Topic : Sectorial Policy Topics
Panel Chair : Breynner Oliveira - firstname.lastname@example.org
In the field of educational policies, some key questions are: financing; quality of supply; access and equity; adequacy of the curriculum; performance of students and teachers and qualification of teachers. In recent decades educational policies have experienced several changes, many of them influenced by the action of international organizations, the third sector and the private sector that somehow have motivated national governments to review their plans and programs in the area. Although national realities are not the same, it is known that large-scale assessments (national and international) and their performance indicators have forced countries to review their policies in order to make their results better compared to previous editions. If the performance issue becomes central, articulating the various actions in the field of educational policy becomes the main challenge, as countries, each in their own way, have a set of policies, educational programs and actions oriented to specific questions. All these together aim to ensure that the quality of education increases. Considering the New Public Management perspective, the concern for cost efficiency associated with the obtained results has encouraged countries to undertake national assessments in order to determine whether and how their strategies to improve educational indicators have been effective.
It is hoped that through the presented papers, participants have the opportunity to meet different experiences at the national level with consistent data, and theoretical discussions that may indicate how the field of educational policies is orbiting and what discourses have shaped the international agenda within the rationality that has been stimulated by the New Public Management premisses.
We call for papers that address this discussion in the theoretical and empirical level on different perspectives and dimensions: (1) the changes at the national level, reflecting on the conditions that have influenced any route changes in the conduct of educational policy in setting agendas, participation of stakeholders and policy formulation; (2) educational policy designs focused on specific issues such as teacher training, basic and/or higher education funding, curriculum reforms, large-scale assessment, student finance and teacher qualification and its career, among other examples that are relevant and that allow comparisons between countries; (3) evaluation and monitoring of educational policies at the national level showing, by the use of qualitative and quantitative methodologies, its effects, impacts, difficulties, strengths, challenges, possibilities and scope; (4) cases of implementation of educational policies that can be considered crucial case studies (on a bottom-up approach or a top-down perspective), especially for its ability to highlight the changes in the various governments, the pattern of intervention, the perception of the agenda that shapes the educational policies and the articulation and involvement of various stakeholders.