TY - JOUR
T1 - The geometry of policy implementation
T2 - Lessons from the political economy of three education reforms in El Salvador during 1990-2005
AU - Edwards, D. Brent
AU - Victoria Libreros, Julián Antonio
AU - Martin, Pauline
N1 - Funding Information:
Insufficient, inconsistent, and unsustainable funding similarly confounded the realization of the NWP, beyond short-term projects, trainings and fringe aspects of the curriculum. Funding for gender in education flowed primarily from international sources, such as USAID, the Spanish Agency for International Cooperation and Development, and the European Economic Community. Moreover, it was directed to specific projects and was not complemented with the government’s own funds. A prime example is the $32.6 million in funding provided by IDB and the World Bank, a small portion of which went to revising school curricula in order to remove, among other things, gender biased content (IDB, 1995). Not surprisingly, these projects operated as islands of privilege that enjoyed—due to the resources and clout of the sponsoring international organizations—not only funding but also technical expertise, institutional capacity, and political support from Salvadoran officials. 23 23
Publisher Copyright:
© 2015 Elsevier Ltd.
PY - 2015/9/1
Y1 - 2015/9/1
N2 - We analyze how international trends and changing structural limitations intersect with political, institutional, and technical aspects of education policy. Our purpose is to better understand how these issues variously combine to encourage or impede policy implementation. The research for this study focused on three cases of education policy from El Salvador during the period 1990-2005. These policies related to the Education with Community Participation (EDUCO) program, gender equality in education, and the teaching of values. Our findings show that it is not only actors, ideas, and constraints from the international realm that impact national-level political and institutional dynamics, but rather also that national-level political preferences and other local-level constraints can facilitate or impede the selection and implementation of a policy's technical elements. Our case studies provide multiple examples of how these elements combine, and with various consequences for implementation.
AB - We analyze how international trends and changing structural limitations intersect with political, institutional, and technical aspects of education policy. Our purpose is to better understand how these issues variously combine to encourage or impede policy implementation. The research for this study focused on three cases of education policy from El Salvador during the period 1990-2005. These policies related to the Education with Community Participation (EDUCO) program, gender equality in education, and the teaching of values. Our findings show that it is not only actors, ideas, and constraints from the international realm that impact national-level political and institutional dynamics, but rather also that national-level political preferences and other local-level constraints can facilitate or impede the selection and implementation of a policy's technical elements. Our case studies provide multiple examples of how these elements combine, and with various consequences for implementation.
KW - EDUCO
KW - El salvador
KW - Gender
KW - International trends
KW - Policy implementation
KW - Political economy
KW - Values
UR - http://www.scopus.com/inward/record.url?scp=84937156228&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84937156228&partnerID=8YFLogxK
U2 - 10.1016/j.ijedudev.2015.05.001
DO - 10.1016/j.ijedudev.2015.05.001
M3 - Article
AN - SCOPUS:84937156228
SN - 0738-0593
VL - 44
SP - 28
EP - 41
JO - International Journal of Educational Development
JF - International Journal of Educational Development
ER -
