De la reforma a la transformación : capacidades, innovaciones y regulación de la educación chilena / Alejandro Carrasco y Luis M. Flores, editores.

Online resource; title from PDF title page (EBSCO, viewed August 29, 2019)

Includes bibliographical references.

This book seeks to reactivate the sense of urgency about the importance of education in building a more just, prosperous and sustainable society. Throughout its 16 chapters, the book argues that reforming without transforming seems to sum up well the inertia of the successive waves of reform in which the country has embarked. Either because they do not point in the right direction, or because they fail in their design and implementation, or in many cases because, although they are correct, their impact is marginal in the face of the multiple forces that slow down the leap to a school system that offers, equally significant learning to face the future. As a result, Chile is challenged to introduce frontier initiatives while effectively implementing recent reforms that offer the opportunity to transform Chilean education. The book proposes three domains in which Chile should focus its transformation efforts: capacities, innovations and regulation. Capacities refer to the repertoire of professional resources that explain the level of performance and provide a shared physiognomy to a professional field. On the other hand, innovation implies generating new practices and processes, which differ significantly from the previous ones, aimed at producing an improvement. However, a country that really innovates in education generates capacities to do so systemically. Finally, in the context of educational markets, regulation constitutes the only tool that society has, to intend societal results, in addition to the action of private agents, since private interest does not always coincide with public rationality. "From Reform to Transformation: Capacities, innovations and regulation of Chilean education" brings together a group of specialists, educators and educational researchers in order to generate debate, contribute ideas and activate a dialogue on the challenges facing the reforms that are in full implementation, as well as future policies and initiatives that a genuine educational transformation requires.

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