<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-1079</journal-id>
<journal-title><![CDATA[Gestión y política pública]]></journal-title>
<abbrev-journal-title><![CDATA[Gest. polít. pública]]></abbrev-journal-title>
<issn>1405-1079</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigación y Docencia Económicas A.C., División de Administración Pública]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-10792018000200309</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sistemas de aseguramiento de la calidad en Educación Inicial Lecciones desde la experiencia internacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Quality Assurance in Early Childhood Education: Lessons from the International Experience]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falabella]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortázar]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godoy]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[María Paz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romo]]></surname>
<given-names><![CDATA[Francisca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Alberto Hurtado  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Estudios Primera Infancia (CEPI)  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Diego Portales Centro de Políticas Comparadas de Educación (CPCE) ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Alberto Hurtado  ]]></institution>
<addr-line><![CDATA[Ñuñoa ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,University of Virginia  ]]></institution>
<addr-line><![CDATA[Charlottesville Virginia]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>309</fpage>
<lpage>340</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-10792018000200309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-10792018000200309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-10792018000200309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las políticas de aseguramiento de la calidad se han expandido en la escena educativa en diversos lugares del mundo. A nivel de sistema escolar, existe creciente investigación sobre su diseño, funcionamiento y resultados. No obstante, hay escasa atención sobre estas políticas a nivel de educación inicial. Este artículo busca caracterizar la situación de los sistemas de aseguramiento de la calidad en este nivel en diferentes países. Para ello, se reportan los resultados de un estudio comparativo que examinó ocho países y regiones: Australia, Brasil, Colombia, Chile, Estados Unidos (Colorado), Inglaterra, Italia (Reggio Emilia) y Suecia. El estudio identifica dos modelos que responden a distintas tradiciones en la política educativa y contextos sociohistóricos: &#8220;rendición de cuentas basado en estándares&#8221; y &#8220;rendición de cuentas profesional-comunitario&#8221;. El artículo concluye con lecciones para las políticas públicas a partir de ambos modelos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Quality assurance policies have expanded in the educational scenario in diverse parts of the world. At the school system level, there is a growing body of literature related to the design, implementation and effects of these reforms. However, there is little attention to these policies at the level of early years education. This article aims to analyze systems of quality assurance at this educational level in different countries. For this purpose, the results of a comparative research are presented that included the study of eight countries/regions: Australia, Brazil, Colombia, Chile, United States (Colorado), England, Italy (Reggio Emilia) and Sweden. The research identifies two models that respond to different socio-historical contexts and traditions in educational policy; named &#8220;performance accountability&#8221; and &#8220;professional-communitarian accountability&#8221;. The paper concludes with lessons from both models.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación inicial]]></kwd>
<kwd lng="es"><![CDATA[aseguramiento de la calidad]]></kwd>
<kwd lng="es"><![CDATA[rendición de cuentas]]></kwd>
<kwd lng="es"><![CDATA[estudio comparativo]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[quality assurance]]></kwd>
<kwd lng="en"><![CDATA[accountability]]></kwd>
<kwd lng="en"><![CDATA[comparative study]]></kwd>
</kwd-group>
</article-meta>
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