Pollticas Educativas En Ammrica Latina E Identidad (Latin-America Education Policies and Identity)

2008 ◽  
Author(s):  
Diego Rates Marmentini
Keyword(s):  
Latin America ◽  
Education Policies

scholarly journals Review of some studies on university student dropout in Colombia and Latin America

2013 ◽  
Vol 23 (4) ◽  
pp. 37-46
Author(s):  
Luceli Patiño de Peña ◽  
Angélica María Cardona Pérez
Keyword(s):  
Latin America ◽  
Secondary Education ◽  
Research Paper ◽  
University Student ◽  
Dropping Out ◽  
Paper Study ◽  
Education Policies ◽  
Pedagogical Strategies ◽  
Student Dropout ◽  
University Dropout

A study was developed from the research paper Study of academic mortality, pedagogical strategies, and dropout on dropout levels in Colombia and Latin America in order to identify factors that in some way affect increased dropout, such as admissions exams, vocational guidance, economics, and personal difficulties. We also identified the elements of greatest convergence: causes of dropping out, economic difficulties, students’ personal and family histories, secondary education, and, to a lesser degree, suggested strategies that can be used by universities. Therefore, we can conclude that despite the great diversity of studies, the shortcoming lies in the lack of effective policies curtailing university dropout and lack of support for regional education policies to integrate university, society and State.

Validating a scale for measuring teachers’ expectations about generic competences in higher education

2019 ◽  
Vol 11 (3) ◽  
pp. 439-451
Author(s):  
Rocio Serrano ◽  
Washington Macias ◽  
Katia Rodriguez ◽  
María Isabel Amor
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Latin American ◽  
Measurement Model ◽  
Education Policies ◽  
Content Type ◽  
University Teachers ◽  
International Scope ◽  
Higher Education Policies ◽  
Generic Competences

Purpose The purpose of this paper is to develop and validate a questionnaire to assess the expectations of university teachers about the importance of generic competences in Higher Education Institutions of Ecuador (E-DUC, acronym in Spanish), based on the competences typology from the Tuning Latin America Project. Design/methodology/approach A questionnaire with Likert scales was administered to 458 university teachers from seven universities in Ecuador. Exploratory and confirmatory analyzes have been carried out to validate the theoretical model. Findings After the validation process, four groups of generic competences were confirmed and the measurement model showed high levels of reliability, as well as content and construct validity. Research limitations/implications Since tuning project has an international scope, the research could be replicated in other Latin American countries for comparability purposes regarding teachers’ perceived importance of generic competences in teaching activity. In addition, further research can relate teachers’ expectations with teaching performance and other constructs, based on a broad theoretical framework. Practical implications These technical characteristics allow the use of E-DUC as an instrument to measure the expectations of teachers on the general competences that are worked on in higher education in Ecuador. Data about these perceptions are useful for the design of teachers’ training programs, curriculum reforms and other higher education policies. Originality/value It is the first research carried out in Ecuador and Latin America in order to validate a scale for measuring the expectations of teachers about the importance of the generic competences proposed in the Tuning Latin America Project.

A TEXTBOOK FOR THE LEFT? PROVIDING A FRAMEWORK FOR LEFT-WING EDUCATION POLICIES IN LATIN AMERICA

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Guy Burton
Keyword(s):  
Latin America ◽  
First Generation ◽  
Progressive Education ◽  
New Right ◽  
Left Wing ◽  
Education Policies ◽  
Third Way ◽  
Abstract Level ◽  
Political Spectrum ◽  
The Continuum

The article presents a framework by which the approaches taken in educational policies by the Left in Latin America may be understood. This framework takes the form of a continuum by which left-wing or progressive education, between deep and shallow poles, drawing at an abstract level the continuum on the equalitydifference features associated with Bobbio’s (1996) Left-Right political spectrum. Presenting the Cuban (and to a lesser extent) the Sandinista Revolutions as the main source of progressive education in the region prior to the 1980s, the article examines the neo-liberal and neo-conservative features associated with the New Right and the Left’s response. This took several forms in the 1990s and 2000s: traditional communists (Cuba), Third Way reformers (e.g. the PSDB in Brazil and the Concertacion in Chile) and between first generation (e.g. PT, Frente Amplio, Izquierda Unida, Causa R, Sandinistas since 2007) and second generation (e.g. the Chavez, Morales and Correa governments) radicals. The educational approaches of each are then placed tentatively along the progressive education spectrum.

scholarly journals Graduation Profiles of Pedagogy Programmes According to the Current Educational Policies

2019 ◽  
Vol 12 (6) ◽  
pp. 83
Author(s):  
Jessica C. Medina ◽  
José A. González
Keyword(s):  
Latin America ◽  
Teacher Training ◽  
Emerging Economies ◽  
Educational Policies ◽  
Education Policies ◽  
Citizen Education

The research analyzes the graduate profiles of pedagogical careers belonging to the universities of the Valparaíso region, Chile. For this purpose, a metrically consistent instrument has been proposed and created, according to the main Education Policies of the country that is called as an integral profile, which includes aspects with which Chilean teachers are evaluated, plus indicators of inclusion and citizen education. These Policies are not always measured, that’s why universities give such importance to these three educational policies. For these reasons, the objective of this article is to analyze, based on quantitative techniques, the relation of similarity between graduation profiles and educational policies, contributing to empower the descended aspects and to visualize the importance that the universities grant to train students with an integral profile. The results of this research invite to promote the Educational Policies related to the exit profiles of the pedagogical careers, since having integral profiles contributes to form a model of teacher training for the country, especially in those with emerging economies, such as those of Latin America.

scholarly journals Education premiums and skilled migration: Lessons for an educational policy

2015 ◽  
Vol 23 ◽  
pp. 104 ◽  
Author(s):  
Camelia Tigau ◽  
Bernardo Bolaños Guerra
Keyword(s):  
Latin America ◽  
Latin American ◽  
Brain Drain ◽  
Developed Countries ◽  
Main Question ◽  
Skilled Workers ◽  
Education Policies ◽  
Wage Premiums ◽  
The Relationship ◽  
Latin American Countries

This paper examines the relationship between skills prices (wage premiums) and inequality in migrant sending countries (mainly from Latin America) and explores the implications for education policies. Most of the evidence is based on the case of Mexico, a Latin American country that is also an Organisation for Economic Co‑operation and Development (OECD) member. Despite the belief that Latin American countries tend to pay less for their skilled workers than developed countries, they invest a considerable amount of their Gross Domestic Product (GDP) in education and sometimes in scholarships abroad. Therefore, our main question is: Are skill prices really so proportionately low in Latin America?  Likewise, what are the impacts of skills prices on migration in Latin America, and Mexico in particular? And, what is the importance of “brain drain” in terms of the relationship between migration and education? We find that despite the enormous inequality in the region, skills prices are not low. Furthermore, high expenditures on education combined with low skills prices do not necessarily result in brain drain. Other factors, such as perceptions of insecurity and corruption, have a stronger effect on the migration of Mexican professionals. Likewise, although high skills prices may lead to economic development, they may also increase social inequality, leading to greater brain drain. Therefore, the expansion of higher education is recommendable even if it reduces salaries and wage premiums in the short term. 

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