Cleanup Time: Patronage and Education Reform in Chile, Colombia, and Ecuador, 1990–2019

ABSTRACT

Why does patronage (the discretionary appointment of public positions) in public education continue to exist in Latin America? What are the key factors that explain its persistence or decay? Using the cases of Chile, Colombia, and Ecuador, and leveraging a multi‐source qualitative approach, Author note three central features that set the path for diminished patronage in the education sector, (1) the degree of party system institutionalization in each country, (2) the level of politicization of teacher unions, and (3) the strength of civil society groups and policy networks. Overall, findings show that in countries with high party institutionalization, low union politicization, and a strong civil society, here exemplified by Chile, patronage in the education sector has remained low over time. Ecuador, on the other hand, has seen patronage become more deeply entrenched due to policies taken under the regime of Rafael Correa (2007–2017). Colombia is a “mixed bag” of sorts, curtailing national‐level patronage yet still encountering more nuanced and potentially more pernicious versions of patron–client relations at local levels. This article has important insights on state–society relations and particularly on the role education reform can have in lessening patronage practices.