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1.
Oscar Espinoza 《Journal of moral education》2017,46(4):435-448
This article examines the principal arguments found in the work of Paulo Freire concerning policy and ethics in the field of higher education in Latin America. It critically analyzes the university reform in Latin America dominated by the thought and practice promoted by various international financial institutions (such as the World Bank and the Inter-American Development Bank [IDB]) beginning in the 1980s and then looks at the feasibility of an alternative Freirian view. The work of Paulo Freire celebrated the liberating role that public university education should play in the training of citizens and professionals, that is with a critical and ethical conscience, committed to the needs of the locality, region and the world. All this is in clear opposition to what has happened to Latin American universities, influenced by neo-liberal reforms over the last decades. 相似文献
2.
《International Journal of Educational Development》1998,18(3):161-179
This paper surveys sociolinguistic research into language and gender in Latin America, and identifies a gap specifically in the area of gendered language use in interpersonal interaction. It also notes a general paucity of gendered research on bilingual behaviour, which extends beyond Latin America. Through an analysis of the very small body of such research which has been carried out in Latin America, it examines some serious implications of these gaps for the model of `bilingual-intercultural' education now gaining currency with Latin American governments and international agencies. It seeks explanations for these absences in the Latin American context (in Latin American feminism, in the role of language in Latin American nation-building and myths of mestizaje, and in the way sociolinguistics has been institutionalised there) and in wider theoretical debates within the social sciences. Finally, it raises questions as to how this lack might be remedied, in such a way as to further the development of culturally appropriate education programmes for Latin America's indigenous peoples. 相似文献
3.
Stephen P. Heyneman 《Prospects》1997,27(4):501-530
Summary The decline in foreign assistance for eduacation can be considered a tragedy. On the other hand, the elevation of education
in domestic debate and the increase in trade of professional ideas on educational reform might be considered a benefit. The
adjustment to these new functions on the part of development assistance agencies and international agencies familiar with
the traditional rationales for educational investment will be difficult, however, in the end, their successful adjustment
will be good for the field of education.
Original language: English
Stephen P. Heyneman (United States of America) Lead Education Specialist serving countries in the Europe and Central Asia region of the World Bank. After teaching and research
in Africa, he completed a doctorate degree at the University of Chicago. He has been president of the Comparative and International
Education Society, a member of the board on International Comparative Studies in Education of the United States National Academy
of Sciences, and a lecturer at American University and the University of Maryland. On behalf of the World Bank, he has advised
senior educational officials in many different countries and other international institutions on educational programmes. 相似文献
4.
5.
联合国教科文组织在推动发展中国家高等教育发展中所起的作用越来越重要,参与跨国层面、区域层面的治理工作日渐频繁.拉丁美洲一直是教科文组织重点关注的区域,1997年,教科文组织特别成立了拉丁美洲及加勒比地区国际高等教育研究所,致力于完善该区域高等教育体系,提高高等教育质量,鼓励高等教育系统专业人员流动等,缩短拉美国家与发达国家的差距,推动该地区高等教育一体化的发展.联合国教科文组织在推动拉丁美洲高等教育一体化建设取得一定成效的同时,存在资金不足、政策实施不力、对不同地区支持不均衡等问题.此外,在拉丁美洲高等教育一体化建设过程中,拉美国家还应该进一步改善自我认同缺失、凝聚力不足、国别异质性显著等自身问题. 相似文献
6.
The research presented in this article concerns la Agencia Española de Cooperación Internacional (Spanish Agency for International Cooperation—AECI) and its growing presence in Latin America since the late 1990s. The aim is to evaluate the transformative potential that bilateral funding can have on educational reform in the region. The article starts with a brief history of Spain’s past and present strategies for educational initiatives in Latin America, and then it focuses on three of AECI’s successful projects: basic and adult literacy; gender mainstreaming in development projects; and multicultural and bilingual education. The article explains the effectiveness of Spanish-sponsored projects in Latin America and compares their strategies with those of other bilateral and multilateral donors, such as PREAL. The article concludes by analysing multi-sectoral development efforts that are the foundation of educational strategies sponsored with Spanish funds, based on the grounds that elimination of poverty will not result from projects that focus exclusively on the individual or the family, but rather from those at the community level. AECI’s efforts are directed at cultivating internal capacities already present in the communities through training human resources and deploying financial resources. 相似文献
7.
Although there has been dramatic economic development in parts of Asia approximately one-third of the Asian population live
in poverty. In response to the persistence of poverty a new international development assistance model supported by the Asian
Development Bank, the World Bank and many other international agencies is emerging with a major focus on alleviation of po
paper will examine educational implications of the new model in one of Asia’s poorest countries, Lao Peoples Democratic Republic.
Attention is given to: (1) the changing social, economic and policy contexts within which Lao education functions; (2) the
strategic concepts associated with the model of poverty reduction; (3) two potential scenarios of propoor educational change;
and (4) assessment of the feasibility of each scenario in increasing the equality of educational and social opportunities
for the poor. 相似文献
8.
留学生教育是高等教育国际化的重要组成部分,影响着高等教育国际化发展水平。随着高等教育国际化进程速度加快,拉丁美洲国家也越来越重视留学生教育。然而,在留学生教育国际市场竞争中,拉丁美洲却面临着招生渠道少、生源流失严重、语言沟通障碍等方面的困境。究其原因,主要在于政策激励机制不健全、教育资源相对有限以及社会环境动荡不安。为此,拉丁美洲需要采取加大教育资金投入、健全政策激励机制、增强国际交流与合作、推动教育一体化、开发远程教育平台、实现优质资源共享等有效举措,进一步推动留学生教育发展,提升高等教育国际影响力。 相似文献
9.
Southern countries have invested rather heavily in higher education. Yet, their development is severely hampered by problems
originating from both national policy conditions and institutional weaknesses. This paper presents an analysis of these problems
through a critical analysis of the World Bank Report onEducation in Sub-Saharan Africa: Policies for Adjustment, Revitalization and Expansion. The paper further highlights the results of a recently published comparative study of higher agricultural education institutions
in ten countries in Asia, Africa and Latin America. By carefully examining the concrete mandates, expectations and actual
possibilities of higher education institutions, this paper tries to explore the academic and societal frontiers of higher
education in the South. The paper ends by suggesting ways to improve higher education in the South by using the instrument
of South-North university co-operation. 相似文献
10.
The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Reports on international trends in science education research indicate that authors from English-speaking countries are major contributors of publications. Despite the internationalization of the science education community, as represented by the publication of the work generated in non-English-speaking countries, research trends in science education in Latin America are uncommon in the literature. Therefore, it was deemed important to explore the scholarly productivity of science education researchers from Latin America to learn about the research orientations pursued by scholars from this region. Collective review findings are presented with respect to author’s nationality, publication volume generated in each country, research type and topic, collaborative research, and areas for future research. Of the ten countries represented in this study, Brazilian authors were the most research active scholars followed by their colleagues from Venezuela, Mexico, and Argentina. The History, Philosophy and the Nature of Science (HPNOS) was the topic that most attracted the interest of Latin American science education researchers, and the Empirical Qualitative studies was the most frequent research type combination in the analyzed publications. Findings in this study suggest a relationship between investment power in Research and Development (R&D) and the scholarly productivity not only in science education but also in the scientific field in the countries of the region. 相似文献
11.
近年来随着全球化的深入发展和全球性问题与危机的日趋严重,国际多边组织尤其是联合国体系内的各种全球性机构在国际事务治理中的地位日趋凸显,随之其面临的合法性危机亦日趋严重.在此情况下,非政府组织对国际事务治理的参与,推动了国际多边组织透明度的增加,促进了国际多边组织对国际事务治理的有效性,在一定程度上弥补了国际多边组织合法性的缺陷与不足. 相似文献
12.
美国高等教育认证制度是在美国社会和高等教育发展中自然成长起来的,并不断地将高等教育内外的合理成分吸收进来,随时进行着相应的调整.三种类型的认证机构所开展的六种基本的认证活动指向两个核心目标:关于学校的机构目标和关于公众的公共目标.美国高等教育认证制度经过百余年的发展,逐步形成了自律性、自治性、未来导向性、多样性与统一性共存、与美国文化精神的一体性等特点.它为中国高等教育质量保障制度建设提供了有益的启示:制度建设应深深地扎根于自己的母体文化和历史土壤中;始终恪守自己的核心功能与价值;区分学术权力与政治权力的行使空间;把握制度变革的均衡性;注意国际经验吸收的适宜性. 相似文献
13.
This paper examines the recent orientation of educational aid policy away from enclave projects managed and protected by special donor-controlled units to interventions which support locally developed education policies and which are implemented through local sustainable institutions. Structural adjustment involves the international agencies in encouraging and assisting national governments to create their own development priorities and establish institutions of governance which can effectively direct and control sectoral activities. The World Bank and other agencies have in recent years examined the educational needs of Africa in particular and have initiated programmes of local capacity building to encourage national policy and management development. The paper explores the meaning of capacity building and its relation with local capacity utilization. The anomaly of donor policies which set out to liberate governments from donor influences is pointed out, together with the need for donor agencies to define more clearly their own policies and to subject them to the same sorts of analysis which they are advising for recipient governments. 相似文献
14.
This article examines the educational dimension of the General Agreement on Trade in Services of the World Trade Organisation (WTO/GATS), with a special focus on its potential implications for the Latin American region. This ambitious strategy to transform education into a tradable commodity in a global economy cannot be isolated from other international treaties and from the neoliberal policies that have impacted Latin American societies for the last two decades. In this regard, we argue that the WTO/GATS educational agenda has the potential to further the project of privatisation to a higher level, opening the door for international competition. In a continental political economy characterised by large asymmetries in educational export markets and in interactive technologies, such competition will not take place on an even playing field, as the USA is better positioned than most countries in the region to take advantage of a ‘free educational market’. If the proposed WTO/GATS goes ahead in such a context, Latin American countries can be adversely affected in terms of their sovereignty on cultural policy, the quality and accessibility of their public education systems, the training of scientists and researchers oriented towards national development, and the contribution of their education systems to the common good and to the equalisation of opportunities in largely unequal societies. We recommend that Latin American governments do not commit themselves to the educational agenda of the WTO/GATS before holding a wide process of public participation, information and reflection in national parliaments and in civil society. 相似文献
15.
1998年世界教育报告尖锐指出，在以知识为基础的社会里，教育已成为拉大社会差距的手段。在我国目前对这一问题的关注与研究还很不够。文章根据美洲开发银行关于1998-1999年拉美经济和社会进步的报告中的有关内容摘写而成。 相似文献
16.
李富 《九江职业技术学院学报》2013,(3):6-7,3
高职教育国际化是高职教育的发展趋势,是高职教育提高竞争力、走向国际的重要手段,但在国际合作过程中存在着多方的利益追逐问题,也是多方博弈的过程,最终合作的结果也将是多方博弈的结果,为促进高职教育国际合作的健康发展,地方政府要在其中要起到引导和协调作用,在督促高职院校加大国际合作力度的同时,注意自身利益的维护。 相似文献
17.
Nanette Svenson 《Higher Education》2013,65(5):661-676
This article examines the state of scientific research and development in Central America, highlighting the potential contribution of international partners. It separates Central America from the larger region of Latin America and the Caribbean to underscore its differences and how these affect scientific and technological capacities, priorities and possibilities. Using primarily data from the Ibero-American Network of Science and Technology Indicators and the United Nations Educational, Cultural and Scientific Organization Institute for Statistics, current research and development trends in the region are explored, as defined by international Frascati norms, and juxtaposed against broader scientific and technological parameters. Challenges within this environment include educational quality and completion rates; low public and private funding of scientific research; lack of institutionalization; limited understanding of the potential returns associated with research; and the fact that the region operates almost entirely in Spanish, limiting opportunities for global publication and exchange. In addition to national efforts, collaborative international initiatives that appear to be yielding dividends against these obstacles are multinational and intergovernmental supported research training and monitoring partnerships; cross-border university- and research institute-led programs; and international joint publishing projects. 相似文献
18.
This paper explores the nature and quality of the participation that characterises the Bank's consultations with external actors and examines the extent to which the Bank is responsive to such feedback when it comes to defining its policy preferences and strategies in the education domain. It draws on a case study of the participatory process that was organised around the definition of the last World Bank Education Strategy (WBES2020) and focuses on the participation of three European aid agencies, the Ministry of Foreign Affairs of the Netherlands, Germany's Federal Ministry for Economic Cooperation and Development and the Department for International Development of the UK. This paper acknowledges that a significant effort was made to promote the inclusiveness and transparency of the participatory process, yet it concludes that the conditions for promoting quality participation and substantive policy change were not provided. Furthermore, the way international aid agencies produce and use knowledge limits their role and influence in the context of the Bank's consultations. Hence, by not contesting the Bank's policy ideas substantially, the agencies contribute inadvertently to reproducing the Bank's predominance in the education for development field. 相似文献
19.
The political economy of higher education in the era of neoliberal globalization: Latin America in comparative perspective 总被引：2，自引：0，他引：2
During the last two decades, Latin American universities have experienced intense pressure to abandon the main principles established in the 1918 Córdoba Reform (i.e., autonomy and autarchy). While funding for public higher education has declined, they are pressured to relinquish a large portion of institutional autonomy in order to accommodate to market demands and to a new set of control strategies emanating from the state.We argue that current changes in Latin American higher education cannot be examined in isolation from larger political and economic changes in the region, which in turn are related to the dynamics of globalization. After the decline of socialist and welfare-state models, neoliberal regimes have become hegemonic in many parts of the world. In most countries, changes in financial arrangements, coupled with accountability mechanisms, have forced universities to reconsider their social missions, academic priorities and organizational structures. Concerns about equity, accessibility, autonomy or the contribution of higher education to social transformation, which were prevalent during previous decades, have been overshadowed by concerns about excellence, efficiency, expenditures and rates of return. The notion that higher education is primarily a citizens right and a social investment – which has been taken for granted for many decades – is being seriously challenged by a neoliberal agenda that places extreme faith in the market.Though we focus on the international dimension of university change, it is important to note that global trends are promoted, resisted and negotiated differently in each national context and in each individual institution. In the emerging knowledge-based society, the polarization between North and South is expected to increase even further if the scientific and technological gaps are not narrowed. Latin American universities have a crucial role to play in this regard. The paper is organized in two parts. The first describes the context of university change, focusing on issues of globalization and neoliberalism. The second examines the main features of university restructuring in comparative perspective, with a particular focus on Latin America. 相似文献
20.
Yann Lebeau 《Compare》2008,38(2):139-153
This paper's principal purpose is to explore the range of ways in which African universities act as public institutions – i.e. how they both are shaped by and influence the social, political and economic contexts in which they are situated. In particular, it considers the multiple dimensions, often resulting in tensions in contexts of poverty, instability and radical transformation, of African universities as actors in politics, civil society and the public sphere. Drawing on recent projects and discussions in which the author took part, the paper tries in particular to explain how the degraded state of most universities in the region which began in the late 1970s and into the 1980s should not be taken to mean that they had become irrelevant to the societies and polities in which they were embedded. Examples are offered of how higher education institutions, and especially the major public universities (often of colonial origin), have often remained key sites for upward mobility strategies, critique and mobilisation on behalf of political change even in the face of authoritarian and corrupt regimes, in contexts of weakened national economies, and even when higher education (primarily encapsulated in public universities) fell out of favour of multilateral and bilateral cooperation agencies. In conclusion, the paper discusses current initiatives by international donors and development agencies to revitalise higher education in Africa, and ensure an ‘expansion of tertiary institutions constructed as sites for personal advancement and private benefit’ (The World Bank 2002) and how their managerial and cost‐effective orientations may thin out the crucial public good dimension of African universities. 相似文献