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Shifting the perspective on community-based management of education: From systems theory to social capital and community empowerment
ARTICLE

International Journal of Educational Development Volume 64, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

The present paper is both a critical analysis of an example of community-based management of education (CBM) and a call for a shift in perspective related to how we think about CBM, particularly in marginalized and low-income contexts. The example of focus that serves as the basis for critical analysis is the “Education with Community Participation” (EDUCO) program in El Salvador, which achieved fame in the late 1990s and 2000s because it formally transferred, among other things, the ability to hire and fire teachers to a committee of parents at the community level. Given its fame and the fact of its imitation elsewhere, it is important to have an in-depth understanding of how this program operated at the local level, with what limitations, and with what implications for CBM programs more generally. For the second purpose—related to shifting perspectives on CBM—this paper draws on concepts related to systems theory, social capital, and community empowerment.

Citation

Edwards, D.B. (2019). Shifting the perspective on community-based management of education: From systems theory to social capital and community empowerment. International Journal of Educational Development, 64(1), 17-26. Elsevier Ltd. Retrieved October 20, 2019 from .

This record was imported from International Journal of Educational Development on March 15, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2018.11.004

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