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The paper studies the particularities of the educational policies of the Popular Unity. To answer this question, the context has been recreated and the main issues and conflict of these policies are explored. This objective is original because most of the investigations on this regard have studied the logic of the groups that fought to govern the country, have highlighted the differences between the educational projects of past governments or have evidenced the controversies surrounding the Unified National School. To achieve this answer, the study carried out an exhaustive review of the main primary and secondary sources in this matter [ABSTRACT FROM AUTHOR]

This paper is part of the international EduCovid19 project that seeks to describe teachers' perceptions of the impact of COVID-19 on their practices, as well as those of their students. In this context, this text focuses on making comparisons of teachers' perceptions on different variables and projecting their consequences on their teaching careers. A sample (N=541) of Chilean and Peruvian teachers of all educational levels participated in the study through a virtual structured questionnaire. The results show inequalities in the teaching practices of both countries based on significant differences linked to gender inequality, socioeconomic gaps, and the academic degree of the educators. [ABSTRACT FROM AUTHOR]

This paper analyzes three dimensions of elite-mass congruence in Chile and Uruguay: (a) ideological; (b) public issues, support, and satisfaction with democracy; and, (c) economic preferences on the role of the State. Data from probabilistic national surveys and surveys on elites financed by IDRC-Canada and carried out from 2013 to 2014 in each country are used. Congruence indexes are calculated to identify gaps between citizens and representatives. The main indexes used are Relative Citizen Congruence and Earth Mover's Distance, a recent innovation borrowed from computer science. The findings show a greater ideological congruence in Chile, a greater congruence on support to democracy in Uruguay, and important gaps on education issues in Chile. Furthermore, in both countries there is greater congruence regarding relevant public issues between higher socioeconomic level population and the political elite. [ABSTRACT FROM AUTHOR]

This paper describes and analyzes the current status of Secondary Education in Chile. Wide coverage, mediocre performances and social inequity are revealed within a context of tradability and prominence of private institutions. Performance-Based Agreements for the improvement of teacher education at a university level are highlighted as of their novel nature. These instruments put the objectives of each University with those of the State into alignment through negotiated processes within the framework of formal contracts setting “Performances of Excellence”. These represent profound changes in both the outcomes and impacts of the quality of teacher education. [ABSTRACT FROM AUTHOR]

This paper describes and analyzes the current status of Secondary Education in Chile. Wide coverage, mediocre performances and social inequity are revealed within a context of tradability and prominence of private institutions. Performance-Based Agreements for the improvement of teacher education at a university level are highlighted as of their novel nature. These instruments put the objectives of each University with those of the State into alignment through negotiated processes within the framework of formal contracts setting “Performances of Excellence". These represent profound changes in both the outcomes and impacts of the quality of teacher education. [ABSTRACT FROM AUTHOR]

Finland's education story is important because it brings hope to all those worried about whether improving their educational systems is at all possible. Finland has a unique educational system because it has progressed from mediocrity to being a model educational system and «strong performer» over the past three decades. If Chile intends to follow the Finnish Way and listen to successful international experience from other countries, there is no better lesson than investing systematically and wisely in enhancing equity in education. This conference paper offers a discussion to all those worried about whether improving their educational systems is at all possible. The United States, England, Sweden, Germany, and Chile, to mention just a few, are among those where public education is increasingly challenged because of endemic failure to provide adequate learning opportunities to all children. [ABSTRACT FROM AUTHOR]

The paper presents the results of the implementation of a preschool school initiative in Chile known as Your Scientific Skills in Science (TCC) Explora Conicyt and analyzes the influence of cooperative relationships between directors, preschool teachers and preschool teaching assistants on the development of scientific skills in students bet-ween four and six years of age A mixed methodology was applied. Thirty-seven classroom observations were con-ducted and analyzed using the constant comparative method. Ten categories of coo-peration emerged and were used to construct a questionnaire for these three educa-tional players. The questionnaire was applied at ninety-seven municipal and private schools in the regions of Valparaíso, La Araucanía, Los Lagos, Rivers and Metropoli- tana. The results show a positive correlation between cooperation among educators and scientific learning on the part of students [ABSTRACT FROM AUTHOR]

This paper describes the design and initial validation of ECLIS, a School Social Climate Scale. This scale is a useful tool for evaluation of the main variables reported by research and the authors of the school social climate. Conceptual framework, basic psychometric characteristic and results of the experimental application in different samples of Chilean school students are reported. Criteria for analysis and interpretation of scores are included. [ABSTRACT FROM AUTHOR]