Evolution of Chilean Education Policy 1980-2010

Chilean Education Policy: 1980-2010

1980s (Pinochet Era)

Efficiency-oriented policies through market-based measures of decentralization and privatization, in an authoritarian context (marked by teachers' union disruption).

1990s-2005 (Concertación Period)

Policies focused on quality and equity (including 12 years of compulsory schooling) across the state in a democratic context (marked by the creation of the Teachers College).

2006-2009 Reforms

Reform policies focused on institutional and regulatory basics: increasing state involvement without changing parameters of mixed provision and the role of the market.

2009-2010 Developments

• Curriculum flexibility in municipalities.
• Competition between schools under a mixed system of provision (Supportive Public, Private, and Private Subsidized).
• Policy agreements: "Framework for Good Teaching and Good Management".
• Evaluation of teachers in service.
• Continuing Teacher Training Programs based on school needs.
• Master Teachers Network.

All schools are governed by a national curriculum (a curricular framework that includes fundamental vertical objectives, content, and mandatory minimum transverse objectives). However, establishments can formulate their own plans and programs of study, adjusted to the Framework and approved by the Ministry of Education.

School Funding Mechanisms

In 1993, subsidized private primary schools (but not those in the city) and high schools (both municipal and private subsidized) were allowed to demand payment from families, which was added to the state subsidy. This is known as the shared funding formula. Beyond a certain limit of collection from the family, the subsidy decreases proportionately.

Subsidies Act 2008

This act aims to ensure basic conditions of equity and quality for students, especially priority students. Establishments, based on a diagnosis, must develop 4-year Educational Improvement Plans with annual targets and actions, involving community participation. The Ministry ranks schools according to their results in the SIMCE evaluation (70%) and other indicators (30%) for the delivery of the grant. The holder is accountable for public funds received and takes responsibility for the results of their students.

Teacher Status and Evaluation

In the 1980s, public school teachers lost their status as public officials. Labor relations are governed by the Labor Code. In 1991, the Teachers' Statute was established, which centralized decisions regarding contracts and salaries in the municipal sector. Collective and individual evaluations and incentives were introduced. Principal tenders were implemented.

Teacher Salaries: Evolution noted through RBMN plus assignments (10 biennia, accountability, improvement, difficult conditions, UMP, bonuses, proportional bonus, total taxable bonus, performance excellence, and additional compensation). A minimum wage for entry into the system was also established.

Source

MINEDUC, Banco Central de Chile