Islas en el mar: Participación y descentralización en “sistemas integrados” en educación

D. Brent Edwards; Mauricio Erazo; Pauline Martin

doi:10.1590/ES.239141

Islas en el mar: Participación y descentralización en “sistemas integrados” en educación

Translated title of the contribution: Islands in the sea: Participation and descentralization in ‘integrated systems’ in education

D. Brent Edwards, Mauricio Erazo, Pauline Martin

Research output: Contribution to journal › Article › peer-review

Abstract

This essay offers, from a systemic perspective, findings on the functioning of a recent education decentralization strategy in El Salvador, called Integrated Systems of Full-time Inclusive Schools (IS-FTIS, or SI-EITP; from Spanish, sistema integrado de escuela inclusiva de tiempo pleno), with the objective of understanding how it functions in practice and the experience of communities immersed in its dynamics. Through a compilation of documents related to its design and implementation, the analysis reveals that IS-FTIS (SI-EITP) did not work as expected, due to a lack of conceptual cohesion, as well as an inadequate legal framework, and insufficient resources to achieve local participation and empowerment.

Translated title of the contribution	Islands in the sea: Participation and descentralization in ‘integrated systems’ in education
Original language	Spanish
Article number	e239141
Journal	Educacao e Sociedade
Volume	42
DOIs	https://doi.org/10.1590/ES.239141
Publication status	Published - 2021
Externally published	Yes

Keywords

Decentralization
Education
Participation
School governance
School networks

ASJC Scopus subject areas

Education

Access to Document

10.1590/ES.239141

Cite this

@article{9cec768a06ca4a95804439f6d9b59f65,

title = "Islas en el mar: Participaci{\'o}n y descentralizaci{\'o}n en “sistemas integrados” en educaci{\'o}n",

abstract = "This essay offers, from a systemic perspective, findings on the functioning of a recent education decentralization strategy in El Salvador, called Integrated Systems of Full-time Inclusive Schools (IS-FTIS, or SI-EITP; from Spanish, sistema integrado de escuela inclusiva de tiempo pleno), with the objective of understanding how it functions in practice and the experience of communities immersed in its dynamics. Through a compilation of documents related to its design and implementation, the analysis reveals that IS-FTIS (SI-EITP) did not work as expected, due to a lack of conceptual cohesion, as well as an inadequate legal framework, and insufficient resources to achieve local participation and empowerment.",

keywords = "Decentralization, Education, Participation, School governance, School networks",

author = "Edwards, {D. Brent} and Mauricio Erazo and Pauline Martin",

year = "2021",

doi = "10.1590/ES.239141",

language = "Spanish",

volume = "42",

journal = "Educacao e Sociedade",

issn = "0101-7330",

publisher = "Centro de Estudos Educacao e Sociedade - CEDES",

}

TY - JOUR

T1 - Islas en el mar

T2 - Participación y descentralización en “sistemas integrados” en educación

AU - Edwards, D. Brent

AU - Erazo, Mauricio

AU - Martin, Pauline

PY - 2021

Y1 - 2021

N2 - This essay offers, from a systemic perspective, findings on the functioning of a recent education decentralization strategy in El Salvador, called Integrated Systems of Full-time Inclusive Schools (IS-FTIS, or SI-EITP; from Spanish, sistema integrado de escuela inclusiva de tiempo pleno), with the objective of understanding how it functions in practice and the experience of communities immersed in its dynamics. Through a compilation of documents related to its design and implementation, the analysis reveals that IS-FTIS (SI-EITP) did not work as expected, due to a lack of conceptual cohesion, as well as an inadequate legal framework, and insufficient resources to achieve local participation and empowerment.

AB - This essay offers, from a systemic perspective, findings on the functioning of a recent education decentralization strategy in El Salvador, called Integrated Systems of Full-time Inclusive Schools (IS-FTIS, or SI-EITP; from Spanish, sistema integrado de escuela inclusiva de tiempo pleno), with the objective of understanding how it functions in practice and the experience of communities immersed in its dynamics. Through a compilation of documents related to its design and implementation, the analysis reveals that IS-FTIS (SI-EITP) did not work as expected, due to a lack of conceptual cohesion, as well as an inadequate legal framework, and insufficient resources to achieve local participation and empowerment.

KW - Decentralization

KW - Education

KW - Participation

KW - School governance

KW - School networks

UR - http://www.scopus.com/inward/record.url?scp=85116294443&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85116294443&partnerID=8YFLogxK

U2 - 10.1590/ES.239141

DO - 10.1590/ES.239141

M3 - Article

AN - SCOPUS:85116294443

SN - 0101-7330

VL - 42

JO - Educacao e Sociedade

JF - Educacao e Sociedade

M1 - e239141

ER -

Islas en el mar: Participación y descentralización en “sistemas integrados” en educación

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this