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.     

Higher Education in Latin America

This article presents an analysis of, and proposals for, international co-operation in higher education. It focuses on Latin American higher education, its current situation, and the expected transformation of the goals of higher education in the context of international co-operation. Education in the Twenty-First Century must be part of the world economic order. As such, it must attend to human necessities. One of the most important goals of the Twenty-First Century should be the building of a new kind of solidarity among human beings, one in which higher education systems will play an important role. The author describes the challenges that globalization poses to Latin American higher education.     

Trends in technical-vocational and secondary education in Latin America

This paper briefly reviews the development of technical-vocational education in Latin America in connection with the development of general secondary education prior to the recognition of the former as an integral part of secondary education leading to further education. It then concentrates on examining the major issues arising from the introduction of the latest education reforms in the degree of education, which reassesses the orientation of middle-level education with a view to establishing a stronger link between education and employment.     

拉丁美洲教育改革与发展展望

1999年4月,在智利首都圣地亚哥召开了第二届美洲国家最高首脑会议。会议在讨论“民主主义、正义、人权保护与强化”、“经济一体化与自由贸易”、“消除贫困差距”等涉及全美洲共同存在的问题的同时,各国还着重就21世纪拉丁美洲地区教育的发     

Conceptualising Education for All in Latin America

In this paper we discuss issues in conceptualising the education of poor and marginalised adults in Latin America. Our starting point is the World Education Forum 'Dakar Framework for Action' affirmation that education is the key to sustainable development, peace and stability. We argue that a reconceptualisation of the education of adults, informed by an understandingof adults' everyday and work practices, may help us understand the ways in which education can contribute to these goals. Such an analysis requires both a socio-cognitive and a political dimension in order to take account of the cognitive abilities and agency as citizens of those whom Frantz Fanon memorably called 'the wretched of the earth'.     

Spanish Bilateral Initiatives for Education in Latin America

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.     

Education,democracy and development in Latin America

The education first brought to America by Europeans was hardly more than ornamental culture, literacy was generally unimportant, and African slaves were not educated at all. Only in this century did industrialization cause some governments to provide economic and technological support through training and education. In the last decade, the debt crisis curtailed spending, while numbers of students and teachers continued to rise. A comparison between Latin America and South Korea illustrates the former's relative decline in investment. The advent of populist and corporatist democracies did not alleviate the situation, although there is now some evidence of concern for basic education for poorer children. With economic adjustment programmes, little else has been done for those who have suffered the heaviest burdens, and no obvious solutions to poverty and technological obsolescence are in prospect. A major reform of State institutions is called for, including a commitment to education, a change in the economic model, and a recognition of global interdependence.

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Zusammenfassung Das erste Bildungssystem, das von den Europäern nach Amerika gebracht wurde, war kaum mehr als eine dekorative Kultur; die Alphabetisierung war im allgemeinen unwichtig und afrikanische Sklaven erhielten überhaupt keine Bildung. Erst in diesem Jahrhundert veranlaßte die Industrialisierung einige Regierungen, durch Aus- und Fortbildung wirtschaftliche und technologische Unterstützung zu geben. Im letzten Jahrzehnt beschränkte die Schuldenkrise diese Ausgaben, während die Zahl der Studenten und Lehrer weiter anstieg. Ein Vergleich zwischen Lateinamerika und Südkorea macht den relativen Investitionsverfall in Lateinamerika deutlich. Die Einführung populistischer und corporativer Demokratien hat die Situation nicht verbessert, obwohl es jetzt Anzeichen dafür gibt, daß man sich um Grundbildung für ärmere Kinder kümmert. Mit den wirtschaftlichen Anpassungsprogrammen wurde sonst wenig für diejenigen getan, die die schwerste Bürde getragen haben, und es besteht keine Aussicht auf klare Konzepte zur Überwindung von Armut und technologisch veralteter Systeme. Es wird eine größere Reform staatlicher Institutionen gefordert — einschließlich eines Engagements für die Bildung, einer Änderung des wirtschaftlichen Modells und der Anerkennung globaler Abhängigkeiten.

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Résumé L'éducation apportée autrefois à l'Amérique par les Européens n'était guère plus qu'une culture d'agrément, l'alphabétisation n'avait généralement pas d'importance et les esclaves africains ne recevaient aucune instruction du tout. Ce n'est qu'au cours de notre siècle que l'industrialisation a amené certains gouvernements à offrir un soutien économique et technologique par le biais de la formation et de l'éducation. Durant les dix dernières années, la crise de la dette financière a réduit les dépenses, alors que le nombre d'apprenants et d'enseignants n'a cessé de croître. Une comparaison entre l'Amérique latine et la Corée du Sud illustre le déclin relatif de l'investissement de la part de la première. L'avènement des démocraties populistes et corporatistes n'a pas amélioré la situation, bien qu'on note maintenant quelques signes d'intérêt à l'égard de l'éducation de base des enfants pauvres. Les programmes d'ajustement économique n'ont rien apporté de plus à ceux qui portent les fardeaux les plus lourds, et il n'y a apparemment aucune solution en vue pour le problème de la pauvreté et de l'obsolescence technologique. Une réforme majeure des institutions publiques s'impose, impliquant un engagement envers l'éducation, un changement du modèle économique et une reconnaissance de l'interdépendance globale.

     

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。     

The Changing Nature of Non-formal Education in Latin America

This article highlights the history of innovation and creativity in non-formal education programming in Latin America since the 1920s. These include community-based programmes, literacy, fundamental education, community development, technical vocational training, extension education, consciousness raising, popular education, and community schooling. With the economic downturn in the 1980s, non-formal education became less viable as part of socio-economic development strategies owing partly to the social progress made in the region, a shift to schooling as a priority and the pulling back of governments from social service funding. Nevertheless, the 1980s saw the informal economy and social movements as emerging avenues for non-formal education programming and non-governmental agencies became the dominant vehicle for educational delivery. During the 1990s, technical education was going through privatisation and adult basic education was being criticised and overhauled. Citizenship education, a potential avenue for non-fomal education investment in the newly democratised region is identified as an area overlooked by policy makers. Similarly, the growing needs of the indigenous populations of the region and urban youth unemployment are singled out as potential areas for non-formal education programming.     

Trends of Science Education Research: An Automatic Content Analysis

This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000’s. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.     

Research into the History of Education in Latin America: Balance of the Current Situation

In this introductory article it is described firstly bow, in recent decades, the scientific communities ojhistorians of education in different countries of Latin America have been taking shape, and how they have been interacting with each other at an international level Subsequently some of the main works are analyzed that have approached the history of Latin American education from a general perspective and the general characteristics of the scientific production are traced in the different countries of the area. Finally, since in this volume of “Paedagogica Historica” there are specific articles on the present day historiography of education in Argentina, Brazil, Colombia and Mexico, a brief analysis is made of the scientific production in our field in some other selected countries: Chile, Venezuela, Ecuador and Costa Rica.     

Gender and Education: a view from Latin America

Gender and Education publishes articles that are considered as key references in the field, but at present the journal has limited connection with Gender Studies in Latin America. To understand this, all the titles and abstracts of the issues published between 2011 and 2013 were read. In this period, Gender and Education published 141 original articles, and among them only four were about Latin America. Altering this situation demands specific actions, including those that the Editorial Board is already planning. However, such reading brought to light many other questions that might be analysed in the context of the North/South division of intellectual labour. This essay discusses only one of them: the fact that articles about countries in the global South often identify their location in their titles, while this is rare among papers about metropolitan countries. An apparently simple change is suggested: that the authors question themselves about how far their ideas are understandable to readers from other parts of the world.     

美国远程高等教育：发展趋势与面临的问题

美国的高等教育体系是全世界最为庞大的，而美国的远程教育又是其重要的组成部分，美国的远程教育起步虽比欧洲，尤其是西欧晚，但其发展速度却惊人的。20世纪90年代末，在信息技术和互联网络的发展，支持下，以及在社会经济结构的变革和教育要求影响下，美国的远程教育迅速发展，为世人瞩目。