WHEN GLOBAL IDEAS COLLIDE WITH DOMESTIC INTERESTS: THE POLITICS OF SECONDARY EDUCATION GOVERNANCE IN ARGENTINA, CHILE AND COLOMBIA
Bibliographic record
Abstract
Latin American countries have shifted from a model of education governance based on hierarchical rules and centralized authority to a results-driven model with shared responsibility among state and non-state actors. Yet, adopted governance models show remarkable cross-national variation. This dissertation aims at explaining this variation amid convergence through the qualitative comparative analysis of education governance in Chile, Argentina, and Colombia during three distinct periods of development, namely centralized education planning from the standpoint of manpower needs (1960s-1970s), market-oriented governance mechanisms (1980s-1990s), and accountability-oriented education for all (2000s-2010s). This analysis demonstrates that while diffusion of widely recognized policy ideas about education governance produces convergence, political contestation of domestic organized actors produces variation that ranges from full adoption to outright rejection of foreign recommendations. My study qualifies insights from institutional and diffusion theories by specifying the conditions in which domestic actors are able to modify both, domestic institutions and powerful foreign ideas.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".