3,071
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Policy Capacity Matters for Education System Reforms: A Comparative Study of Two Brazilian States

ORCID Icon, ORCID Icon & ORCID Icon
Pages 253-281 | Received 01 Oct 2021, Accepted 02 Aug 2022, Published online: 07 Oct 2022

References

  • Bali, A. S. and Ramesh, M., 2018, Policy capacity: A design perspective, in: M. Howlett and I. Mukherjee (Eds) Routledge Handbook of Policy Design (New York: Routledge), pp. 331–344.
  • Bali, A. S. and Ramesh, M., 2019, Assessing health reform: Studying tool appropriateness & critical capacities. Policy and Society, 38(1), pp. 148–166. doi:10.1080/14494035.2019.1569328
  • Bali, A. S. and Ramesh, M., 2021, Governing healthcare in India: A policy capacity perspective. International Review of Administrative Sciences, 87(2), pp. 275–293. doi:10.1177/00208523211001499
  • Batley, R. and Mcloughlin, C., 2015, The politics of public services: A service characteristics approach. World Development, 74, pp. 275–285. doi:10.1016/j.worlddev.2015.05.018
  • Baxter, J., 2020, Distrusting contexts and cultures and capacity for system-level improvement, in: M. Ehren and J. Baxter (Eds) Trust, Accountability and Capacity in Education System Reform, 1st ed. (Oxon: Routledge), pp. 78–101.
  • Beach, D., 2020, Causal case studies for comparative policy analysis, in: B. G. Peters and G. Fontaine (Eds) Handbook of Research Methods and Applications in Comparative Policy Analysis (Cheltenham: Edward Elgar Publishing), pp. 238–253.
  • Bonamino, A., Mota, M. O., Ramos, M. E. N., Correa, E. V., 2019, Arranjo institucional de implementação do PAIC e burocratas de médio escalão, and G. Lotta Ed. Teoria e análises sobre implantação de políticas públicas no Brasil (Brasília: Enap), pp. 193–224.
  • Brenton, S., Baekkeskov, E., and Hannah, A., 2022, Policy capacity: Evolving theory and missing links. Policy Studies. doi:10.1080/01442872.2022.2043266
  • Bruns, B., Macdonald, I. H., and Schneider, B. R., 2019, The politics of quality reforms and the challenges for SDGs in education. World Development, 118, pp. 27–38. doi:10.1016/j.worlddev.2019.02.008
  • Carnoy, M., Marotta, L., Louzano, P., Khavenson, T., Guimarães, F. R. F., and Carnauba, F., 2017, Intranational comparative education: What state differences in student achievement can teach us about improving education—the case of Brazil. Comparative Education Review, 61(4), pp. 726–759. doi:10.1086/693981
  • Chindarkar, N., Ramesh, M., Howlett, M., 2022, Designing social policies: Design spaces and capacity challenges, in: B. G. Peters and G. Fontaine (Eds) Handbook of Research on Policy Design (Cheltenham: Edward Elgar), pp. 323–337.
  • Costa, L. and Carnoy, M., 2015, The effectiveness of an early-grade literacy intervention on the cognitive achievement of Brazilian students. Educational Evaluation and Policy Analysis, 37(4), pp. 567–590. doi:10.3102/0162373715571437
  • El Masri, A. and Sabzalieva, E., 2020, Dealing with disruption, rethinking recovery: Policy responses to the COVID-19 pandemic in higher education. Policy Design and Practice, 3(3), pp. 312–333. doi:10.1080/25741292.2020.1813359
  • Gomes, M., Hirata, G., and Oliveira, J., 2020, Student composition in the PISA assessments: Evidence from Brazil. International Journal of Educational Development, 79, pp. 1–8. doi:10.1016/j.ijedudev.2020.102299
  • Gomes, S. and Sumiya, L. A. (Eds), 2021, Diagnóstico das Desigualdades Educacionais no Rio Grande do Norte (Natal: EDUFRN).
  • Grindle, M., 2004, Despite the Odds: The Contentious Politics of Education Reform (Princeton, NJ: Princeton University Press).
  • Hallak, J. and Poisson, M., 2005, Ethics and corruption in education: An overview. Journal of Education for International Development, 1(1), pp. 1–15.
  • Haque, M. S., Ramesh, M., Puppim de Oliveira, J. A., and Gomide, A. D. A., 2021, Building administrative capacity for development: Limits and prospects. International Review of Administrative Sciences, 87(2), pp. 211–219. doi:10.1177/00208523211002605
  • Howlett, M., Ramesh, M., and Capano, G., 2020, Policy-makers, policy-takers and policy tools: Dealing with behaviourial issues in policy design. Journal of Comparative Policy Analysis: Research and Practice, 22(6), pp. 487–497. doi:10.1080/13876988.2020.1774367
  • Hwa, -Y.-Y., 2020, Contrasting approaches, comparable efficiency? How macro-level trust influences teacher accountability in Finland and Singapore, in: M. Ehren and J. Baxter (Eds) Trust, Accountability and Capacity in Education System Reform, 1st ed. (Oxon: Routledge), pp. 222–251.
  • Loureiro, A., Cruz, L., Lautharte, I., and Evans, D. K., 2020, The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty (Washington, DC: The World Bank).
  • Mangla, A., 2015, Bureaucratic norms and state capacity in India: Implementing primary education in the Himalayan region. Asian Survey, 55(5), pp. 882–908. doi:10.1525/as.2015.55.5.882
  • Mansoor, Z. and Williams, M., 2018, Systems Approaches to Public Service Delivery: Lessons from Health, Education, and Infrastructure. Background Paper for Workshop “Systems of Public Service Delivery in Developing Countries” (Oxford: University of Oxford).
  • Masino, S. and Niño-Zarazúa, M., 2016, What works to improve the quality of student learning in developing countries? International Journal of Educational Development, 48, pp. 53–65. doi:10.1016/j.ijedudev.2015.11.012
  • McNaught, T., 2022, A problem-driven approach to education reform: The story of Sobral in Brazil. RISE Insight 2022/039. doi:10.35489/BSG-RISE-RI_2022/039
  • Mukherjee, I., Bali, A. S., and Coban, K., 2021, Policy capacities and effective policy design: A review.Policy Sciences, pp. 1–26. doi:10.1017/S0007114521003524
  • Peters, B. G., 2022, Can we be casual about being causal? Journal of Comparative Policy Analysis: Research and Practice, 24(1), pp. 73–86. doi:10.1080/13876988.2020.1793327
  • Saguin, K. I. and Ramesh, M., 2020, Bringing governance back into education reforms. The case of the Philippines. International Review of Public Policy, 2(2), pp. 159–177. doi:10.4000/irpp.1057
  • Silva, A. L., 2020, Os Estados importam! Determinantes da cooperação subnacional nas políticas de educação e saúde do Brasil, Dissertation, FGV-EAESP, Brasil.
  • Sumiya, L. A., 2015. A hora da alfabetização: atores, ideias e instituições na construção do PAIC-CE, Dissertation, Universidade Federal do Rio Grande do Norte, Brasil.
  • Sumiya, L. A., Araujo, M. A., and Sano, H., 2017, A hora da alfabetização no Ceará: O PAIC e suas Múltiplas Dinâmicas. Education Policy Analysis Archives, 25(36), pp. 1–31. doi:10.14507/epaa.25.2641
  • Tan, C., 2018, Comparing high-performing Education Systems: Understanding Singapore, Shanghai, and Hong Kong (London: Routledge).
  • Vieira, S. L., Plank, D. N., and Vidal, E. M., 2019, Educational policy in Ceará: Strategic processes. Educação E Realidade, 44(4), pp. 1–24.
  • Wu, X., Ramesh, M., and Howlett, M., 2015, Policy capacity: A conceptual framework for understanding policy competences and capabilities. Policy and Society, 34(3–4), pp. 165–171. doi:10.1016/j.polsoc.2015.09.001
  • Yan, Y., 2019a, Governance of government middle schools in Beijing and Delhi: Supportive accountability, incentives and capacity, Dissertation, National University of Singapore, Singapore.
  • Yan, Y., 2019b, Making accountability work in basic education: Reforms, challenges and the role of the government. Policy Design and Practice, 2(1), pp. 90–102. doi:10.1080/25741292.2019.1580131
  • Yan, Y. and Saguin, K., 2021, Policy capacity matters for capacity development: Comparing teacher in-service training and career advancement in basic education systems of India and China. International Review of Administrative Sciences, 87(2), pp. 294–310. doi:10.1177/0020852320983867