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The problems linked to the training trajectories of those who enter the university are not limited to social issues, personal history or the mere transition between levels, but have strong institutional conditioning factors. This paper questions the devices that national universities have designed to regulate access to the level. The objective is to present a mapping of these devices in the national universities in Argentina built from a comparative perspective. A survey of institutional regulations was carried out, as well as information available on the official website of the institutions. After the construction of a systematized data matrix, trends are identified from a cross-sectional reading of the constructed map. There is a high presence of regulatory devices for admission in national universities, with variable characteristics regarding their mode of organization, curricular components, duration and planned evaluation methodology. [ABSTRACT FROM AUTHOR]

This paper results from the intersection of two research projects devoted to teacher education processes at a University in Argentina. It wonders about the role of unpaid teaching assistants, specifically in the English Teaching Education Program, in order to explore the value that pre-service teachers recognize in those experiences. Framed under qualitative research and influenced by narrative inquiry, the methodological design includes two recursive steps with focus groups, document analysis, and autoethnographic records. This study uses the resulting polyphony to produce contents that not only narrate the virtues of inhabiting intermediate spaces but also point in the direction of mentorship and guided practice as fruitful instances in the construction of the teacher self in these contexts. [ABSTRACT FROM AUTHOR]

In the paper we present progress of a research project that aims at studying the political-pedagogical project and actions of popular education with youth and adults in the Department of University Extension of the University of Buenos Aires which ran between 1956 and 1966.The Department of University Extension attempted to articulatethe university with the people. The focus of its actions was in the Maciel Island. There, for ten years, they developed educational, health and welfare actions in order to solve the problems of the inhabitants of the island, from a joint effort between the university and the community. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to share research results. These are about the reconstruction that students do on their previous school experiences and how they contrast them with the changes in their university life. The central problem was linked to the need to know the characteristics of young people who are in fact living at the stage of university. We have as a goal to show some of their psychosocial references in order to identify issues related to the experiences in this new step and their ways of action on the construction of their institutional place. The research was conducted in 2014. It is a mixed methodological approach, because we gave a questionnaire with closed and open questions, but also, we took individual and group interviews. The population consisted of students who were enrolled in their second year of Chemical and Veterinary Sciences at the Catholic University of Córdoba. [ABSTRACT FROM AUTHOR]

Taking into consideration the gap between the explosive growth of enrollment of new students and the small number of graduates, this paper explores the processes of attrition and slowing that increase the distance between theoretical duration and real duration of university courses. Taking as an object of analysis the behavior of students in the University Technical Degree in Cultural Management, -Faculty of Architecture, Planning and Design, UNMDP, we have made a cut on the Cohort 2009 to explore the current dynamics, among the factors that enhance the low rate of graduation, persistence or prolongation of studies and the attrition process of students in the institution. [ABSTRACT FROM AUTHOR]

This paper analyzes the beginnings of Psychology Education in Argentina and then focusing on the organization of undergraduate programs in the whole country. The aim is to carry out a complete updating information of all universities including psychology programs. Subsequently, the impact of the process of accreditation of undergraduate psychology programs is analyzed. Accreditation began in 2009 and it is not finish at all. On the other hand, graduate programs and organizations of psychology are also examined. It also confirms the professional and clinic bias that characterized Argentina psychology since the early 1960s. [ABSTRACT FROM AUTHOR]

The FCH at UNLPam is one of the first universities in the country to give signs of commitment regarding gender. Among these is the Interdisciplinary Institute of Women Studies, created in 1993. In 2008, UNLPam legislates for the use of non-sexist language when applied in the degrees granted. In 2010, in the view of the changes on the Teaching Studies curricula, an Integral Sexual Education Seminar was incorporated; and nowadays, Extracurricular and public lectures are given in the form of Cátedra Libre named Educación Sexual Integral y Derechos Sexuales y Reproductivos. It emerges along with the local forum for the rights to legal, safe and free abortion. The creation of this Chair reflects the interest in studying the complexities of the bodies, sexuality and gender in education, particularly at schools, as a socializing space in different levels. University functions are not only formative, but also being a central part in formulating public policies in education. This paper attempts to account for the articulation between the activism processes that have been taking place in the city and the accessibility found at the university decision- spaces. [ABSTRACT FROM AUTHOR]

This paper analyses the effect of massive access to higher education on teaching at a public Argentine Law School. It describes the general background of the phenomenon and outlines the main consequences of teaching Law in overcrowded classrooms. Then, it defines the underlying epistemology, the theories of learning and the predominant educational approach applied by law school professors. Next, it observes how expanded access to Law School defies the educational goals of the institution. It concludes by offering an alternative educational proposal to still achieve the objectives in overcrowded classrooms. [ABSTRACT FROM AUTHOR]