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Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

At present, the discussions in the education and employment of young people the validity of educational Inequalities and the implications of these on the employability of young people Is highlighted. In this sense, and returning these issues, this paper stresses and challenges In education and youth work In Latin America were discussed. We worked through a comparative approach bases on statistical data from secondary sources used by way of reconstructing the current landscape of both issues in the period 1990-2012. Trends indicate that variables with recognized social sector and gender, economic variable that warns other traits who drink to the existence of complex scenarios for much of the young population sector is added. But it also notes that countries in the region have declined existing inequalities but other latent inequities persist. Situations that result in latent challenges in education and work, understanding the equal opportunities as a target range for all young people in our latitudes. [ABSTRACT FROM AUTHOR]

There is a coincidence in integral education as the goal of schools and universities today. Every educational institution has its own perspective about the meaning of souch concept and there are some schools and universities that postulate an integral education without a clear definition to guide teaching practices. This paper analyzes the changes in the concept of integral education as an educational goal in a change of epoch. The starting point is that the problem of education is the problem of educating the human being of today. Following the anthropological postulates of Bernard Lonergan's (1904-1984) humanistic philosophy and the french thinker Edgar Morin's (1921-) theory of complexity, in order to describe the 21st century human subject, the main challenges for integral education in schools and universities today are established. This challenges are related to: esencial and effective human dignity, human multiidentity, the notion of homo complexus, the conception of human as conscient subject and finally, the necessity to educate comprehensively to students in a world characterized by uncertainty. [ABSTRACT FROM AUTHOR]

This document aims to show the general behavior of public finance in education, emphasizing on the Contribution Fund for Basic and Teacher Education (FAEB) from the Branch 33. For this, we will be showing the share of education in the general budget and its distribution inside. The center of this paper is to give account of what has happened since 2008, year in which the change in the formula that distributes the FAEB became effective. Going back on what has been said about the circumstances and the particular changes to the formula (Mancera, 2012; Serdán, 2011; Trujillo, 2012; Mejía y Olvera, 2008), it shows the redistributive disproportionality in the allocation of resources to the poorest States in Mexico and suggests according criteria, more proper of the government's functions, to address education as a category, never sufficient, towards overcoming poverty. [ABSTRACT FROM AUTHOR]