Lento or Presto? Subnational Government Capacities and the Pace of Implementation of Contentious Policies

Autor/inn/en	Rojas, Javier; Ponce, Aldo F.
Titel	Lento or Presto? Subnational Government Capacities and the Pace of Implementation of Contentious Policies
Quelle	In: Education Policy Analysis Archives, 29 (2021) 107, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rojas, Javier) ORCID (Ponce, Aldo F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Foreign Countries; Teacher Evaluation; Educational Policy; Government Role; Educational Quality; Human Resources; Educational Finance; Educational Change; Educational History; Politics of Education; Barriers; Federal Government; State Government; Performance Based Assessment; Unions; Power Structure; Government Employees; Taxes; Resource Allocation; Budgets; Police; Mexico + Suchen Sie Ihr Suchwort? Ausland; Teacher appraisal; Lehrerbeurteilung; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Humankapital; Bildungsfonds; Bildungsreform; History of education; Bildungsgeschichte; Educational policy; Bundesregierung; Bund-Länder-Beziehung; Leistungsermittlung; Abgabe; Ressourcenallokation; Finanzhaushalt; Mexiko
Abstract	Mexico's implementation of mandatory teacher assessments in 2013 was part of a group of federal reforms aimed at enhancing the quality of state-run education. The reforms elicited strong opposition from key stakeholders. Building on the idea that policy capacities are the set of capabilities necessary to perform policy functions, we examine the effect of subnational government capacities on the pace of implementation of the mandatory teacher assessment in Mexico, a country with one of the most powerful teachers' unions in the world. After conducting statistical analyses based on panel data encompassing information on subnational government capacities from 2015 to 2017, we find that while subnational governments' human resources and fiscal capacities are associated with higher proportions of evaluated teachers, repressive capacities do not seem relevant for this purpose. Our research offers valuable lessons for policy makers in terms of recognizing adequate resource allocation and predicting the speed of policy implementation, even in contexts of significant opposition. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01