TY - JOUR
T1 - Políticas públicas educativas durante la pandemia
T2 - Estudio comparativo méxico y Ecuador
AU - Torres-Toukoumidis, Angel
AU - González-Moreno, Sonia Esther
AU - Pesántez-Avilés, Fernando
AU - Cárdenas-Tapia, Juan
AU - Valles-Baca, Herik Germán
N1 - Publisher Copyright:
© 2021, Arizona State University. All rights reserved.
PY - 2021
Y1 - 2021
N2 - The atypical situation produced by the Covid-19 pandemic has led governments to make decisions in the educational sector to solve with immediacy the contingencies produced by the health crisis. This study carries out a comparative-descriptive systematization between two countries, Ecuador and Mexico, analyzing 60 official documents based on four units of analysis connected to educational public policies: social competence, diagnosis, program, and proposed actions. The results show that, although there are common actions such as the suspension of classes and telework, virtual learning programs – “Aprende en Casa” Mexico and “Educación en Casa” Ecuador – there are also contrasts. Among these, it is evident that education policy decision-making in Ecuador is more decentralized than in Mexico, and that social competencies in Ecuador are oriented to administrative staff, students, families and teachers, while in Mexico, in addition to those mentioned, these also include media and government employees of the Ministry of Public Education. These findings confirm that the operationalization of the legislative framework issued during this emergency in the educational field will provide lessons for the return to post-pandemic activities.
AB - The atypical situation produced by the Covid-19 pandemic has led governments to make decisions in the educational sector to solve with immediacy the contingencies produced by the health crisis. This study carries out a comparative-descriptive systematization between two countries, Ecuador and Mexico, analyzing 60 official documents based on four units of analysis connected to educational public policies: social competence, diagnosis, program, and proposed actions. The results show that, although there are common actions such as the suspension of classes and telework, virtual learning programs – “Aprende en Casa” Mexico and “Educación en Casa” Ecuador – there are also contrasts. Among these, it is evident that education policy decision-making in Ecuador is more decentralized than in Mexico, and that social competencies in Ecuador are oriented to administrative staff, students, families and teachers, while in Mexico, in addition to those mentioned, these also include media and government employees of the Ministry of Public Education. These findings confirm that the operationalization of the legislative framework issued during this emergency in the educational field will provide lessons for the return to post-pandemic activities.
KW - Comparative analysis
KW - Covid-19
KW - Educational policies
KW - Pandemic
KW - Public administration
UR - http://www.scopus.com/inward/record.url?scp=85109379947&partnerID=8YFLogxK
U2 - 10.14507/epaa.29.6362
DO - 10.14507/epaa.29.6362
M3 - Artículo
AN - SCOPUS:85109379947
SN - 1068-2341
VL - 29
JO - Education Policy Analysis Archives
JF - Education Policy Analysis Archives
ER -