Bajo el título Policy formation and implementation in secondary education reform: The case of Chile at the turn of the century, el Banco Mundial ha publicado en su Education – Working Paper Series, Number 3, el estudio de Cristián Cox sobre la reforma de la educación secundaria chilena.
Es una oportuna contribución en medio de los debates que hoy tienen lugar sobre la reforma educacional chilena.
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Recursos asociados
Organizing curriculum reform in secondary education: clues from Latin America, Cristián Cox, Discussion paper for the 2nd Regional Secondary Education in Africa Conference, Dakar, June 6-9, 2004 150 KB
Instrumental Use of Information in the Design of the Chilean Secondary Education Reform , Francisco Téllez, Tesis de doctorado, 2004 2,3 MB

Índice de materias
Introduction
1. The Reform Context: Favorable Political and Institutional Conditions
1.1 Political context
1.2 Institutional context
1.3 School system context
1.4 Finance: Student attendance subsidy (voucher) to both publicly and privately managed schools
2. The “Macro” Process: Strategic Options in Educational Policy
2.1 Programs and reform
2.2 Governance and resources
2.3 High-level, politically plural, national commission for consensual agenda setting
2.4 Expenditure
2.5 Teachers’ salaries and incentives
2.6 Three governments, one process: stages in secondary education reform
3. Policy Contents
3.1 Key issues at the beginning of the 1990s
3.2 Comprehensive and targeted quality and equity improvement programs
3.3 Curriculum reform
3.4 Full school day (FSD) reform: expansion of the time-frame of schooling
3.5 Legal redefinition of mandatory years of schooling
3.6 Professional development programs for teachers
4. The “Micro” Process: Different Political Economies for Different Contents
4.1 MECE
4.2 Curriculum reform
4.3 Full School Day Reform
4.4 Comparisons of reform components: process follows goals and context
5. Results
5.1 Improvements in the quality of secondary education in Chile since 1990
5.2 Access, coverage, and progress of secondary education students
5.3 Extension of school time and substantial up-grading of learning resources
5.4 Process: changes in teaching practices
5.5 Learning results
5.6 Learning results in the case of a targeted effort
6. Issues, Interpretations, and Challenges
7. Generalizations on Policy-Making in Education
7.1 The Chilean case study and generalizations on education policy processes
7.2 No strict rules on process: it depends on goals and context
7.3 Incremental or synoptic approaches?
7.4 Iteration and learning
7.5 Political factors contributing to the reform
7.6 Participation and the trade-off between consultation and innovation
7.7 Implementation
7.8 Leadership
7.9 Different dimensions of quality and different time-frame of expected results
8. References