An empirical study on mechanism of successes and failure of educational reform in Latin American context, focusing on ideological and behavioral interaction among stakeholders in education sector.

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Significance of universalisation of primary education is well known in today's international society, as is considered as human rights and indispensable societal foundation for the economic and social development of a nation. Its process, however, has been found as long and difficult journey. Considering this situation, this study attempts to find out a mechanism and its factors which determine success or failure of education policy in developing countries' context, taking Bolivia, Chile and Peru as cases. In order to achieve this objective, interaction among stakeholders in education sector that appears based on their ideology, activities on education policy and their principles of behavior were brought out from educational sociological perspective, with special attention to stakeholders' view points.