Education policy in Ecuador and US
policy in Ecuador
policy is a common policy for any society or country. Since the ancient times,
societies have been developing efficient systems of transmitting knowledge from
generation to generation (Johnson, 2017). As Jameson
stipulates, the earliest roles of education were transmission of cultural
values from one generation to another and inculcation of social expectations in
the people. During these early times, education was done informally by old
members of the society. In the present day, there have been vast changes on the
roles of education which have called for adoption of more sophisticated
approaches of delivering education (Post, 2011).
Every society in the present day is supposed to determine the goals of
education then come up with the most efficient and effective approaches of
achieving them. A culmination of these goals and approaches of achieving them
as well as techniques of evaluating achievement is what is referred to as
education policy. In this paper, we are interested in analysing education
policy in Ecuador. After analysing this policy, we shall also make a comparison
between education policy in Ecuador and that of US. This comparison will be
aimed at pointing out any similarities and differences between the two
countries as far as education is concerned.
policy in Ecuador
is one of the countries in the world where education has been given preference
as a tool for driving social change Aviles & Simons (2013).
Literacy rate in Ecuador started climbing up after creation of repeated
policies and laws to ensure that education was accessible to all other than
being a preserve of the a few people (Johnson, 2017).
There are several advancements that have been made by government of Ecuador to
ensure accessibility to education. To begin with, since the last decade of the
20th century, the government of Ecuador has been progressing on an
agenda of increasing learning institutions on order to make sure that all
children can access education. Apart from increasing number of learning
institutions, government of Ecuador has also expanded education financing
through its exchequer to ensure that it is affordable to all (Jameson, 1999).
All these are policies that have been formulated an implemented with the goal
of increasing literacy level and also improving level of skilled manpower in
line with the country’s development goals.
system in Ecuador
education system is one of its kinds. According to the education policy that
was formulated in the year 2000, Ecuador’s education system can be summarised
as 6:3:3 (Post, 2011). This means that six years of education
are spent in primary level and another six years are spent in secondary and
advanced levels (Johnson, 2017). According to Torres
unlike in many parts of the world where pre-primary takes 2 to 3 years, in
Ecuador it takes only one year. Early education policy was formulated to ensure
that children take time to mature at home before joining formal education.
According to this policy, it is important for a child to take time to interact
with the society and attain the required cognitive maturity to join formal
education. Once a child has attained the age of 7 years, he or she attends
pre-primary schools where they are introduced to leaning before joining primary
school (Jameson, 1999).
financing in Ecuador
in Ecuador is mostly financed by the government. However, at the advanced
levels of education, learners are required to pay fees. Basically, free
education in Ecuador starts from grade 1 to grade 9. Here all expenses involved
in education are financed by government of Ecuador through its exchequer (Jameson, 1999).
Every financial year, an education budget is drawn then it is forwarded to
finance department. Education planning and budgeting is made by the ministry of
education. Education fund are then allocated to different schools depending on
such factors are level of school and population.
of education policy in Ecuador
policy in Ecuador has had major impact on all spheres of life. To begin with,
through this policy, the government of Ecuador has managed to increase literacy
levels to a high of about 94.35 percent. In the year 2013, literacy levels in
Ecuador were 93.29%, this increased to 94.22% in 2014 and 94.46 in 2015.
However, in the year 2016, there was a slight fall in literacy level occasioned
by slight economic tide that affected financing especially for advanced levels
where people are supposed to finance themselves (Post, 2011).
Through this education policy Ecuador has managed to improve industrial growth
as manpower is more skilled. At present, Ecuador supplies more that 70% of its
manpower (Jameson, 1999). Apart from improvement of manpower,
education policy in Ecuador has also been instrumental in promotion of health
and improving standards of living. There are high levels of health awareness in
Ecuador compared to other countries in Latin America. Finally, education has
promoted social interaction and coexistence as people spend time together in
education institutions and work. This has strengthened the social pillars of
the society which are the foundations of peace love and unity.
between education policies in Ecuador and US
US education policy is different from Ecuador. Looking at policy goals, it can
be clearly stated that the goals of education policy in Ecuador are more
focused on education access and affordability. This is not the case in US; here
most policies are focused on education content and quality. The “No child left
behind” act of 2001 is one of the greatest milestones that US has made in order
to achieve its goals in education (Cooley, 2015).
In US, different from Ecuador, a learner starts attending school with 6 years.
Pre-primary education takes 2 years with the first being learning through play
year or what is commonly referred to as “Montessori learning”. This term
originated from one scholar in education called Maria Montessori. She is
regarded as the matron of kindergarten movement where she agitated for the
concept of learning through play (Torres, 2016).
similarity between the two systems is that both provide 3 years to be spent in
elementary and secondary education combined. On the issue of financing, there
is more in US where the issue of education management is left upon individual
states (Thomas, 2000).
Education department in US is a state agency that co-ordinates education
matters within a state. A similar role in Ecuador is played by ministry of
education. According to Cooley (2015), education funding in US
is done through the federal education reserve fund that is managed by the
state. In Ecuador, education is funded by government of Ecuador through its
finance department. In conclusion, it can be stated that in both cases goals of
education are similar but policies are different based on the goals that each
policy is supposed to achieve.
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