Globalisation and Public Education Policies in Latin America

2014 ◽  
pp. 93-104
Author(s):  
Robert F. Arnove
Keyword(s):  
Latin America ◽  
Public Education ◽  
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.

Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

2020 ◽  
pp. 002205742096676
Author(s):  
Adekunle Lawal
Keyword(s):  
Public Schools ◽  
Public Education ◽  
The United States ◽  
West African ◽  
Educational Opportunities ◽  
Equal Access ◽  
Education For All ◽  
Education Policies ◽  
Elementary And Secondary Education ◽  
K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

scholarly journals Nursing education: mapping in the perspective of transformation

2020 ◽  
Vol 73 (3) ◽  
Author(s):  
Josicelia Dumêt Fernandes ◽  
Rosana Maria de Oliveira Silva ◽  
Giselle Alves da Silva Teixeira ◽  
Raíssa Millena Silva Florêncio ◽  
Lázaro Souza da Silva ◽  
...  
Keyword(s):  
Nursing Education ◽  
Public Education ◽  
Descriptive Study ◽  
The State ◽  
Economic Power ◽  
Education Policies ◽  
Analytical Instruments ◽  
Mixed Approach ◽  
Quality Of Nursing

ABSTRACT Objective: to construct a theoretical, field and analysis mapping of nursing education in the context of public education policies in Brazil. Method: a descriptive study with a mixed approach of investigation, having as theoretical-analytical instruments the studies on maps construction (theoretical, field and analytical), which allowed the distribution, imbalances, tendencies and contradictions verification of the phenomenon studied. Results: the disordered expansion of vacancies in nursing has been occurring in a disorganized, asymmetric way and directed to the distancing of the State in the assistance to the educational sector, as well as the consequent privatization of education and reaffirmation of social imbalance of regions with the lowest economic power. Final considerations: the study made technological, scientific and academic contributions possible and showed that public policies directed intense and disorderly expansion of courses/vacancies, indicating the need to establish strategies that can promote actions to strengthen the quality of nursing education.

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.

scholarly journals From ‘Credentialism’ to the ‘Practice of Learning’: Reconceptualising Learning for the Knowledge Economy

2003 ◽  
Vol 1 (1) ◽  
pp. 83-105 ◽  
Author(s):  
David Guile
Keyword(s):  
European Union ◽  
United Kingdom ◽  
Public Education ◽  
Activity Theory ◽  
Knowledge Economy ◽  
Knowledge Society ◽  
Education Policies ◽  
New Knowledge

This article argues that there is a paradox at the heart of United Kingdom and European Union polices for learning: the knowledge economy debate rests on a traditional interpretation of the concept of learning (i.e. the acquisition of existing knowledge and skill), yet the challenge of the knowledge economy is to produce new knowledge and skill. Overcoming current credentialist approaches involves rethinking what is meant by ‘learning’. Drawing on activity theory, the article introduces the concept of ‘reflexive learning’ to illustrate how to reformulate public education policies to prepare learners for working and living in a knowledge society/economy.

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