从人力资本理论看拉丁美洲经济主义教育模式

二战后，在人力资本理论的推动下，多数拉美国家重视教育在发展中的地位和作用，大力增加对教育的投入。20世纪80年代以后，由于债务危机和经济危机的影响，用于教育的开支被大幅度削弱。通过探讨拉丁美洲的外债对教育的影响，分析拉美教育政策中需要改革以有效地适应经济发展的某些方面。     

拉美地区双语教育的发展困境及归因

拉美双语教育在20世纪80年代完成制度化后仍处于教育体系边缘,发展始终步履维艰,不容乐观。一方面政府当局未充分调动各方资源驱动改革,另一方面土著民族缺少必要资源推进改革。困境的根源来自于拉美主流意识形态中单语和单文化主义及种族主义对双语教育的压制和束缚,其背后反映的是土著民族现实诉求与殖民主义历史遗留这一根本性冲突。     

拉丁美洲医学教育的变化、趋势与挑战

泛美医学院校协会(PAFAMS)董事PA Pulido等人撰文[Medical Teacher,2006,28(1):24-29]分析了拉丁美洲医学教育的多种影响因素,认为该地区的医学院校无计划地高速增长,质量得不到有效保障,卫生人力分布不合理.他们认为开展医学院校认证是解决上述问题的一条途径,并介绍了该地区医学院校认证的进展情况和趋势.     

Salamanca 1994-2019: there is still a long way to Latin America

ABSTRACT

This article analyses the progresses and challenges in education in Latin America since the Salamanca World Conference on Special Needs Education. The main advances have been in the access to education of a greater number of students derived from a higher public expenditure. The challenges that still exist can be summed up through insufficient educational quality, especially with regard to the situation of teachers and the infrastructure of schools. It’s difficult to collect appropriate, rigorous and accurate data for special needs education. The article concludes by pointing out the importance of rebuilding three bridges to move faster in the inclusive process: first, a political bridge to agree on the improvement of the educational budget during the next decade; a social and cultural bridge that supports attitudes of citizens in favour of diversity and inclusion; and finally, an educational bridge with two fundamental pillars: education of infant and young children and training and professional development for teachers.     

玻利瓦尔关于拉美地区稳定的思想述评

拉美独立战争爆发后，为了战胜强大的西班牙殖民者，玻利瓦尔曾提出了西属拉美必须联合起来的思想主张。随着独立运动的发展和胜利，玻利瓦尔在新形势下又给这一思想增添了新内容，即为了消除独立后拉美内部的混乱与纷争，拉美人民也应该联合起来。     

拉丁美洲基础教育公校民营现象探析*

在教育投入不足,难以保证全民基础教育供给量的情况下,拉丁美洲各国政府在基础教育领域积极推行公办民营等公私合作办学模式,利用民间资源,扩大基础教育的惠民范围,优化教学质量,其成效十分明显。具体做法包括管理承包-专业服务或课程设计、经营承包、教育服务承包、学校建筑服务承包、学校建筑与教育服务承包等,值得借鉴。     

试比较东亚模式和拉美模式之异同

东亚模式和拉美模式是第三世界现代化进程中的两种发展模式,两种模式有各自的内容和特点,但总的看,东亚模式的经验多,拉美模式的教训多。两种模式同为资本主义性质的外源型现代化模式,因而也具备了一些共同点,如都出现了政治集权化,都重视改善当局与市场的关系。     

拉丁美洲城乡关系研究述评与展望

通过对国内外拉丁美洲城乡关系的研究成果进行归纳和梳理,对拉美城乡关系的概念界定、总体特征和研究现状进行了描述与分析,并在此基础上总结了相关研究的难点,提出了未来研究的展望。     

拉美中央银行的独立性研究

拉美国家为有效实施通货膨胀目标制，进行了重大的中央银行改革，以此增强中央银行的独立性。拉美央行独立性的增强表现为从法律上明确中央银行的货币政策目标，加强中央银行在政治、经济和操作上的自主性，增强中央银行的透明度、责任度和可信度，以保持物价稳定为优先目标，最终促进经济稳定增长。研究他们的改革经验对我国中央银行的改革具有一定的借鉴和启示意义。     

Identifying the Macro-Level Drivers of Adolescent Fertility Rate in Latin America: The Role of School-Based Sexuality Education

This study seeks to explain macrolevel drivers of adolescent fertility rate using a panel data set derived from 17 Latin American countries over a period of 16 years (1997–2012). While many studies of adolescent fertility have focused on individual-level explanations, this study explores whether adolescent fertility rate is correlated to country-level determinants, specifically legislation adoption that guarantees access to school-based sexuality education, emergency contraception, and abortion. After controlling for other country-level factors, we find that countries that have adopted legislation on school-based sexuality education and those with legal access to abortion (under one or more restrictions) have lower adolescent fertility rates.     

Learning analytics initiatives in Latin America: Implications for educational researchers,practitioners and decision makers

This study presents several Latin American research initiatives in the field of learning analytics (LA). The study’s purpose is to enhance awareness and understanding of LA among researchers, practitioners and decision makers, and to highlight the importance of supporting research on LA. We analyzed case studies of LA research conducted at four levels of the educational system (the national, institutional, classroom and student levels), which were implemented in four countries (Brazil, Ecuador, Mexico and Uruguay). Diversified cases were selected to demonstrate the use of LA in primary, secondary and higher education, and to allow the inclusion of different types of datasets. These cases also showed the development of legal frameworks for handling ethical issues, and they met the requirements for data privacy protection in Latin America. The study concludes with a discussion of the findings and their implications for further research and practice in the field of LA for teaching and learning.     

高等教育国际化背景下拉丁美洲留学生教育现状评析

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。     

困境中奋进的拉美左翼：现状与挑战

自20世纪末起,在拉美一些主要国家,左翼力量的领导人纷纷通过大选上台执政,并打出了要在拉美构建＂社会主义＂的旗帜,拉美政坛呈现一片耀眼的＂红色＂。目前,这些左翼力量在国家的经济和社会发展方面都提出了一系列比较有效的措施,必将对拉美今后的政治和经济发展产生重大影响。但是,由于国内外各方面条件的限制,拉美地区左翼力量的发展还面临着一系列严峻的挑战,其发展前景依然充满变数。     

Making education reform work for the poor: accountability and decentralization in Latin America

We build upon and examine critically the framework for analysing accountability set forth in the World Bank’s World Development Report 2004 (WDR04) through a review of selected literature studying accountability‐focused reforms in three Latin American countries – Brazil, Colombia and Chile. We examine the successes and pitfalls of the three accountability‐related reforms (which also involve some type of decentralization) in fostering institutional environments in which the key actors involved in provision are held responsible for fulfilling their roles in providing education services. We apply the WDR04 framework in our analysis of the process of implementation and impact of different types of accountability‐focused reforms in the three countries. The framework was conceptualized by analysing case studies such as ours for a broad range of sectors, and now has widening influence in the policy‐making community, thus justifying a critical assessment. We discuss common challenges impeding implementation of the reforms, most notably political and technical challenges and discuss how well the framework and report capture and emphasize such challenges. In studying the impact of the reforms, we find that their effects are generally more positive in less poor communities and discuss the need for a strong central state to monitor and address such issues.     

论圣马丁在拉丁美洲独立运动中的贡献

圣马丁(Jose De San Martin)是拉丁美洲独立运动中的卓越领导人,为拉美的解放事业做出了杰出贡献受平等观念和爱国情感的驱使,抛弃在西班牙舒适优越的生活条件,毅然返回祖国,参加抗击西班牙殖民者的斗争;他审时度势,制定和实施了翻越安第斯山天险,先解放智利,然后经海路解放秘鲁的作战计划,堪称拉美近代史上杰出的战略家和战术家;他淡泊钱财,把宝贵的年华献给拉美的解放大业,自己却过着清贫的生活;他在拉美解放的关键时刻,以大局为重,急流勇退,自我牺牲,成就了高尚的人格.     

The causal effect of an extra year of schooling on skills and knowledge in Latin America. Evidence from PISA

Abstract

In this paper, we estimate the causal effect of an extra year of schooling on mathematics performance for seven Latin American countries based on PISA 2012. To that end we exploit exogenous variation in students’ birthdates around the school entry cut-off date using both sharp and fuzzy Regression Discontinuity designs. We find strong effects of an extra year of schooling in most countries, which amount to a 30% increase in PISA test scores in Brazil, 18% in Uruguay, 7% in Argentina and 6% in Costa Rica. These effects differ from the typical estimates obtained from simple regressions or multilevel models and are large enough to allow 15-year-old students to reach higher proficiency levels, suggesting significant potential gains of reducing dropout rates in the region. Finally, we stress the importance of taking into account the effects of school entry cut-off dates on PISA samples to avoid making unfair international comparisons.     

研究型大学建设:拉美与亚洲国家高等教育政策取向

通过高等教育全面提高国家的综合国力和国际竞争力是目前许多发达国家和经济发展速度较快的发展中国家的既定国策。因此最近十几年来,建设研究型大学的热潮在世界范围内兴起。亚洲和拉美的许多国家也纷纷对本国的高等教育进行反思和改革,试图在新一轮的国际秩序整合中打破美国研究型大学在知识创新的主导地位。本文试图对韩国、日本、印度、阿根廷、巴西和墨西哥等国的研究型大学建设状况和改革思路进行分析,发现他们在建设研究型大学过程中遇到的问题,通过对比,发现他们在研究型大学建设中采取的策略与措施。     

Education and Social Change: A View From Europe and Latin America

This article is based on the economic, political, cultural, social, and educational changes produced as a result of globalization. We focus on the universalization of education and its importance to achieving sustainable human development while respecting the cultures and ethnic groups in a region. Within higher education in the world, we delve more deeply into the creation of the European Higher Education Area and the Latin American Higher Education Area. This work allows us to highlight the problems, challenges, and needs that education is facing worldwide.     

The social condition of higher education: globalisation and (beyond) regionalisation in Latin America

This article aims to discuss the relationship between higher education (HE), globalisation and regionalism projects focusing on HE in Latin America and Brazil. It is claimed that HE has predominantly taken the diverse, yet concerted and co-ordinated routes of globalisation and regionalisation and, by doing so, been profoundly transformed. The first section considers a set of theoretical categories in relation to the phenomena of globalisation and regionalisation. The second section analyses the global and regional dimensions of HE in Latin America, exploring: (1) the Common Market of the South (MERCOSUR), along with the processes and mechanisms put into place to settle MERCOSUR's Educative Sector. It is argued that despite the political relevance of this regional project, its major developments are still harbouring important but preliminary preparations for future regional positioning and empowerment; (2) it is argued that the commodification, privatisation and ‘marketisation’ of HE, having occupied the centre stage in determined nations of the world, have become the founding conditions of a global market in HE; and (3) the Brazilian HE policies are examined in order to develop an argument about the decisive role played by national government in promoting and adjusting the process of globalisation and the regionalism project for HE.     

Patterns of theory use in qualitative research in higher education studies in Latin America: a geopolitical interpretation

The relationship between theory and qualitative research has been extensively examined in the literature and has emerged as a problematic matter. This debate has been driven forward mainly in Anglo-Saxon countries and has done scant justice to an understanding of these issues in regions of the South. This paper addresses this matter by drawing on a geopolitical perspective. The study here provides an analysis of 24 papers by Latin-American researchers in higher education, as included in the Web of Science between 2006 and 2015. Theories in Latin America are mainly produced in the North and exhibit two patterns: (i) critical perspectives are used to address local problems – ‘epistemic problematization’; and (ii) a nuancing of Northern theories so as to contextualize them – ‘epistemic nuancing’. Suggestions are also made for a new configuration of knowledge production in higher education studies – a model of knowledge from and for the South.