Comparison of the Scenarios 2018-03-19T01:51:34+00:00

Comparison of the Scenarios

Download PDF
The tables below enable comparison among the four scenarios based on their differentiating elements as defined by the Scenarios Team:
Canary Hummingbird Peregrine Falcon Sparrow
Educational inequalities are materially reduced, but inequalities based on income, race/color, gender, regional diversity, rural/urban origins, and city center/suburbs persist. The discrimination and prejudice present in schools and in public policies is not overcome

Inclusion is pursued in a certain fashion, without overturning Eurocentric dominance

Education as a promoter of equity, recognition of existing inequalities

Social sustainability contributes to reducing inequalities in gender, regional diversity, race/color, suburbs vs. city centers and rural areas

Political conflicts arising from overcoming inequalities are not often appropriately addressed

Individual diversity is valued in detriment to collective diversity

Inequality is reduced for individuals and a few groups. however, structural inequality remains

Some break the cycle of inequality via competition or merit

The competitive advantage of diversity does not change other inequalities

Diversity as a business opportunity

Reduction of educational inequality by income level, with other types of inequality remaining, in particular the difference between rural and urban environments

Precarious inclusion of a few and exclusion of others

Increase in violence

Debate diversity vs. inequality

Canary Hummingbird Peregrine Falcon Sparrow
Social participation and control of public policies by the school community and society at large

Strong student participation

An open and close relationship between school and the society

Rights are guaranteed with co-responsibility and social control

Participation of stakeholders: family, educational institutions, community

A push for the renewal of basic education stem from social organizations and movements, teachers, students and other stakeholders

Freedom to choose the school: family/students as consumers/ customers

Weakened system of social participation

Some resistance focuses

Participation as customers

Social movements take part in councils, but decisions have little effect

Tension between forces from the bottom up and the resistance by the State and society

Sense of improvement due to access to consumption leads to fragmentation of agendas and actions of movements

Canary Hummingbird Peregrine Falcon Sparrow
Fundamental and strategic role in guaranteeing the right to education

Provider of what is essential

Culture of discontinuity in educational policies is interrupted

Central focus is attaining the National Education Plan (NEP) goals

Facilitator, guide, agent of promotion / induction

Encourages improvements beyond what is essential: innovation

Non-state-controlled public policy

Co-responsibility for educational policy

Provider of minimum services

Regulator, funder and evaluator of the private sector

Less execution (private delivers more)

Higher corporate influence, funding is supplemented by business

The State is the evaluator, but is unable to regulate

The State is unable to ensure what is essential

The State strives to universalize the right to education, but is unable to tackle structural inequalities, reproducing unequal quality standards

Canary Hummingbird Peregrine Falcon Sparrow
Anchored to official and formal public policies based on laws, built and negotiated with the participation of civil society

Holistic education regarding space, content and new players

School has the function of democratizing access to knowledge and guaranteeing the appropriation of culture

Deep reforms motivated by social, environmental and technological changes

Connected to contemporary times

School has the social function of shaping global and everyday agents of change

Teacher: articulator, mediator, curator, designer, author

Quality = employability and performance as measured by assessments

NEP: progress in quantitative access, but not much in quality

Single curriculum

Standardized materials

Focus on improvement of human capital (qualified and specialized labor force)

Teachers as mere executors

Massified and ineffective education with attempts to address diversity, but as a peripheral concern

Prevalence of the concept of the formal, traditional school, as defined in legislation, with basically no innovation

Conservative religious influence

Lay education is questioned

Canary Hummingbird Peregrine Falcon Sparrow
Inter-sectorial management between schools and other public policy units

Accountability based on conditions to guarantee rights

Strategic role of school administrators

Democratic management

Democratic management with participation of all stakeholders

Holistic management (meals, sustainable practices, sustainable educational spaces)

Inter-sectorial management

Space for ongoing innovation

Results-based management

Perfomance-based management of students

Variable remuneration (bonus, rewards)

Ranking

Agile decision-making

Results-based management combined with an institutional framework that is participatory in nature with little effectiveness in influencing decision-making

Collegiate bodies drained and bureaucratized

Role of the school: access for all, quality for a few

Canary Hummingbird Peregrine Falcon Sparrow
Public policy establishes clear parameters for these relationships, considering the regulation of private players. The relationship with the private sector players goes beyond the role of the State.

Improved quality in public schools increases enrollment of middle-class students in establishments built and maintained by the State

Plurality of public-private arrangements, with emphasis on non-profit models

Space for collective discussion on public-private partnerships

Private sector players invest in technological innovation

Entry of new players

There is a need for strong regulation and permanent social control

Significant increase in the transfer of public resources to private educational institutions (for profit and non- profit)

Increase in PPPs, scholarships and agreements

Increased enrollment in private educational institutions (with subsidies and scholarships)

Increased concentration of private sector education in the hands of a few players

Public state policy and public-private partnerships involved in providing enrollments, determining management culture and the sale /offer of new solutions: teaching systems, services, school materials, social technologies