TY - JOUR
T1 - Why do some school-based management reforms survive while others are reversed? The cases of Honduras and Guatemala
AU - Ganimian, Alejandro J.
N1 - Funding Information:
Saq’bé was financed by the Fondo de Solidaridad para la Educacion Primaria and the Fondo Nacional para la Educacion Rural Coparticipativa ( CIEN, 1999 : 17).
Funding Information:
These reforms also created extensive coordination and support structures. Except in Nicaragua, each SBM program was assigned to a coordinating unit under—but separate from—the ministry of education, in charge of setting its policies and overseeing all of its technical and financial activities. These units were also made responsible for hiring and coordinating the activities of individuals (promotores) or non-profit organizations (depending on the country) appointed to identify eligible communities, encourage them to participate in the program, and help them organize in councils—this includes assisting them in organizing elections for five to 15 seats, depending on the country ( Table 2 ). 4 4 All programs have also received substantial technical and financial support from multilateral banks and aid agencies (mainly, the World Bank).
Funding Information:
Yet, Coyoy encountered some initial resistance when he sought to convert Saq’bé into a national program. In December 1993, he turned Saq’bé into the Programa Nacional de Autogestión para el Desarrollo Educativo (PRONADE), which expanded into 45 communities in the department of San Marcos ( CIEN, 1999 : 17). But soon thereafter, opposition emerged. Interestingly, the main source of resistance was not teachers’ unions; rather, it was the government itself. Shortly after the program was adopted, Coyoy was summoned by national deputies, who were reluctant to end with the practice of allowing local government officials to appoint teachers in public schools. Yet, after a four-day interpellation process, the program was eventually approved. PRONADE was almost entirely financed domestically through the Fondo de Inversión Social (FIS), although it also received some assistance from the German Development Bank (KfW) and the Government of France. 27 27 Teachers’ unions did speak out against the pilot, but they generally did not perceive it as a threat due to its very limited scope. 28 28
Publisher Copyright:
© 2015 Elsevier Ltd.
PY - 2016/3/1
Y1 - 2016/3/1
N2 - In the 1990s, El Salvador, Nicaragua, Guatemala, and Honduras enacted school-based management (SBM) reforms that allowed communities to make key decisions about their schools that were previously reserved for state-appointed officials. Yet, these reforms have recently begun to slide back. What explains this trend toward reform reversal? This paper argues that two factors determine the likelihood of the reversal of an SBM program: the scope of the reform and the level of national investment in it. Using the cases of Honduras and Guatemala, I contend these two factors determine the extent to which an SBM reform is vulnerable to events that can bring about its termination, such as changes in government, union strength, or parental pressure.
AB - In the 1990s, El Salvador, Nicaragua, Guatemala, and Honduras enacted school-based management (SBM) reforms that allowed communities to make key decisions about their schools that were previously reserved for state-appointed officials. Yet, these reforms have recently begun to slide back. What explains this trend toward reform reversal? This paper argues that two factors determine the likelihood of the reversal of an SBM program: the scope of the reform and the level of national investment in it. Using the cases of Honduras and Guatemala, I contend these two factors determine the extent to which an SBM reform is vulnerable to events that can bring about its termination, such as changes in government, union strength, or parental pressure.
KW - Comparative education
KW - Development
KW - Educational policy
KW - International education
KW - Politics of education reform
KW - School-based management
UR - http://www.scopus.com/inward/record.url?scp=84952836858&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84952836858&partnerID=8YFLogxK
U2 - 10.1016/j.ijedudev.2015.12.001
DO - 10.1016/j.ijedudev.2015.12.001
M3 - Article
AN - SCOPUS:84952836858
VL - 47
SP - 33
EP - 46
JO - International Journal of Educational Development
JF - International Journal of Educational Development
SN - 0738-0593
ER -