Agendación y formulación de la política de gestión educativa descentralizada en el sector Educación: actores, factores y dinámicas intervinientes entre 2011 - 2016
Date
2020-12-07
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Pontificia Universidad Católica del Perú
Abstract
El presente estudio analiza las etapas de agendación y formulación de la política de
gestión educativa descentralizada, impulsada por el Ministerio de Educación desde
2011 al 2016, así como la manera como se abordó el desarrollo de capacidades de los
servidores públicos de las instancias de gestión del sector como condición para su
desarrollo. La pregunta central que aborda la investigación es ¿cuáles fueron y como
influyeron los actores, factores y dinámicas en el desarrollo de esta política? Utilizando
las herramientas de análisis de las políticas públicas y enfatizando el rasgo dinámico de
éstas, se constató que la gestión educativa descentralizada se estableció en la agenda
del Ministerio de Educación, en 2011, como resultado de una “ventana de
oportunidad”. Luego, continuó con el diseño e implementación de un conjunto de
primeras medidas hasta la conclusión de un debate interno, del Ministerio de
Educación, entre descentralistas y modernizadores, en 2013. Posteriormente, continuó
la modernización de la gestión descentralizada, lo que fortaleció capacidades
burocráticas, pero debilitó el diseño institucional que se estaba construyendo. La
explicación a este proceso puede encontrarse en los cambios en el contexto social e
institucional, la dinámica de las comunidades de política, y los enfoques de gestión
educativa y los medios que utilizaron los equipos ministeriales durante el periodo.
This study analyzes the formulation stages of the decentralized education management policy, promoted by the Ministry of Education from 2011 to 2016, as well as how civil servants belonging to the different management levels in the sector were trained as a basis for its development. The main purpose of this research is to analyze the actors, factors, and dynamics to which development of this policy was subject and their respective impact on it. By means of tools used to analyze public policies and their dynamic features, it was verified that the decentralized education management was set in the Ministry of education agenda in 2011 as a result of a “policy window.” Afterwards, the Ministry of Education designed and implemented a group of first measures until the end of an internal discussion between decentralizer's and modernizer’s technocrats led by such a Ministry in 2013. Subsequently, it continued modernizing the decentralized management, which strengthened bureaucratic skills, but weakened the institutional design built so far. The explanation of this process may be found in changes in the social and institutional context, dynamics of policy network, and education management scopes, as well as the means used by the ministerial teams within the respective period.
This study analyzes the formulation stages of the decentralized education management policy, promoted by the Ministry of Education from 2011 to 2016, as well as how civil servants belonging to the different management levels in the sector were trained as a basis for its development. The main purpose of this research is to analyze the actors, factors, and dynamics to which development of this policy was subject and their respective impact on it. By means of tools used to analyze public policies and their dynamic features, it was verified that the decentralized education management was set in the Ministry of education agenda in 2011 as a result of a “policy window.” Afterwards, the Ministry of Education designed and implemented a group of first measures until the end of an internal discussion between decentralizer's and modernizer’s technocrats led by such a Ministry in 2013. Subsequently, it continued modernizing the decentralized management, which strengthened bureaucratic skills, but weakened the institutional design built so far. The explanation of this process may be found in changes in the social and institutional context, dynamics of policy network, and education management scopes, as well as the means used by the ministerial teams within the respective period.
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Keywords
Perú. Ministerio de Educación, Educación y Estado--Perú, Administración escolar--Perú, Escuelas--Descentralizacion--Perú
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