Martins 2013

Martins, Nicolás Horacio. "POLÍTICAS EDUCATIVAS ARGENTINAS DESDE 2003: BUENAS INTENCIONES, IMPLEMENTACIÓN DEFICIENTE." Atlante: Cuadernos de Educacion y Desarollo, 2e epoca, http://atlante.eumed.net/2013/01/ wesbite not a journal

• Question: why didn't the education system in Argentina get better after 2003?
• Argument: though all the reforms were well-intended, some of the reforms were just symbolic while others didn't have enough institutional capactiy to enforce (2)
• reforms (2):
• 2004: miminum number of class days plus better pay for teaches
• 2005: techincial schools were improved and got better funding
• 2006: school funding slowly went from 4% of GDP to 6% by 2010
• # of years of obligatory school went from 10 to 13
• and set up 30% of schools to focus just on improving eduational outcomes of the poorest classes
• but with all of these refrosm adn more spending, education outcomes still not great
• between 2003 and 2012 private school population has grown 25% and public primary education population has dropped 5%
•  some of the new ideas just aren't surrounded by the other sorts of policies they need to work...like the # of days in school, without quality teachers and other things, isn't really helpful...no proof that these policies are designed to work, much less will work (3)
• yearly the national government will negotiate the minimum salary for teachers, but only provide 9% of the mone to pay teacher salaries (citing IDESA 2011) (5) may be a logical fallacy here, they pay up to the minimum, but which is 9% of salary maybe?
• 75% of teacher salary is NOT based on meritocracy (5) (citing LLach 2013)
• the high level of conflict between local officials and the unions has also hurt implementation (5-6)
• conclusions:
• reforms don't have a sound theoretical abas, for example there's not proof throwing money at a problem will help (6)
• there has been a big divide between the goals of the reforms and the hierarchical actions of the various levels of government (6)
• he argues decentralization should be deepened, and real statistics should be kept on performance (6-7)