scholarly journals Transferência e mobilidade de políticas de educação superior na américa latina em tempos neoliberais

2017 ◽  
Vol 25 ◽  
pp. 120
Author(s):  
Regina Célia Linhares Hostins ◽  
Idorlene Da Silva Hoepers
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Latin American ◽  
Global Education ◽  
Historical Context ◽  
Education Policies ◽  
International Agencies ◽  
Higher Education Policies ◽  
The World ◽  
Latin American Countries

Abstract: The paper aims to trace the flows of global education policies in Higher Education policies in two Latin American countries - Brazil and Argentina – during the decades of 1990 and 2000, from Stephen Ball’s theoretical and methodological framework. Two major events were used for analysis - the World Conference on Education for All (Jomtien, 1990), and the World Education Forum (Dakar 2000), which are references in the transfer movement and transnational mobility of education policies led by international agencies such as the World Bank and The United Nations Organization for Education, Science and Culture (UNESCO), among others. These events and resulting documents inaugurated the discursive and epistemic connectivity of global policy networks and the export/import of reform speeches (Ball, 2014), in an environment conducive to the flow of ideas, people and values. As a result, concepts, set priorities and ratified agendas of transnational actions were disseminated, in which the Latin American countries had significant participation and established consensus on Education Reform. Within Higher Education in countries like Brazil and Argentina, a strong expression of the concepts and recommendations of the documents signed at these events was observed during this period. Thus, this paper highlights the recommendations incorporated in some policies of these countries and the interpretation of movements in the context of national policies, taking into account the historical context and political networks established in each country.

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 REVITALISASI PENGELOLAAN DAN PENYELENGGARAAN TRI DHARMA PERGURUAN TINGGI DIANTARA PERSIMPANGAN KEPENTINGAN ANTAR BANGSA

2018 ◽  
Vol 1 (1) ◽  
pp. 135-159
Author(s):  
Yohan Yohan
Keyword(s):  
Higher Education ◽  
Community Service ◽  
Global Education ◽  
Developed Countries ◽  
Recent Time ◽  
Education Policies ◽  
Higher Education Policies ◽  
The University ◽  
Economic Motives ◽  
Creativity And Innovation

At a recent time, a number of academics ranging from the ‘practical and theoretical academics,’ ‘political academicians,’ ‘academic politicians’ to ‘academic bureaucrats’ are encouragingly striving for responding to the demands of internationalization of Higher Education because of the pressure of global education interests. With the spirit of ‘education liberation’ relying on the General Agreement of Trade in Services (GATS) as a result of ‘industrial globalization matrix’ which is associated with economic motives initiated by the World Trade Organization (WTO) makes some developed countries enthusiastically promote their higher education institutions to a number of countries. Consequently, the invigoration of Indonesian government to all domestic universities to immediately program their institutions as the agents of economy development. Nonetheless, the implementation and management of Tri Dharma are not only specified on developing the strength of national economy but also on social conscience to make the current creativity and innovation can be more relevant to the need of subsistence resources development based on Indonesian characters and uniqueness driven by the moral sense of humanity, fairness and civilized policies. Therefore, the revitalization process should be accordingly manifested toward the principles of Tri Dharma of the university as mandated by Pancasila, Constitution of 1945, Law, GBHN and all of the derivative regulations, not strictly due to the insistence of global pressures. Thus, human resources must be the main agenda to revitalize among other potentials in generating and optimizing the ethic of scientific works in Tri Dharma activities in fulfilling the current necessitates without harming the interests of Indonesian populace. Finally, when Foreign Higher Education policies (FHE) are commercially inclined to globalize their education system and research which is relatively ‘capitalism’, thus our national higher education should be increasingly characterized by the humanity affectionate which elevates the dignity of Indonesia by providing serious devotions and concerns on social and community service.

3. The Anti-Ecological University: Competitive Higher Education as Ecological Catastrophe

2020 ◽  
Vol 2 (2) ◽  
pp. 45-66
Author(s):  
Luca Morini
Keyword(s):  
Higher Education ◽  
Global Education ◽  
Negative Impact ◽  
Two Dimensions ◽  
Competitive Dynamics ◽  
Sustainable Change ◽  
Education Policies ◽  
Education Philosophy ◽  
Higher Education Policies ◽  
Change In Higher Education

<?page nr="45"?>Abstract The article aims at critiquing the current competitive framing which is shaping higher education policies and discourse at an international level. The argument initially takes an historical and genealogical approach to trace the roots of this framing to ideological misinterpretations of evolutionary theory and ecology, and to the influence of eugenics in the framing of educational policy. The article then uses a systems theory lens to articulate the negative impact of competitive dynamics in global education on an ecosystemic level, focusing on a “deecologization” of the two dimensions of time and space in the lives of university students and staff. Finally, the article concludes suggesting the necessity of an imaginative reecologization of thought as a precondition for any sustainable change in Higher Education philosophy and policy.

scholarly journals Editors’ Reflections on the Tenth Anniversary of LATISS

2017 ◽  
Vol 10 (2) ◽  
pp. v-ix
Author(s):  
Susan Wright ◽  
Penny Welch
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Knowledge Economy ◽  
Education Policies ◽  
Learning And Teaching ◽  
International Agencies ◽  
Higher Education Policies ◽  
The Social ◽  
Anniversary Issue ◽  
International Knowledge

Welcome to the tenth anniversary issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS). This anniversary presents an opportunity for celebration and for reflection on the progress made by the journal. Our aim for the journal, as set out on the website, has remained unchanged:Learning and Teaching (LATISS) is a peer-reviewed journal that uses the social sciences to reflect critically on learning and teaching in the changing context of higher education. The journal invites students and staff to explore their education practices in the light of changes in their institutions, national higher education policies, the strategies of international agencies and developments associated with the so-called international knowledge economy.

scholarly journals BIOSOCIAL FOCUS AND CURRENT SALUBRISTA OF BIOETHICS

2020 ◽  
Vol 8 (1) ◽  
pp. 105-110
Author(s):  
Jorge Elías Daher Nader ◽  
Ada María Hernández ◽  
Andrés Cruz Acosta ◽  
Marlene Hernandez N ◽  
Xavier Chan Gómez
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Scientific Research ◽  
Positive Change ◽  
Ethical Values ◽  
Scientific Interest ◽  
Academic Curriculum ◽  
The World ◽  
Training Modules ◽  
Latin American Countries

The need to include the world of facts, of science, and the world of values, and in particular ethics in university studies related to scientific research, is not clearly visualized in universities, or at least it has not been suitably evaluated and materialized in facts. This article aims to assess this need, promoting the union between the scientific interest that each individual in their training and the need to achieve an understanding of ethical values. The contribution of bioethics in some Latin American countries and the positive change of this inclusion in the academic curriculum will be analyzed. Although there is more and more information and knowledge at hand, the understanding of the whole is increasingly fragile, manipulative, inaccurate, liar and repetitive. Hence the question about what as individuals we want to build and what kind of professionals we intend to train, from an ethical, legal, psychological, sociological and moral approach, that is why the importance of programmatic development of bioethics training modules. In Ecuador it is necessary that the Institutes of Higher Education adapt, promote, include, democratize greater accessibility to training in principles and values, to forge a culture of respect for life that will influence all human scenarios.

Regional Development through Continual Improvement of Higher Education in Latín American Countries Case Study

2018 ◽  
Vol 5 (1) ◽  
pp. 89-101
Author(s):  
Jaime Rodrigo Moreno Vallejo ◽  
Fajardo Romo ◽  
Gabriel Frank
Keyword(s):  
Higher Education ◽  
Regional Development ◽  
Latin American ◽  
Process Management ◽  
Management Strategies ◽  
Balanced Score Card ◽  
University Management ◽  
Social Mission ◽  
Quality Of Higher Education ◽  
Latin American Countries

Abstract Aiming to promote the social mission of higher education and their integration in Latin American countries, this research has a qualitative focus and it has the objective to study the normative context and the main theoretical references for the assurance of the quality of higher education for Colombia and Ecuador, examines how the continuous improvement of higher education contributes to regional development; and proposes methodological strategies that contribute to the purpose for the regional development, in a systemic, objective, measurable and achievable in time way, like are the process management and the balanced score card for University Management Strategies and to built a public policy for Latin American Universities.

Students’ Sense Making of Higher Education Policies During the Vertical Transfer Process

2021 ◽  
pp. 000283122110030
Author(s):  
Lauren Schudde ◽  
Huriya Jabbar ◽  
Eliza Epstein ◽  
Elif Yucel
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Qualitative Data ◽  
Sense Making ◽  
Education Policies ◽  
Vertical Transfer ◽  
Higher Education Policies ◽  
State Transfer ◽  
Subsequent Behavior

More than a third of students enter higher education at a community college; most aim to earn a baccalaureate. Drawing on sense-making theory and longitudinal qualitative data, we examined how community college students interpret state transfer policies and how their interpretations influence subsequent behavior. Data from 3 years of interviews revealed how students adjudicate between multiple intersecting policies. The higher education context, where institutions provided competing signals about policies, left students to navigate complex messages to achieve their transfer goals. Students’ approaches to understanding transfer policies primarily followed one of two patterns: adopting policy signals as step-by-step procedures or adapting and combining policy signals to create a customized transfer pathway. Both approaches had important implications for students’ transfer outcomes.

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