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The Development of EDUCO as Government Policy

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The Trajectory of Global Education Policy

Part of the book series: International and Development Education ((INTDE))

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Abstract

In this chapter, I detail the dynamics of the process by which the Education with Community Participation (EDUCO) program entered government policy. I also explain the ways in which transnational influence impacted this process. In so doing, I provide insights that correspond to the purpose of this study. As will be shown, the overall process can be subdivided into multiple stages which span 1988–1995. Various forms of World Bank influence are addressed in detail. The process of policy formation can be said to culminate with the inclusion of EDUCO in the Ten Year Plan, which was finalized in November 1995. Per the definition provided in Chap. 1 for international processes of education policy formation, I present findings in this chapter up to the point at which the Ten Year Plan was produced, since this is the point at which EDUCO entered the government’s official reform strategy.

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Notes

  1. 1.

    Interview with INTACT36.

  2. 2.

    See Gauri (1998) and Schiefelbein and Schiefelbein (2000) for more on Chile’s education reforms during the 1980s.

  3. 3.

    Interview with INTACT18.

  4. 4.

    Interview with MINEDNL21.

  5. 5.

    Memorandum, Ana-Maria Arriagada to Kye Woo Lee, July 27, 1990; IFC; WB IBRD/IDA, Social Sector Rehabilitation Project, Volume 1; 620491, World Bank Group Archives.

  6. 6.

    Ibid.

  7. 7.

    Interview with INTACT18.

  8. 8.

    Interview with INTACT4.

  9. 9.

    See Chap. 6 for more on popular education in the context of the civil war.

  10. 10.

    Interview with INTACT18.

  11. 11.

    Interview with MINEDNL21.

  12. 12.

    Interview with INTACT18.

  13. 13.

    Interview with MINEDNL21.

  14. 14.

    Interview with MINEDNL21.

  15. 15.

    Interview with MINEDNL19.

  16. 16.

    Interview with MINEDNL2.

  17. 17.

    Interview with INTACT18.

  18. 18.

    Interview with INTACT18.

  19. 19.

    Interview with MINEDNL17.

  20. 20.

    Interview with INTACT18.

  21. 21.

    Interview with INTACT12.

  22. 22.

    Interview with INTACT12.

  23. 23.

    Memorandum, Jean-Jacques de Saint Antoine to Alfred Heron, March 7, 1991; IFC; WB IBRD/IDA, Social Sector Rehabilitation Project, Volume 1; 620491, World Bank Group Archives.

  24. 24.

    To be specific, the departments to which EDUCO was targeted under Social Sector Rehabilitation Project were Sonsonate, Chalatenango, La Paz, Cabañas, Morazán, and La Unión (World Bank 1991).

  25. 25.

    See Chap. 2 for more on EDUCO’s amplification. As noted there, by 2004, EDUCO would include 7,381 teachers and 378,208 students. Approximately 55 percent of rural public schools (which make up two-thirds of all schools in El Salvador) would operate under the EDUCO program (Gillies et al. 2010).

  26. 26.

    Memorandum, Ana-Maria Arriagada to Kye Woo Lee, August 3, 1992; IFC; WB IBRD/IDA, Social Sector Rehabilitation Project, Volume 2; 1121342, World Bank Group Archives.

  27. 27.

    Interview with MINEDNL17.

  28. 28.

    Memorandum, Ana-Maria Arriagada to Kye Woo Lee, August 3, 1992; IFC; WB IBRD/IDA, Social Sector Rehabilitation Project, Volume 2; 1121342, World Bank Group Archives.

  29. 29.

    Although EDUCO teachers were paid less than traditional teachers, by 1995 the MINED began to offer a monthly bonus of $40 for rurality to EDUCO teachers. With this bonus, EDUCO teachers made, on average, 7 percent more than teachers in traditional schools (Gillies et al. 2010). Initially, according to World Bank documents, EDUCO teachers at the preschool level were to be paid $160 per month (World Bank 1991). See Chap. 2 for more on teacher compensation.

  30. 30.

    Interview with MINEDNL19.

  31. 31.

    Interviews with MINEDNL13 and MINEDNL14.

  32. 32.

    Interviews with INTACT18 and MINEDNL21.

  33. 33.

    See Chap. 6 for more background on popular education teachers.

  34. 34.

    Interview with LOCACTNM1.

  35. 35.

    Examples of these grassroots organizations include the following: trustees for the Development of the Communities of San Miguel and Morazán (Patronato para el Desarrollo de las Comunidades de San Miguel y Morazán), the Association of Communities for the Development of Chalatenango, and the Educational Coalition of El Salvador (Concertación Educativa de El Salvador).

  36. 36.

    See Poppema (2009) and Gershberg et al. (2009) for more on Guatemala’s version of community-managed education, which was adapted from the EDUCO model.

  37. 37.

    Interview with INTACT34.

  38. 38.

    Interview with MINEDNL8.

  39. 39.

    Interview with MINEDNL8.

  40. 40.

    Interview with MINEDNL8.

  41. 41.

    Interview with INTACT18.

  42. 42.

    Interview with INTACT35.

  43. 43.

    Interview with NATACTNM1.

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Authors and Affiliations

  1. Department of Educational Foundations, University of Hawaii, Honolulu, Hawaii, USA

    D. Brent Edwards Jr.

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Edwards, D.B. (2018). The Development of EDUCO as Government Policy. In: The Trajectory of Global Education Policy. International and Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-50875-1_7

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  • DOI: https://doi.org/10.1057/978-1-137-50875-1_7

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-50874-4

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