Los Retos de la Descentralización en la Gobernanza Escolar: Algunos Aprendizajes de la Experiencia del Modelo Integral Unidades Educativas del Milenio de Ecuador.
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| Title: | Los Retos de la Descentralización en la Gobernanza Escolar: Algunos Aprendizajes de la Experiencia del Modelo Integral Unidades Educativas del Milenio de Ecuador. |
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| Alternate Title: | The challenges of decentralization in school governance: Lessons learned from the Comprehensive Millennium Schools Program in Ecuador. Os desafios da descentralização na governança escolar: Lições aprendidas com o Programa Abrangente de Escolas do Milênio no Equador. |
| Authors: | Parra Heredia, Juan David1 parraheredia@iss.nl, Ruiz-Rivera, María José2 maria.ruizrivera@uclouvain.be, Tingo Proaño, Fausto Alejandro3 fausto_social@yahoo.es, Ángeles Cevallos Castells, María4 mariacevalloscastells@gmail.com |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 3/11/2025, Vol. 33 Issue 20, p1-26. 26p. |
| Subject Terms: | *Educational quality, *School administration, Decentralization in government, Contextual analysis, Equality, Ecuadorians, Institutional cooperation |
| Geographic Terms: | Ecuador |
| Abstract (English): | The academic field of comparative education increasingly emphasizes the importance of examining institutional arrangements between national and subnational governments to identify the drivers of educational quality and equity. This article examines the experience of an emblematic Ecuadorian school infrastructure program to explore these theoretical considerations within the operation of an education system that, in recent decades, has undergone one of the world's most significant decentralization reforms. The empirical inquiry, which included consultations with representatives of central authorities, such as Ecuador's Ministry of Education, as well as interviews and focus groups with regional actors, revealed multiple tensions in terms of coordination between levels of government during the implementation of the Modelo Integral Unidades Educativas del Milenio (MI-UEM). The reported findings align with theoretical precepts from the literature on educational governance and with results from similar studies in Latin American countries, highlighting a certain incongruence between the discourse of decentralization and de facto practices that tend to re -centralize decision-making power within national authorities. The employed research design --rooted in a realist evaluation approach--represents a methodological contribution to this field of study. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El campo académico de la educación comparada destaca cada vez más la relevancia de examinar arreglos institucionales entre gobiernos nacionales y subnacionales con el fin de identificar detonantes de la calidad y la equidad escolar. Este artículo examina la experiencia de un emblemático programa ecuatoriano de infraestructura escolar con el objetivo de explorar estas consideraciones teóricas en la operación de un sistema educativo que ha experimentado, en décadas recientes, una de las mayores reformas de descentralización del mundo. La indagación empírica, que incluyó consultas a representantes de autoridades centrales como el Ministerio de Educación de Ecuador, y entrevistas y grupos focales con actores regionales, permitió evidenciar múltiples tensiones, en términos de coordinación entre niveles de gobierno, durante la implementación del denominado Modelo Integral Unidades Educativas del Milenio (MI-UEM). Los hallazgos reportados coinciden con preceptos teóricos de la literatura sobre la gobernanza educativa, y con resultados de estudios similares en países latinoamericanos, sobre cierta incongruencia entre el discurso de descentralización y prácticas de facto que tienden a la re-concentración del poder de decisión en autoridades nacionales. El diseño de investigación utilizado --basado en la denominada evaluación realista-- representa un aporte metodológico en este campo de estudios. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O campo acadêmico da educação comparada destaca cada vez mais a relevância de examinar os arranjos institucionais entre governos nacionais e subnacionais, com o objetivo de identificar os fatores que impulsionam a qualidade e a equidade educacional. Este artigo analisa a experiência de um programa emblemático de infraestrutura escolar no Equador, buscando explorar essas considerações teóricas no contexto de um sistema educacional que, nas últimas décadas, passou por uma das reformas de descentralização mais significativas do mundo. A investigação empírica, que incluiu consultas a representantes de autoridades centrais, como o Ministério da Educação do Equador, além de entrevistas e grupos focais com atores regionais, evidenciou diversas tensões relacionadas à coordenação entre os níveis de governo durante a implementação do denominado Modelo Integral Unidades Educativas del Milenio (MI-UEM). Os resultados apresentados coincidem com os preceitos teóricos da li teratura sobre governança educacional e com resultados de estudos semelhantes em países latino-americanos, destacando uma possível incongruência entre o discurso da descentralização e as práticas de fato, que frequentemente reconcentram o poder de decisão em autoridades nacionais. O desenho da pesquisa empregado --fundamentado na abordagem da avaliação realista-- representa uma contribuição metodológica para este campo de estudo. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The academic field of comparative education increasingly emphasizes the importance of examining institutional arrangements between national and subnational governments to identify the drivers of educational quality and equity. This article examines the experience of an emblematic Ecuadorian school infrastructure program to explore these theoretical considerations within the operation of an education system that, in recent decades, has undergone one of the world's most significant decentralization reforms. The empirical inquiry, which included consultations with representatives of central authorities, such as Ecuador's Ministry of Education, as well as interviews and focus groups with regional actors, revealed multiple tensions in terms of coordination between levels of government during the implementation of the Modelo Integral Unidades Educativas del Milenio (MI-UEM). The reported findings align with theoretical precepts from the literature on educational governance and with results from similar studies in Latin American countries, highlighting a certain incongruence between the discourse of decentralization and de facto practices that tend to re -centralize decision-making power within national authorities. The employed research design --rooted in a realist evaluation approach--represents a methodological contribution to this field of study. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.33.8300 |
