Chilean Education: Neoliberalism and Military Rule (1973-2006)
Chilean Education Under Military Rule and Neoliberalism (1973-2006)
This particular education system adopted the curriculum content and structure of ENU (dual language, content, and ban state student selection).
The ENU never became law, even though some of these proposals were adopted in some schools. The project originated from the teachers themselves, was regenerated by the Ministry of Education, and sparked a national debate.
Following the declaration of the episcopal conference on April 11, 1973, the government finally postponed the project.
The concept of “Education as a task of the state” was entirely eliminated after the military coup.
Neoliberalism’s Influence
After the military government’s proposals, neoliberal economists gained influence.
This involved the concept of a “subsidizing state,” where the state supports people with lower resources, establishing minimum conditions that match those of the lowest income. The state provides a minimum, and individuals can only qualify for the lowest level.
From a neoliberal perspective, the only way to achieve development is for each person to put forth their best effort. If individuals are forced to fend for themselves, everyone will strive harder. The state provides the minimum, forcing individuals to compete in the market.
Within this new approach, it became necessary to arm the educational system.
Military Government’s Role
- 1973 – 1979: Stage of dismantling, control, and preparation.
Oriented papers:
- Declaration of the Principles of Government of Chile
- Educational policy of the Government of Chile: Authoritarian government and fair alternative implemented, along with critical state decentralization.
The revolution facilitated this neoliberal implementation, leading to significant changes in the country.
Core Principles in Education:
- Continuous renewal
- Planned Change: A process shifting responsibility to the private sector.
- Continuing Education: No study is ever truly finished.
- A flexible teaching approach best suited to the individual was proposed.
- Apolitical and national security: Removal of all public discussion space. The education system had to remove all content related to politics.
Reorganization of the Education System: From State to Private
- 17 colleges and university teaching programs were deleted and passed to private control.
- Vertical and rigid forms of communication were established. Organizations, unions, and schools disappeared. Communication was limited to the ministry and schools.
Decree Law 1979 initiated the transfer of schools to intermediate (private) institutions, opening institutions that provide professional education based on the concept of state employees in an educational function.
- 1979 – 1981: Stage of formalization and consolidation.
March 5, 1979: New educational policies
- Recurrence to help the private sector (subsidiary).
- The state assumes regulatory and supervisory tasks (no longer performs educational functions).
1980 Constitution
All of this was established in this constitution.
Article 19 postulates the freedom of education under the free market, national security, and the restriction of ideas.
That same year, a decree amended plans and basic education programs, setting a target for this level of education: “training to be good workers, good citizens, and good patriots.”
The following year, a decree amended plans and programs of secondary education.
Decree 1980 implemented municipalization, where municipalities managed the educational system of their communities. However, there were significant problems with funding received by the municipalities.
- 1982 – 1990: Stages of implementation and legacies (expansion).
This period coincided with the second-largest economic crisis in history.
The most profound change was the restructuring of higher education.
Objective: To optimize educational administration and invigorate the face of growing demands for education.
Education Reform and Transition to Democracy (1990 – 2006)
The return to democracy created high expectations, but in practice, it fell short. The 1990s saw the implementation of a set of partial reforms, patching various areas.
Features:
- It was gradual, incremental, and produced from the base of the system, i.e., from primary and secondary schools.
- Conception of transformation and adaptation of educational systems to the conditions of society, adding to democracy.
- The need to regain equity in education, quality, with emphasis on regulation by incentive, information, and evaluation. Provide public information to enable parents to measure the results of each establishment.