Education Subsystem Research Articles

ІННОВАЦІЙНО-ІНВЕСТИЦІЙНА СИСТЕМА АПК: КОНЦЕПТУАЛЬНІ ЗАСАДИ

The article substantiates the basic principles of the functioning of the innovation-investment system of the agro-industrial complex as a complex interaction of subjects, relevant institutions, objects of innovation and financial infrastruc-ture, which contribute to the development, dissemination and implementation of innovations in agro-industrial production. The purpose of the article is to form the conceptual foundations of the innovation-investment system of the agro-industrial complex in the crisis macroeconomic conditions of management. The importance is substantiated and the main aspects of the innovation-investment system of the agro-industrial complex based on a systemic approach have been highlighted.The spe-cifics of the formation of the innovation-investment system of the agro-industrial complex is related to the need to overcome negative factors that affect the development of innovative activities, the implementation of investment projects for the devel-opment of agribusiness enterprises and, at the same time, are related to the deepening of the crisis in the economy.The prior-ity tasks and conditions of operation of the innovation-investment system of the agro-industrial complex have been deter-minedsuch as: improvement of the institutional environment of innovation and investment development; implementation of direct and indirect support of agro-industrial complex enterprises in the creation and development of innovations; the devel-opment of effective forms of cooperation between the state and business based on long-term partnership; training of highly qualified personnel in the field of organization and implementation of innovative activities for agro-industrial complex at the micro, meso, and macro levels; promoting the development of the material and technical base of the agro-industrial complex; development of international cooperation in the field of innovation. A theoretical organizational model of the innovation-investment system of the agro-industrial complex in the context of the implementation of the state innovation policy is pro-posed.It is justified that the components of the system are the subsystem of formation of knowledge potential, the subsystem of education, the subsystem of innovative activity, the subsystem of technological infrastructure, the subsystem of financial infrastructure, and the subsystem of information infrastructure.

Functioning of education in remote teaching mode – practice and exchange of experiences

This study aims to determine the practical aspects and functioning of higher education over distance in Ukraine. The subject of the work is the systematic approach to the analysis of the organization of higher education as a subject of research, the identification of problems and challenges by presenting higher education as an economic, market, management, and operational subsystem. During the investigation it was established that the dominance of asynchronous educational technologies, identified and characterized the thin sides within each of the subsystems of higher education, among which the most vulnerable are: technological support of optical networks and wide-format access for Internet users, especially in rural areas; weak infrastructure in universities for video conferencing and other forms of remote work; low digital competencies of teachers (up to 60% of surveyed teachers), low quality of university management and adaptation to change; slow use of innovative offline learning technologies. The introduction of the systematic approach to improving the quality of education through the strategic definition of goals, mission, and priorities of university development is substantiated; introduction of pedagogical design; creating a comfortable environment for students to study and research; providing EdTech tools for training and assessment; regular monitoring of the content and making sure that the design of educational courses were grounded. Among the applied steps, it is recommended to intensify the implementation of a dual education system adopted by the author of innovative teaching methods, particularly “flipped learning” technology.

Self-evaluation of educational success as an institutional phenomenon: sociological analysis of efficiency and intrasystem contradictions

In the context of the institutional transformation of education and the complication of the processes of its functioning and development in the information age, the problem of analyzing the self-assessment of educational success as a subjective regulator of human educational activity becomes of particular importance. The article examines the subjective assessment of success in formal education as a reflection of students' ideas about the degree of compliance with the system of institutional requirements through their acceptance / rejection. The analysis of the problems of educational success is bazed on the material of a large-scale sociological study of schoolchildren, students of secondary vocational education (SVE) and universities of the Sverdlovsk region (N = 2489 people). There were carried out the typologization of subjects of educational activity in accordance with the level of self-assessment of educational success; comparison of the types identified during the transition from one subsystem of education to another (school - secondary vocational education - university); determination of individual-personal and institutional contradictions and conflicts in the assessment of educational success as points of growth, the search for coordination of the needs and interests of the individual, on the one hand, and education as a social institution, on the other. The author comes to the conclusion that the self-assessment of educational success is a stable institutional construct that uniformly regulates educational activity at all stages of education, carrying out the process of differentiation of its subjects. At the same time, it can be dysfunctional in relation to the institution of education, its implementation of an adaptive, socio-cultural function, the function of professional self-determination. The results of the sociological study demonstrated that the institutionally formed model of self-assessment of success for educational communities in the current conditions is not optimal. Gradually transforming in accordance with the needs of students, the possibilities of the educational institution, the challenges of the time, it will have to change, creating conditions for broader prospects and diversity of the educational and professional future of students.

Marketing Strategy Universitas Singaperbangsa Karawang

Higher education in Indonesia is a national education subsystem that includes undergraduate, master's, specialist, doctoral, and diploma programs. Higher education institutions are obliged to organize education, research, and community service in accordance with their vision, mission, goals, tasks, and authority. A large number of universities has led to intense competition in getting prospective students. Therefore, universities must have a good "marketing strategy" to continue to exist in the face of competition between universities. Marketing strategies must be based on marketing objectives that consider environmental aspects (Dharmmesta, 2014). Marketing strategies took in connection with existing conditions, SWOT analysis, organization, and control at the University of Singapore Karawang based on Education Quality Standards (accredited). Efforts to monitor the implementation of marketing strategies related to the achievement of performance targets for increasing the number of applicants, including re-registration, the achievement of external and internal marketing activities.

The Evaluation Of Pesantren Mu'adalah Program By Using The Responsive Model In Pesantren (Islamic Boarding School) Tremas Pacitan

The conferment of Mu'adalah Islamic boarding school status with Madrasah Aliyah in 2002 which was later strengthened by Law number 20 of 2003 concerning the National Education System, had a direct impact on pesantren which officially succeeded in becoming the National Education sub-system. This study aimed to evaluate the implementation of the mu'adalah program at Madrasah Aliyah Salafiyah Mu'adalah Tremas. In particular, it determines the program from the aspects of input (antecedents), processes (transactions), and program outcomes (outcomes). The evaluation used a responsive model with five stages,formulating : problem issues, identifying the data, making observation designs on inputs, activitiy process as well as results or outputs from programs, analyzing information and compiling reports. Observation design to observe antecedent, transaction and outcome, using countanance paper developed by Stake. The results of the evaluation showed that in general the success rate of the mu'adalah program at Madrasah Aliyah Salafiyah Mu'adalah Tremas is in the very good category (95.32%), with the details of the success rate on antecedent component (91.51%), transaction (94, 45%), and outcomes (100%).

Assessment of resources and development factors of the scientific and educational subsystem

This paper touches upon the scientific and educational subsystem, since the formation and development of this particular subsystem are demanded by the conditions of post-industrial transformations, the process of increased spatial competition. This need applied to the economy of a megalopolis is reinforced by a contradictory combination of relatively high investment attractiveness, the presence of several modern growth points, on the one hand, and the “obsolescence” of competencies that the human factor has, on the other hand. Significant problems in the development of the scientific and educational subsystem of St. Petersburg are considered in the paper. The individual components of the desired subsystem with the identification of strengths and weaknesses are analyzed. An approach to the analysis of the development factors of a promising subsystem of a scientific and educational profile is proposed: representing the integral result of this subsystem in the space-time continuum of the regional economy as a production function. The authors see the direction of further research in the allocation of groups of factors-arguments of the production function.

Codeforces as an Educational Platform for Learning Programming in Digitalization

Digitalization imposes ways of development and influences the process of Codeforces development. Codeforces’ infrastructure provides a solid open ecosystem for building a programming learning process. Functionality covers the entire process, from the Polygon system for devising problems to mashup contests and private groups on Codeforces. A beta test of the educational subsystem with a pilot educational course was launched. The paper describes all the aspects and relationships of the ecosystem, typical flows of use, examples of successful integration into educational processes in the age of digitalization.

La práctica desmembrada. Una experiencia de historias compartidas en el nivel de Educación Especial en Chihuahua

Se presentan los resultados de un ejercicio de rescate de historia oral sobre la práctica docente situada en el nivel de Educación Especial del subsistema estatal en Chihuahua, entre los años 1995 y 2010. La narrativa se construye hacia la conclusión de que la experiencia de los docentes llamados “de aprendizaje” en este nivel transitó en ese periodo por modificaciones estructurales y de concepción filosófica de los principios de la educación especial en México y en Chihuahua, así por como por reacomodos políticos y administrativos, con consecuencias profundas para el desarrollo cotidiano de la actividad profesional de ese grupo de docentes, y sobre todo con implicaciones para la naturaleza y calidad del servicio ofertado. Se llevó a cabo una colección de entrevistas a profundidad con ocho docentes de aprendizaje de unidades de apoyo del subsistema educativo estatal, con actividad profesional en la capital del estado y en la ciudad de Cuauhtémoc, y se sometieron los datos a un proceso analítico basado en la Teoría Fundamentada de Glasser y Strauss. El proyecto se planteó desde una perspectiva microhistórica.

Sociologia da Educação em Turismo: Uma Análise da Oferta Educacional de Pós-Graduação em Turismo na Argentina, Brasil e México a Partir da Sociologia do Conhecimento

This article analyses postgraduate Tourism programs [masters and doctorate] in Argentina, Brazil and Mexico. The research is theoretically based on the sociology of knowledge, area that deals with the material conditions of production of scientific knowledge (Merton, 1974). In particular, the objective was to analyse the distribution of the educational offer in Tourism, at the postgraduate level, from its collective structures [university, bureaucracy, research groups], its characteristics and its functions, in order to identify which conditions these structures provide the scientific knowledge production process, based on the analysis of the subsystems of higher education in Tourism in each country. Methodologically, the research followed the mixed method, being quantitative and qualitative, conducted through a census of educational offer in tourism at postgraduate level in locus, from which derived a quantitative analysis on the structure and configuration [thematic areas, objectives, study plans, faculty, alumni profile, and research groups/projects] of these systems, followed by a qualitative analysis of course content [syllabus] itself. The results show to be recent creation of such an offer - the majority of programs have less than 10 years of existence. There is also a significant disproportionation in all countries in relation to the offer of graduation; besides being heterogeneous and its incipient knowledge production. Therefore, there are significant differences in education systems, policy orientations, and the objectives of educational institutions to define postgraduate Tourism education offerings differently in these countries.

Question tags in Cameroon English

Although English is one of the two official languages in Cameroon, it is seldom used out of official circles where indigenous languages, French, and Pidgin English reign supreme (Jikong & Koenig, 1983). This has made the language a matter of concern for teachers, learners, and researchers. An aspect of the language which has so far been little investigated, but which is significant to English proficiency, is question tags. In fact, question tags contribute tremendously to the flow of language. They are ‘a very conspicuous phenomenon of spoken language’ (Tottie & Hoffman, 2006: 284). These short questions (tags), tagged onto a main statement (the anchor) play an important role in spoken English. While the question tag is taught from Sixième to Terminale (Grade 8 to Grade 13, i.e. the first to last years of secondary education in the Francophone subsystem of education), and from primary to secondary school in the Anglophone subsystem of education in Cameroon, researchers are still to question its teaching against the backdrop of its actual use in a country where the nativisation process of English is generally agreed upon (Schneider, 2009). Also, given that the canonical ‘type of tag question with reversed or constant polarity, (. . .) is typical of English’ (Tottie & Hoffman, 2006: 283), its teaching (textbooks focus solely on question tags with reversed or constant polarity) in a non-native setting like Cameroon is likely to foretell a conscious or unconscious desire to keep a certain standard of English. If one concurs with Schneider (2009) that Cameroon is on Phase Three of the Dynamic model (at least in the Anglophone part of the country) – that is, Nativisation where ‘structural nativization has made substantial progress’ (p. 298) – then keeping a native-like standard on school programmes (Ministry of Secondary Education, 2014), textbooks (see for illustration the English textbook Forbin et al., 2019), and official examinations would be likely to indicate some contradictions as per the apparent desire to cut the umbilical cord with the former colonial power.

From Schooling to Learning: A Modest but Practical Reform Agenda for India

School education reforms presents perhaps the most important public policy imperative for the government. But it is also perhaps the most imposing implementation challenge. It completely defies the conventional top-down, one-size-fits-all and uniform programmatic implementation paradigm associated with most development interventions. Instead, it demands a very heterodox and multi-track system-focused implementation approach. This means that education sub-systems should have sufficient flexibility to choose from a menu of intervention options drawn from evidence of what has been found to work in improving learning outcomes, adapt them to their context, and implement them with an intensity and pace that the system can take. However, the space for innovation and flexibility should be confined to the broad contours of a nation-wide implementation plan, and the sub-systems be made accountable for strict realization of learning outcomes within some reasonable period of time. It is critical for this endeavor to be a top-priority political agenda, rather than be a mere bureaucratic exercise. It is only to be expected that the hardest and most important development challenge should have the highest political priority.

Capitales, habitus y disposiciones de profesores universitarios. Una aproximación a partir de sus trayectorias académicas / Capitals, habitus and dispositions of university professors. An approximation from their academic careers

Este trabajo rescata el empleo de las herramientas analíticas de Pierre Bourdieu con la finalidad facilitar la articulación y construcción del objeto de estudio, la propuesta teórico-metodológica y, evidentemente, la construcción del dato. El objetivo general fue caracterizar algunos rasgos de la transformación entre capitales, habitus y disposiciones entre profesores universitarios de dos instituciones de educación superior en México. Para tal fin, el objeto de estudio fue construido desde la Teoría de la Economía de las Prácticas Sociales de Bourdieu con la intención de articular la producción de subjetividades a partir de las condiciones objetivas de los agentes sociales (Bourdieu, 1979). Metodológicamente, se recuperaron los momentos establecidos por el sociólogo francés, a saber: 1) analizar la relación del campo frente al campo de poder, 2) trazado de un mapa de la estructura objetiva de las relaciones entre posiciones y 3) analizar el habitus de los agentes (Bourdieu y Wacquant, 2005); operacionalmente, se utilizaron la investigación documental, el análisis multivariante y el método comparado en educación como eje articulador para el análisis y construcción del dato. Los principales resultados sugieren que, derivado de la yuxtaposición de los diversos campos que convergen en el campo educativo, se presentan efectos de transformación de capitales en habitus o bien en disposiciones; la evidencia empírica sugiere que las trayectorias sociales regulan dicha transformación. Finalmente, se concluye la importancia que reviste el estudio de las trayectorias sociales de los profesores, toda vez que los componentes de la subjetividad están relacionados con las condiciones objetivas. This work rescues the use of Bourdieu’s analytical tools to facilitate the articulation and construction of the object of study, the theoretical-methodological proposal, and the construction of the data. The general objective was to characterize some features of the transformation between capitals, habitus, and dispositions based on the academic trajectories of university professors of higher education in México. To this end, the object of study was built from the Theory of the Economics of Social Practices of Bourdieu with the intention of articulating the production of subjectivities based on the objective conditions of agents, so concepts such as field, capitals, habitus, doxa, hysteresis, and allodoxia are recovered. Methodologically and based on the fact that the theoretical perspective of the French sociologist is open and relational, the moments established by him were recovered and they are: 1) analyze the relationship of the field versus the field of power, 2) drawing a map of the objective structure of the relationships between positions and 3) analyze the habitus of the agents (Bourdieu and Wacquant, 2005); operationally, research techniques were used that favor data analysis from a relational and comparative perspective such as documentary research, multivariate analysis and the comparative method in education as an articulator. The selected analysis units were two institutions of the Subsystem of Polytechnic Universities in Mexico. The main results suggest that, derived from the juxtaposition of the various fields that converge in the field of education: (a) identified effects of capital transformation in habitus or in provisions based on the prevalence of one of the fields under study; (b) hysteresis effects were observed, as well as allodoxia traits in teachers’ social practices when involved in the attention of students’ emotional problems; (c) a devaluation of the technological capitals of the productive field became apparent when social agents enter the educational field since academic and symbolic capital prevails in the latter. By way of conclusion, the contrasting of the theoretical-methodological commitment with the empirical structure allowed, to know and recognize the importance of the study of the social trajectories of agents since the components of subjectivity are related to the objective conditions, conditions that, in this case, are regulated, conditioned and mediated by supranational bodies through the model of the educational subsystem under study.

El subsistema de Educación Superior en Bolivia hoy: avances y desarticulaciones

In this work, we have analyzed the processes of articulation between institutions of the higher education subsystem in Bolivia in terms of training possibilities throughout life. In a historical context guided by the new Political Constitution of the State (2009) and the Education Law No. 070 (2010) entrusted to the concretion of the sociocultural transformation processes through the implementation of the Productive Socio-Community Educational Model in the plurinational State. Despite these discursive and normative advances, the execution of public policies has tensions still under debate that involve complex political, institutional and epistemic challenges. In this horizon, the organizational and political frameworks of the higher education subsystem was critically described, as well as the main actions of public policies on the articulation between higher education institutions, based on the dialectical analysis of documentary sources of official information and its implementation processes. It was identified, that the higher education subsystem advanced relatively in its articulation from three alternative fronts: universities, teacher training and technical, technological and artistic institutes; but institutionally limited by conflicting political and sectoral interests.

Inclusion is Not Interculturality: Suppositions Displacing Indigenous Education in Mexico

ABSTRACT This article analyses the positioning of educational inclusion in Mexican educational policy following the Educational Reform of 2013; it proposes the displacement of bilingual intercultural education in the indigenous education subsystem. Inclusion is the main emerging category that was identified in the discourse of educational policy documents as well as in interviews and focus groups with teachers working in the indigenous subsystem and government officials working in the education sector at state and federal levels. This category has been displacing interculturality with visible effects in areas such as the definition of beneficiaries, project budgets, opportunities for initial and continuous teacher training, etcetera. Four suppositions are derived from the analysis of these discourses, which impact and reorientate indigenous education and the bilingual focus associated with this subsystem, suggesting its disappearance.

Desarrollo de competencias didácticas docentes para la enseñanza de nociones histórico-culturales en Educación Inicial

El presente estudio busca determinar la importancia del desarrollo de competencias didácticas docentes para la enseñanza de nociones histórico-culturales en los niños y niñas en Educación Inicial, en atención al componente curricular Historia local, regional y nacional, en la ciudad de Barinas, estado Barinas. Fue seleccionado el enfoque de investigación cuantitativa con diseño descriptivo, utilizando procesos inductivos para explorar y describir; lo cual reflejará una realidad específica al caracterizar, registrar y analizar; bajo la modalidad de proyecto factible, promoviendo estrategias que permitan el surgimiento de soluciones a la problemática. Se aplica cuestionario de diez (10) ítems a una muestra de diez (10) docentes del Subsistema de Educación Inicial, Etapa Preescolar (de 4 años, 10 meses a 5 años, 10 meses) en 05 Centros de Educación Inicial de la ciudad de Barinas. Se evidencia como resultado la carencia de metodología didáctica docente que apoye la reflexión para la enseñanza de la historia y la cultura, por lo cual se prevé el diseño de estrategias didácticas que generen medios de construcción del pensamiento histórico-cultural en los niños y niñas basados en la reflexión continua, para que las celebraciones cívicas y efemérides les sean significativas y valoren positivamente su entorno.

Соціальна зрілість майбутнього вчителя та його професійне становлення

In our thesis is devoted to the problem of development of social maturity of the future teacher and his professional formation. The scientific prerequisites for studying the problem of social maturity are justified by the results of the analysis of social and cultural trends in the development of modern pedagogical education, the integration essence of pedagogical activity and the personality of the teacher make it possible to conclude that the theoretical search for effective ways of developing the social maturity of the future teacher. Methodological basis of the concept of development of social maturity at the philosophical level are the ideas of the active essence of man, his role in solving social, personal problems, the idea of natural and social integrity. The laws of the dialectic of unity and struggle of opposites, the transition of quantitative changes to qualitative, the principles of objectivity, determinism, development, systemicity and interaction. The leading methodological foundations of the research concept are systematic and activity approaches that allowed to consider social maturity as an integral system, to identify its elements, to define the subordinate basis of interaction, to establish the internal and external relations and interdependence between them, to consider each element as a system, and «social maturity» as a subsystem of system education of a higher level – «maturity». The content and ways of developing the social maturity of the future teacher in the context of updating the information culture of society aimed at increasing the efficiency of this process; methods and forms of activating conditions for the development of social maturity of the future teacher through the introduction of virtual forms of work; the methodology and tools for diagnosing the social maturity of the future teacher have been improved. The conceptual basis for the training of future teachers in terms of updating the information culture of society; pedagogical conditions and methods of effective formation of social maturity of the future teacher; use of modern information and communication technologies in the training of future teachers are of further development.

Teachers’ reflections on mathematics teaching practices in a vulnerable context

The objective of this research is to show the difficulties and the challenges identified by teachers in their mathematics teaching practices. The research is based on the concept of reflection-action, thus a workshop-course centered on collaborative work and on reflections about teaching practices was designed in order to achieve the objective. Ten mathematics teachers the Telebachillerato (Higher Secondary Education Subsystem, Mexico) participated in this research. The results show that teachers have a variety of challenges, but also difficulties, particularly involving getting students to construct knowledge autonomously, as well as teachers selecting and using resources in accordance to the subject matter to be taught. In addition, there is also lack of mathematical and pedagogical knowledge in the participants. Collaborative work is required, leading teachers towards building the necessary knowledge for Higher Secondary Education in order to avoid student obstacles.

PUBLIC POLICY ON EDUCATION IN CONTEMPORARY CAMEROON: PERSPECTIVES, ISSUES AND FUTURE DIRECTIONS

Public policy is critical in defining the direction of any institution, organization or country, including its education sector. An education policy as a public policy enhances, authenticates and regulates educational processes in a nation. A good education policy must be anchored on the attributes of good policy. Since independence, the Cameroon government has adopted different educational legislations which have guided educational processes over the years. While some scholars view these as constituting Cameroon’s education policy, others argue that their disjointed and incomprehensive nature does not qualify what exists as education policy. This conceptual paper critically examined public policy on education in contemporary Cameroon vis-a-vis the attributes of a good policy. It fortifies the existing structure for potential subsequent studies in education policy, and correlation with such variables as system effectiveness. The paper draws from the fact that educational policy lapses have constituted backdrop for the recent and ongoing conflict in the Anglophone regions of the country. Hence, it raises issues and offers insight intended to stimulate education policy makers towards action. The authors conclude that there is a big vacuum in terms of comprehensiveness, quality, adequacy and access in Cameroon’s education policy as a close comparative look at the situation in other African countries shows that Cameroon does not have one. The paper thus recommends on the urgent need for a National Conference on Education of the like of the 1995 Education Forum tasked among others to review all disjointed educational legislations and establish a comprehensive education policy to guide and regulate educational practices in the country’s two sub-systems of education. Article visualizations:

Reflexiones metodológicas sobre un estudio mixto bajo el enfoque de la eficacia escolar en la educación media superior en México

El propósito del artículo es analizar y discutir sobre el desarrollo de un estudio bajo un enfoque mixto; considerando las etapas que lo conforman; así como las implicaciones de los recursos y técnicas empleados. La investigación se realizó bajo el enfoque de la eficacia escolar en la educación media superior; en el Estado de Aguascalientes; México. Se optó por un diseño secuencial explicativo a partir de un estudio estadístico de valor añadido. Se trabajó con una población conformada por 119 centros escolarizados; pertenecientes a los diferentes subsistemas de enseñanza del Estado. Se destaca la importancia de emplear métodos integrales que permiten obtener información más completa de la realidad; al considerar las particularidades de los métodos empleados. Se reconoce el uso de herramientas de tipo cuantitativo para la selección de escuelas eficaces y no eficaces; para luego; a partir de técnicas cualitativas; conocer la realidad de los diferentes casos que integraron el estudio. La utilización de diferentes métodos; permitió triangular la información obtenida. Se puede concluir que los métodos utilizados son útiles; acordes con el tipo de información a obtener y analizar; además de; necesariamente; complementarios; para lograr los objetivos específicos y el general; planteados en las diferentes fases de la investigación.

The Instrument Constituency in the Political Subsystem of Brazilian Vocational Education

The instrument constituency is a component of the political subsystem dedicated to the articulation and promotion of particular types of solutions. Simons and Voss (2018) say that instrument constituencies are neglected political forces in national and transnational policymaking, advocating for more research to understand how these networks of actors emerge and their role in the political process. The aim of this work is to analyze how this type of network forms and interacts in the policy subsystem, exploring the case of the program Mulheres Mil. This is a qualitative research and it was based on the transdisciplinary proposal, which discuss with the principles of the critical discourse studies of Fairclough, combined with the model of multiple streams of Kingdon and its relation with the actors of the policy subsystem. The data used in this study were collected through: selection of the corpus of analysis; critical reading; and identification of the sections most relevant for the analysis. The corpus of analysis consisted of an interview with one of the creators of the program Mulheres Mil, and of the project Mulheres Mil in the Northeast region. It was concluded that the instrument constituencies and the groups of defense collisions refer to two distinct levels of political reality, which interact in search of different interests and objectives. In this interaction, political entrepreneurs are key elements for certain solutions to have prominence in the policy process, bridging the different networks of actors and the government.