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Recently, Chile has experienced a significant increase in linguistically and culturally diverse immigrants from Haiti. However, little is known about how Chilean teachers cope with this issue. Using Haworth's (2009) model of contextual layers of teachers' work as a conceptual lens, this article reports the findings from two case studies. Findings show that participants often struggled to teach their culturally and linguistically diverse students. These difficulties were attributed to teachers' low levels of professional preparedness to work with these students and limited in-school support. The article offers several implications for different stakeholders. [ABSTRACT FROM AUTHOR]

School dropout is an issue that is present in the educational system of our country, Chile. It consists of dropping out of the educational system, due to different factors such as socioeconomic vulnerability, family circle problems, among others. With this research it is considered that the different establishments have different factors that lead the student to drop out of school. In addition, different tools used by the establishment itself for the prevention and solution of dropout cases. The purpose of the research is to know the perceptions of managers and teachers regarding school dropout in educational establishments in the IX Region of Araucanía. The methodology of this research is qualitative, which is carried out through semi-structured interviews. The participants were the management teams of different schools in Araucanía, such as Los Laureles, Padre las Casas, Puerto Saavedra and Curacautín. The main results of this study show that the schools in the IX Region of the Araucanía have the resources to provide the necessary help to the students, and thus prevent them from dropping out of school. In addition, the management team is proactive regarding the difficulties expressed by the students, since they work with students and parents to provide them with motivation, information and benefits about finishing their studies. [ABSTRACT FROM AUTHOR]

Background: In the past decade, nursing education has initiated important curricular changes based on competen- cy training. The discipline faces the challenge of defining the most relevant competencies for students to acquire. Objective: To understand the experiences of students from the Catholic University of the Maule, Chile about competency-based education. Methodology: A qualitative, descriptive and interpretative study was conducted. A total of 17 semi-structured interviews were performed. Van Manen’s holistic approach was used in the analysis. Results: The emergent themes were feelings experienced regarding curricular innovation; the difficult implementa- tion of competencies; the profound changes; and a good teaching. Conclusion: The study allowed us to understand the meaning of curricular innovation from the students’ per- spective and provided relevant information for curricular redesign. It allowed us to reflect on the teaching/learning process of competency-based curricula in Latin-America. [ABSTRACT FROM AUTHOR]

Introduction: In 2006, the Nursing School of the University of Chile began changing the teaching plan from a learning objective syllabus to one based on competencies; this implementation began in 2013. Objective: This paper aims to present a summary of a research carried out from 2010 to 2013 by the syllabus innovation commission of the Nursing School from the University of Chile in order to implement a syllabus based on competencies Methodology: It presents the different phases that require the integration of different actors, per se; the academic school staff, external teachers to it, employers, graduates and students from the nursing program as well. Conclusions: This experience allowed thinking about some of the paradigm changes required in this process, such as the student at the learning center, with dynamic and proactive participation of them, the agreement on using a different language, with innovative methodologies that aim to a meaningful learning. [Silva-Galleguillos A. Training by Competencies in Nursing. An Experience from the University of Chile. [ABSTRACT FROM AUTHOR]

Chilean education is highly segregated, making it difficult to construct cohesive and democratic societies. Through a mixed-method sequential design we explored the relationship between segregation (selection and socioeconomic level) and quality of school climate, taking as example the 200 Chilean schools who participated in the PISA 2009 test. The results evidence worst school environments in public, non-selective and low socioeconomic status schools, where students feel stigmatized and discriminated by academic, social, family and political variables. We discuss the need to revise the education policy that encourages competition among schools for academic performance and training in civics to move towards more integrated schools and more democratic societies. [ABSTRACT FROM AUTHOR]

This study examines the psychometric properties of a scale of daily stress in the school context (EECE). The factorial structure and internal consistency were studied in a sample of Chilean children and adolescents from the Maule region (n = 734) between 10 to 17 years old. The factorial structure of three factors was simple and coherent with the main dimensions of the school context that can become stressful for students: academic stress, relationship stress and inadequate school climate. The internal consistency was good for both the overall scale as well as for the three factors. Also, significant differences were found in the perception of stress according to sex (male / female) and geographic location (rural / urban). These findings are consistent with the existing literature. [ABSTRACT FROM AUTHOR]

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The author presents a study which examines the opinion of the educator's role and profile on early childhood in Chile and Colombia. This study is obtained from the perspectives of Public Policies and from the competence approach generated in Latin America with emphasis on the integral care and education of boys and girls. It is also based on the views provided by various communities including families, students, and teachers.