Building and Sustaining National ICT/Education Agencies : Lessons from Chile (Enlaces)
The Enlaces program has been responsible for the implementation of projects exploring the use of new technologies in education in Chile for over two decades. Born in 1992 as a small pilot project, Enlaces grew and evolved over time to become part o...
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| Format: | Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/469341488908871400/Building-and-sustaining-national-ICT-education-agencies-lessons-from-Chile-Enlaces http://hdl.handle.net/10986/26264 |
| Summary: | The Enlaces program has been responsible
for the implementation of projects exploring the use of new
technologies in education in Chile for over two decades.
Born in 1992 as a small pilot project, Enlaces grew and
evolved over time to become part of the permanent structure
of the country's Ministry of Education. Its
implementation strategy can be characterized as one
'from the periphery to the center', both in its
territorial deployment and in the manner in which it was
gradually institutionalized. The main focus of Enlaces has
been to support the computerization of schools and to
support teachers to incorporate the technology into their
teaching practices. For most of its history, Enlaces has
enjoyed committed political and financial support from
Chile's national education authorities From its
inception, Enlaces has been built on strategic alliances
with regional universities, schools, and the private sector,
each of which has played a leading role in the development
and success of Enlaces. The program's commitment to
follow a 'logical path' by supporting traditional
structures and actors within the education sector, resulted
in a slower implementation of new technologies in schools
than in many comparator countries, and over time the program
struggled to demonstrate significant impacts on educational
outcomes, as traditional educational practices did not
change significantly. As its program became
institutionalized with the Ministry of Education, Enlaces
became more embedded within, and dependent on, official
bureaucratic structures and education policies, constraining
the ability to innovate and remain flexible which character
its early years. |
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