Em. Hanson, EDUCATIONAL-REFORM AND THE TRANSITION FROM AUTHORITARIAN TO DEMOCRATIC GOVERNMENTS - THE CASES OF ARGENTINA, COLOMBIA, VENEZUELA, AND SPAIN, International journal of educational development, 17(4), 1997, pp. 439-448
The transition from an authoritarian to a democratic form of governmen
t marks a turning point of historic proportions in the annals of any n
ation. This paper asks the question, during the first decade following
such a transition, do the newly democratized nations demonstrate any
common patterns of educational reform? In exploring this issue, pre-an
d post-transition comparisons were made in four Hispanic nations regar
ding the critical areas of educational finance, curriculum development
, student enrollment, and the concentration of power. The author used
a conventional field study research methodology to gather data followi
ng the transitions in Colombia, Argentina, Venezuela and Spain. (C) 19
97 Elsevier Science Ltd.