External Technical Support for School Improvement: Critical Issues from the Chilean Experience

Autor/inn/en	Osses, Alejandra; Bellei, Cristián; Valenzuela, Juan Pablo
Titel	External Technical Support for School Improvement: Critical Issues from the Chilean Experience
Quelle	In: Journal of Educational Administration and History, 47 (2015) 3, S.272-293 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2015.1038699
Schlagwörter	Technical Assistance; Educational Improvement; Educational Resources; School Support; Disadvantaged Schools; Educational Policy; Program Implementation; Evidence; Commercialization; Consultation Programs; Accountability; Privatization; Program Evaluation; Program Effectiveness; Educational Assessment; Educational Indicators; Educational Vouchers; Educational Quality; Improvement Programs; Elementary Secondary Education; Foreign Countries; Educational Administration; Educational Practices; Chile + Suchen Sie Ihr Suchwort? Technische Hilfe; Teaching improvement; Unterrichtsentwicklung; Bildungsmittel; Schulförderverein; Politics of education; Bildungspolitik; Evidenz; Fachberatung; Verantwortung; Privatisation; Privatisierung; Programme evaluation; Programmevaluation; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Educational voucher; Bildungsgutschein; Quality of education; Bildungsqualität; Effizienzsteigerung; Ausland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungspraxis
Abstract	To what extent school improvement processes can be initiated and sustained from the outside has been a relevant question for policy-makers seeking to increase quality in education. Since 2008, the Chilean Government is strongly promoting the use of external technical support (ETS) services to support school improvement processes, as part of the Student Priority Voucher programme, a compensatory policy that provides significant additional resource to schools serving the poorest 40% of students. Participating schools and ETS providers negotiate services and prices in a market-like dynamic. In this paper, we describe the Chilean ETS policy, discuss the ETS policy implementation, review the empirical evidence about the effects of ETS services in schools, and critically analyse the ETS policy as an instrument for school improvement. We argue that experts who are knowledgeable in the field of education have the potential to effectively support schools in need of improvement. However, brokers and external consultants providing school support in Chile within a market-oriented framework typically lack the characteristics associated with positive effects; this raises the critical issue of developing professional capacities within schools to produce genuine and sustainable improvement processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01