The Democratization of the Educational Administration in Argentina: A Comparison of Provincial Policies

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Abstract

This article analyses some of the main school management reforms implemented at the provincial level from the mid-1980s in Argentina, and relates them to the national policies and to global trends regarding the governance of educational systems. It is argued that democratic and participatory proposals, which responded to a great extent to the return of the country to political democracy, began to give ground as the provinces focused on administrative rationalization and as the national government promoted a concept of school autonomy based on educational quality and efficiency criteria defined at the central level. On the other hand, participatory policies and programs faced various obstacles that originated in a context of social inequality, the prevailing institutional cultures, and the lack of a clear idea about the requirements and implications of implementing democratic practices at schools.

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How to Cite
Gorostiaga, J. M. (2007). The Democratization of the Educational Administration in Argentina: A Comparison of Provincial Policies. Education Policy Analysis Archives, 15, 2. https://doi.org/10.14507/epaa.v15n2.2007
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Author Biography

Jorge M. Gorostiaga, Universidad Nacional de San Martín, Argentina

Jorge M. Gorostiaga es Doctor en Educación Comparada por la Universidad de Pittsburgh (Estados Unidos) y Licenciado en Ciencia Política por la Universidad del Salvador (Argentina). Es Profesor Asociado de Reformas Educativas de la Escuela de Postgrado de la Universidad Nacional de San Martín (Argentina). Su investigación se centra en diversos aspectos de las reformas educativas en América Latina. Es autor de numerosos artículos y co-editor (con Mark Ginsburg) de Limitations and Possibilities of Dialogue among Researchers, Policy-makers and Practitioners: International Perspectives on the Field of Education (New York: Routledge Falmer, 2003).

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