School actors perceptions on the implementation of the PACE program of two public universities
The recent trend of massification of access to higher education in Latin American countries, which especially benefits young people from vulnerable contexts, has raised new phenomena of exclusion that stress the policy structures that support the countries' access systems and mechanisms. In Chi...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/252982 |
| Acceso en línea: | https://hdl.handle.net/10533/252982 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Otras Ciencias Sociales Ciencias Sociales, interdisciplinaria |
| Sumario: | The recent trend of massification of access to higher education in Latin American countries, which especially benefits young people from vulnerable contexts, has raised new phenomena of exclusion that stress the policy structures that support the countries' access systems and mechanisms. In Chile, in 2014, the Program for Accompaniment and Effective Access to Higher Education (PACE) began to be implemented through universities with the objective of restoring the right to higher education of students through the components of preparation in secondary education (PEM) and support in higher education (AES). To date, there is research evaluating the implementation of the program with respect to the AES component. However, few studies analyze its execution in the PEM phase from a subjective perspective of the school actors involved. For this reason, the purpose of this research was to investigate the perceptions that the management teams and education professionals of educational establishments associated with the PACE of two public universities have on the implementation of the PEM component, based on the success factors in the changes education of Fullan and Stiegelbauer. The study was developed from a non-experimental and qualitative case study. The results were obtained through open and semi-structured interviews, which were applied to two members of the PACE technical teams of the universities and to thirteen actors who represent principals/directives and professionals of scientific-humanist and vocational education institutions associated to these universities. Among the main results, it is concluded that: (i) despite being the same program, each university presents distinctions regarding the organizational management adopted in the PACE implementation models, and that as a consequence they condition the specific ways to develop the change and its subsequent perception on the part of school actors; (ii) the potential problems associated with the characteristics of the change, such as the factors of necessity, clarity, complexity, and quality-feasibility, have been resolved by the permanent presence and support of the universities for the high schools; (iii) despite verifying that school actors have developed a disability in the face of change as a result of a negative history of educational innovation experiences associated with the Ministry of Education, the change proposed by the PACE models of universities represents a turn to that tradition that predisposes them to participate in the implementation; (iv) the close and real perception that the actors have towards the universities to implement the change is not enough to build mutual procedural relationships between the high schools and the Ministry of Education, thus existing a no man's land in which unresolved expectations emerge for schools. |
|---|