The autonomous schools project was designed with the aim of empowering parents and allowing them to decide on the ideological content of the public education system, as well as the administration of the resources of the respective educational center. By opening up these spaces of participation, the attempt was to increase the school retention, to improve the quality of the didactic content and the management of the resources. The decentralization pilot program for the education system was first implemented in 20 schools, but it spread rapidly and participatory management ended up being carried out in 90% of all secondary schools in the country and in most primary schools, through Assemblies and Parent Councils. One of the greatest challenges in the co-management of education in Nicaragua was the lack of an intermediate body between the educational centers and the Ministry of Education, as well as the disadvantages of the decentralization of resource management for low-income families.
Formalization: is the innovation embedded in the constitution or legislation, in an administrative act, or not formalized at all?
Frequency: how often does the innovation take place: only once, sporadically, or is it permanent or regular?
Mode of Selection of Participants: is the innovation open to all participants, access is restricted to some kind of condition, or both methods apply?
Type of participants: those who participate are individual citizens, civil society organizations, private stakeholders or a combination of those?
Decisiveness: does the innovation takes binding, non-binding or no decision at all?
Co-governance: is there involvement of the government in the process or not?
- embedded in the constitution/legislation
- Mode of selection of participants
- Type of participants
- democratic innovation yields a binding decision