":"Compare","url":"https://www.academia.edu/Documents/in/Compare"}],"urls":[{"id":34156963,"url":"http://www.tandfonline.com/doi/pdf/10.1080/03057925.2016.1207939"}]}, 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="104807873"><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/104807873/Sector_privado_y_pol%C3%ADticas_p%C3%BAblicas_una_sistematizaci%C3%B3n_de_las_estrategias_de_actores_no_estatales_en_la_promoci%C3%B3n_de_reformas_educativas"><img alt="Research paper thumbnail of Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas" class="work-thumbnail" src="https://attachments.academia-assets.com/104438319/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/104807873/Sector_privado_y_pol%C3%ADticas_p%C3%BAblicas_una_sistematizaci%C3%B3n_de_las_estrategias_de_actores_no_estatales_en_la_promoci%C3%B3n_de_reformas_educativas">Sector privado y políticas públicas: una sistematización de las estrategias de actores no estatales en la promoción de reformas educativas</a></div><div class="wp-workCard_item"><span>Revista Española de Educación Comparada</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo tiene por objetivo identificar las principales estrategias de influencia del sector...</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 tiene por objetivo identificar las principales estrategias de influencia del sector privado en el ámbito de la política educativa. A pesar de que un número de estudios cada vez mayor documenta la creciente implicación del sector empresarial en la formulación de políticas públicas, la investigación empírica sobre esta cuestión sigue siendo fragmentaria y poco sistemática. Además, gran parte de la evidencia disponible se focaliza en el ámbito angloamericano y no permite entender el fenómeno en su dimensión global. Este artículo explora, revisa y sistematiza una serie de estrategias de influencia política del sector privado en el campo educativo a partir de una revisión de la literatura centrada en reformas educativas promercado. A partir de los resultados de esta revisión, el artículo identifica cuatro estrategias de influencia: la movilización de conocimientos, la creación de redes, el apoyo a movimientos sociales y el patrocinio de experiencias piloto. 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$(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="18936040" id="methodologicalnotes"><div class="js-work-strip profile--work_container" data-work-id="111227262"><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/111227262/Researching_Autonomy_with_Accountability_in_Schools_A_Qualitative_Approach_to_Policy_Enactment_and_Practice"><img alt="Research paper thumbnail of Researching 'Autonomy with Accountability' in Schools: A Qualitative Approach to Policy Enactment and Practice" class="work-thumbnail" src="https://attachments.academia-assets.com/108820441/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/111227262/Researching_Autonomy_with_Accountability_in_Schools_A_Qualitative_Approach_to_Policy_Enactment_and_Practice">Researching 'Autonomy with Accountability' in Schools: A Qualitative Approach to Policy Enactment and Practice</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://barcelona.academia.edu/Llu%C3%ADsParcerisa">Lluís Parcerisa</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>REFORMED Methodological Papers No.3</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents the methodological approach of the REFORMED project research strand 2 (RS2), ...</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 methodological approach of the REFORMED project research strand 2 (RS2), specifically, of its qualitative phase. Following a sequential mixed-methods design approach, the qualitative phase aimed to understand the rationales behind different forms of engagement of schools with SAWA policies. The main emphasis is placed on how these policies are interpreted and translated into practice by school actors in different educational and socio-material realities. The main aim of this note is threefold. First, it describes the research objectives and presents an overview of the research design. Second, it presents the data-collection and data-analysis strategies, with a focus on the coding of the interviews. Finally, it reflects on research challenges and points out possible future steps of the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="48e4ba6414a0029697f6fda725df885f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108820441,"asset_id":111227262,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108820441/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="111227262"><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="111227262"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111227262; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111227262]").text(description); $(".js-view-count[data-work-id=111227262]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111227262; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111227262']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111227262, 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: "48e4ba6414a0029697f6fda725df885f" } } $('.js-work-strip[data-work-id=111227262]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111227262,"title":"Researching 'Autonomy with Accountability' in Schools: A Qualitative Approach to Policy Enactment and Practice","translated_title":"","metadata":{"doi":"10.5281/zenodo.10361691","abstract":"This paper presents the methodological approach of the REFORMED project research strand 2 (RS2), specifically, of its qualitative phase. 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Brent Edwards Jr.</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">The movement of policy is a core feature of contemporary education reform. Many different concept...</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 movement of policy is a core feature of contemporary education reform. Many different concepts, including policy transfer, borrowing and lending, travelling, diffusion and mobility, have been deployed to study how and why policy moves across jurisdictions, scales of governance, policy sectors or organisations. However, the underlying theoretical perspectives and the foundational assumptions of different approaches to policy movement remain insufficiently discussed.<br /><br />To address this gap, this book places front and center questions of theory, ontology, epistemology and method related to policy movement. It explores a wide diversity of approaches to help understand the policy movement phenomena, providing a useful guide on global studies in education, as well as insights into the future of this dynamic area of work.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1df5d90f1353c0df735aba1e816734f7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117567925,"asset_id":122968197,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117567925/download_file?st=MTczMzI1MzU1MSw4LjIyMi4yMDguMTQ2&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="122968197"><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="122968197"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122968197; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122968197]").text(description); $(".js-view-count[data-work-id=122968197]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122968197; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122968197']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122968197, 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: "1df5d90f1353c0df735aba1e816734f7" } } $('.js-work-strip[data-work-id=122968197]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122968197,"title":"[BOOK] Researching global education policy: Diverse approaches to policy movement","translated_title":"","metadata":{"abstract":"The movement of policy is a core feature of contemporary education reform. 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