Education Policies and Organizational Structures in Argentinian Secondary Schools

Autor/in	Vicente, María Eugenia
Titel	Education Policies and Organizational Structures in Argentinian Secondary Schools
Quelle	In: International Journal of Educational Management, 30 (2016) 6, S.913-928 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-04-2015-0040
Schlagwörter	Educational Policy; Educational Practices; Qualitative Research; Educational History; Secondary School Students; Social Integration; Educational Attainment; Educational Legislation; Educational Administration; Inclusion; Foreign Countries; Educational Change; Enrollment Trends; Statistical Data; Employment; Unemployment; Administrative Organization; Argentina + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungspraxis; Qualitative Forschung; History of education; Bildungsgeschichte; Sekundarschüler; Soziale Integration; Bildungsabschluss; Bildungsgut; Bildungsrecht; Schulgesetz; Bildungsverwaltung; Schuladministration; Schulverwaltung; Inklusion; Ausland; Bildungsreform; Dienstverhältnis; Arbeitslosigkeit; Argentinien
Abstract	Purpose: The purpose of this paper is to review the link between public education policies and institutional practices in Argentina throughout history and today. Design/methodology/approach: The methodology used is in line with socio-educational management studies oriented to analyse educational practices qualitatively from an institutional perspective. Findings: The review allows a wider discussion about the characteristics of the traditional organizational structure in relation to the rules, order, purposes and homogeneity of educational institutions. Furthermore, the paper shows there are some experiences and practices developed nowadays in Argentinian secondary schools that constitute a guide for social inclusion. Research limitations/implications: Throughout Argentina's education history, secondary school has supported its policies on a bureaucratic institutional structure rationally oriented to serving interests of a minority. Today, social inclusion policies and compulsory secondary schooling are presented as an opportunity to democratize the management of educational institutions. Practical implications: In the early 2000s, the education system in Argentina kept a traditional bureaucratic structure based on a selective education policy. In this regard, statistics are quite revealing as regards the degree of social exclusion in secondary school: only 11 per cent of the students that begin first grade, finish secondary school. In 2006, after the enactment of the compulsory secondary education law, educational management is faced with the challenge to renew its institutional practices in order to make inclusion feasible. In this sense, the paper shows that secondary schools are implementing certain management practices aimed at achieving greater social inclusion. Originality/value: The paper focuses on the notion that the characteristics of management practices are related to the social interests of education policies. In this sense, the educational management of Argentinian secondary schools is undergoing a process of transformation from traditional selective practices towards more inclusive practices. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01