Abstract

Comparing New Zealand and Chile’s experiences of Quasi – Markets in education
Lic. Carla Ivone Ferreyra Solari
Dir. Dr. Mariano Narodowski
Abstract
The purpose of this project is to analyze the formal institutional design of the
provision of the basic education service on two experiences that follow the pattern of Quasi
– Market in education: Chile and New Zealand. It pretends to advance toward a
differentiation level of what Quasi-Market models in education are, as well as, provide and
opportunity to show their complexity and heterogeneity and to illuminate the educative
discussion in Argentina.
In our country, the debate has been extremely mudded by a confusion in terms, and
by historical tradition. In this confusion, an incentive-based policy that motivates the public
sector to behave as a educative Cuasi - Market does, has been frequently labeled as a strict
‘privatization’ of education.
Besides the purpose of this research emerges since theoretical and politicians have
tended to characterize that experiences starting from those features that have in common.
Due to this situation Quasi-Markets in education have been treated as if they were
homogeneous. Even tending to homologue experiences that later several empirical
researches would advance in recognizing that they have differential characteristics that
deserve to be identified (Fuller, 1998; Bowles and Gintis, 1998; Brighthouse, 1996)
In consequence, the way to show those differences in this proposal is to study the
formal institutional design of those cases through the institutional framework of the political
economy, specifically from the regulatory/normative framework that govern these
experiences.
This is a comparative study which uses qualitative secondary data; those sources will
be fundamentally the laws that regulate and govern the aforementioned experiences.
Análisis comparativo de dos experiencias de
Cuasi – Mercado: el sistema escolar de Nueva Zelanda y Chile
Lic. Carla Ivone Ferreyra Solari
Dir. Dr. Mariano Narodowski
Resumen
El objetivo de esta tesis es analizar el diseño institucional formal de la provisión del
servicio de la educación básica en dos experiencias que siguen el modelo de CuasiMercado: Chile y Nueva Zelanda.
Se trata de avanzar hacia un nivel de diferenciación de lo que son los modelos de
Cuasi-mercado educativo y mostrar su heterogeneidad ya que, teóricos y políticos han
tendido a caracterizarlos a partir de aquellos rasgos que tienen en común. Esto ha dado lugar
a caracterizar a los Cuasi- Mercados educativos como si existiese un modelo único y
homogéneo. Incluso se ha llegado a homologar experiencias que posteriormente y, a partir,
de varios estudios de casos se avanzaría en reconocer que tienen características diferenciales
que merecen ser identificadas.
Dicho lo cual, una forma de diferenciar estas experiencias es estudiar los diseños
institucionales formales de aquellos casos que se denominan genéricamente Cuasi-mercados
educativos desde el enfoque institucional de la economía política y a partir de las normativas
que rigen estas experiencias.
Se trata de un estudio de naturaleza descriptiva en el que se hace uso de datos
secundarios cualitativos cuyas fuentes serán fundamentalmente las leyes educativas que
rigen las experiencias mencionadas.