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3. Interkulturelle und International Vergleichende Erziehungswissenschaft, Sektion 3, Kommission Vergleichende und Internationale Erziehungswissenschaft, qualitativ, theoretisch, historisch, Englisch
Global challenges for national education systems on the American continent: the dissolution of boundaries for educational trends
Chair(s): Dr. Sieglinde Jornitz (DIPF _Leibniz Institut für Bildungsforschung und Bildungsinformation, Deutschland), Prof. Dr. Marcelo Parreira Do Amaral (Universität Münster)
Diskutant*innen: Prof. Dr. Paul Fossum (University of Michigan-Dearborn)
The global dimension of education is highlighted in contemporary discussions that include the idea of a dissolution of boundaries. At the same time, education systems have developed idiosyncratic characteristics related to the specific cultural traits and the local practicalities. The symposium will focus on the American continent and its national specific initiatives on dealing with inequality and the implementation and use of digital technologies in education settings. Both aspects challenge boundaries in education. Three contributions present initiatives and developments from Brazil, Mexico and Uruguay. They represent different parts of the continent, with different traditions and political decisions at play in efforts to overcome educational challenges in inequality and to invest in digital technologies to take part in global development. We open up a space for discussing how national education systems act and if there is a global path that lead to a dissolution of boundaries.
Beiträge des Panels
Brazil and the National Education Plan
Prof. Dr. Wivian Weller1, João Luiz Horta Neto2 1Universidade de Brasília, 2Instituto Nacional de Estudos e Pesquisas
The contribution on Brazil presents an overview of the development of the Brazilian education system, followed by an analysis of the organization of Brazilian education in the federal, state and municipal spheres. The focus lies on the implementation of a monitoring system for the goals prescribed in the National Education Plan (2014-2024). One of the remaining challenges is the need to expand the right to education, not only regarding access and continuation in the education system, but also the reduction of inequality in the education system and the right of students not only to learn contents, but also to be educated in a human, cultural and scientific sense. How initiatives for integrating digital technology are linked to it, will be part of the contribution.
Mexico and how to deal with inequality, standardisation, and compensation in education
Dr. Eugenia Roldán Vera Cinvestav-Coapa
The contribution on Mexico outlines the historical development of the Mexican education system, presents an overview of its institutional and organizational structure. It shows how the Mexican education system struggled to catch up with an expanding population that was divided by enormous social, economic and cultural inequalities. The author illustrates how the divides between indigenous/rural and urban populations, men and women, regional and central educational traditions, among other factors, were only to an extent ameliorated by a system that unified administration and curriculum.
The analysis of political reforms tending towards de-centralization, de-regulation, and accountability will show how the way in which the funds for education were allocated changed, especially regarding the new weight given to evaluation, but increased further inequalities between schools in marginal contexts and those in more socially privileged ones.
The provision of public schools with infrastructure for information and communication technologies, often via programs designed under a public and private partnership scheme, was part of national initiatives. How they proceed and which part of population they missed will be presented.
Uruguay and its leading role in Education for Latin America
Dr. Tabaré Fernández Aguerre1, Dr. Santiago Cardozo Politi1, Agustina Marques Hill2 1University of Uruguay, 2Berlin Social Science Center
The Uruguayan educational system has exhibit through its history significant and early in time features that have made Uruguay an educative developed country with solid institutions. Nevertheless, Uruguay presents today persistent problems in education inequality and low graduation proportion of secondary education. This is of even greater concern when considering the coluntry's good social and economic position in the region. The contribution will present the main features of the Uruguayan educational system in terms of its history and social origins; its institutions and governance and its trends in access, attendance, graduation and learning achievements of the population of the educative system, with a special focus on inequality and recent trends in digital technology. In the later the Ceibal Plan, an adaptation of the One Laptop per Child (OLPC) project devised by the Massachusetts Institute of Technology (MIT), has been the most important ICT initiative in Uruguay.
The Uruguayan educational system is considered as highly developed in the Latin American context. This is the result both of historical and of more recent salient achievements.