AN ANALYSIS OF EDUCATIONAL POLICY MEASURES FOR RURAL EDUCATION

Abstract

This study explores the typology of rural education policy measures proposed in the Education Strategies developed between 2002 and 2017. We analyzed twelve strategies, according to an analysis framework that includes the objectives and the instruments proposed for use in relation to problems identified in rural areas. Subsequently, the identified objectives were organized thematically so as to highlight a map of intervention areas in the rural area. Instruments were classified using the Vedung (1998) typology: regulatory, economic and information tools. The intervention areas identified under the objectives were: school responsibility and partnership/lifelong learning, improved school infrastructure, quality of educational provision and equal opportunities for access and participation. Each field corresponds to certain types of instruments, the use of which varies according to the directions of action as well as the period. For example, in the area of school responsibility and partnership or infrastructure, regulatory or economic instruments are used in particular. The patterns identified in the policy tool proposals as well as highlighting rural intervention areas in the education strategies analyzed are a new way to conceptualize the evolution of rural public education policies. An in-depth understanding of strategic planning and proposals for the use of certain policy instruments in rural areas could contribute to the development and delivery more appropriate policies, for the targeted population.