Critical evaluation of educational policies in the arts: a study of the Ecuadorian system
DOI:
https://doi.org/10.71068/gp000032Keywords:
arts education, educational policy, curriculum, Cultural and Artistic Education, Ecuador, curriculum implementationAbstract
Objective: To critically evaluate, from the perspective of school-system actors, the relationship between perceived educational-policy coherence and the implementation of Cultural and Artistic Education (ECA) in the Ecuadorian system.Method: A quantitative, non-experimental, cross-sectional correlational study was conducted with 180 professionals (82.2% teachers and 17.8% administrators) from public, publicly funded private, and private institutions in Basic General Education and Unified General Baccalaureate. A 12-item Likert instrument (1–5) was organized into two six-item scores. Content evidence was examined by eight experts across clarity, pertinence, coherence, and relevance; criterion-level Aiken’s V coefficients were .938, .938, .938, and .927, respectively.Results: Internal consistency was α=.880 for perceived policy coherence, α=.859 for artistic implementation, and α=.897 for all 12 items. A positive association was observed (r=.548, 95% CI [.436, .643], p<.001).Conclusion: The evaluation indicates that higher perceived coherence of the regulatory-curricular framework is associated with higher reported artistic implementation. The cross-sectional design supports a critical appraisal of this perceived correspondence but does not establish causality or, by itself, determine the objective effectiveness of the policy.
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