Search

School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000-2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give "coherent, meaningful shape" to what we know and what we don't know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for training or professional development. We speculate on what might explain the diverse ways that school leadership has been taken up in the region: degree of school system centralization; policy borrowing; stage of development; technocratic problem solving; and neoliberal accountability.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

Purpose: This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL. Design/methodology/approach: The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned. Findings: Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed. Originality/value: In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook.

In this paper we analyze the semantic and pragmatic properties of a colloquial interrogative construction attested in European Spanish, which we label invariable "qué" questions (IQQs). In doing so, we contribute to the better understanding of a relatively understudied phenomenon in Spanish, given that IQQs have been mainly approached from a purely syntactic standpoint. We claim that evidentiality and irony play a crucial role in the understanding of IQQs. Because of their special interpretative functions, as well as the fact that they do not appear to have a clear correlate in other languages, we believe IQQs pose a challenge to the second language student, which is why we further offer a step-by-step proposal to introduce IQQs in the Spanish as a second language class.

The COVID-19 pandemic generated a new scenario in education, where technological resources mediate teaching and learning processes. This paper presents the development of a virtual teacher training experience aimed at promoting inferential reasoning in practicing and prospective mathematics teachers using inference problems on the Chi-square statistic. The objective of this article is to assess the implemented or intended institutional meanings and the degree of availability and adequacy of the material and temporal resources necessary for the development of the training experience. For this purpose, we use theoretical and methodological notions introduced by the Ontosemiotic Approach to Mathematical Knowledge and Instruction (OSA), among which are the notions of practice and suitability criteria. The participants of this experience were divided into three groups; one of them was comprised of practicing teachers and the other two of prospective teachers. The intervention used different virtual modalities that enabled the development of the participants' inferential reasoning in a similar way.

This paper aims to evaluate and discuss the digital competence of academics at universities, to identify challenges and define recommendations for policy. This study was conducted through collaboration between the Joint Research Centre (JRC) of the European Commission and Metared of the Universia Foundation, surveying 30,407 participants who present the perceptions of their own digital competence levels. These self-reflections took place in universities in seven countries, namely Argentina, Brazil, Colombia, Chile, Peru, Mexico and Portugal, and used the Check-In tool, which consists of 22 questions based on the European Framework for the Digital Competence of Educators--or 'DigCompEdu' framework. A descriptive statistical analysis was performed, followed by a qualitative evaluation. Almost 70% of the academics have an average intermediate level of competence when the data is aggregated, with results varying in each DigCompEdu area according to the specific question asked. There is no significant difference between young and senior academics, as well as between men and women. The results present a discussion of whether the age and gender of educators and their work environment have an impact on their digital competence level, and at the same time highlights the areas in which educators perceive themselves to be most and least competent. It shows how the amount of institutional support that is offered affects the academics' perceptions of their level of digital competence. On the basis of the results, recommendations are presented for higher-education institutions, with the aim of supporting the professional development of their academics.

Latin American countries have evolved over the years. Still, after years of military reign, socioeconomicinstability, and civil wars, the region has been known for its anti-hegemonic economic growth (educationalpolicies) strategies. Central and South America's educational system has long been under investigation by researchers both theoretically and empirically. The transition of its education system through the introduction of centralized, liberalized, and populist ideology has sparked many researchers' interest. This paper aims to understand and compare 14 Latin American countries' education orientation. The study uses a matrix table to visualize the qualitative finding.

The purpose of this paper is to comprehend the importance that grammar has in the teaching of writing in the Hispanic American countries and Spain. To achieve this, the discussion that has taken place in these countries about the importance of sentence grammar in the teaching of writing is analysed. Three proposals for the contextualised teaching of grammar are systematised from the literature review: those that are focused in the writing process, those focused on metalinguistic reflection and those with a greater emphasis in the grammar of text. Besides, the school curricula of 14 Spanish-speaking countries that were involved in the international assessment of TERCE are examined. This analysis shows an evident attachment to the communicative approach of grammar. This means that in almost all countries grammar is taught linked to the linguistic skills of reading, writing or orality, with an especial emphasis in writing. Also, two tendencies can be observed in the curricula of this countries, that guide the way in which curricula use sentence grammar to have an impact on written communication: (i) from sentence grammar to text grammar and (ii) from text grammar to sentence grammar.

Over the last two decades, education privatization has become a widespread phenomenon, affecting most education systems and giving place to a consistent increase in private school enrolment globally. However, far from being a monolithic phenomenon, privatization advances through a variety of context-sensitive policy processes that translate into multiple policy outcomes. This paper aims at understanding why and how education privatization unfolds in a broad variety of settings and, to this purpose, examines the different manifestations of education privatization on the light of Cultural Political Economy (CPE). The conceptual and analytical tools provided by CPE prove to be particularly well suited to explore such a multi-faceted and multi-scalar phenomenon. CPE has helped us to capture the intersect and tension between different drivers (global and local, material and ideational) of education privatization through the evolutionary mechanisms of variation, selection and retention. On the basis of a systematic literature review methodology, encompassing 227 research papers, the article identifies and systematizes six different paths towards education privatization--understood as groups of frequently associated circumstances, mechanisms and courses of action leading to privatization. Conceived as ideal types, these different paths ultimately allow for a richer understanding of education privatization and show that the international diffusion of education privatization norms and discourses is far from producing policy convergence at a global scale.

Purpose: This paper aims to present an approach to achieve accessible and inclusive Virtual Education for all, but especially intended for students with disabilities. This work proposes main steps to take into consideration for stakeholders involved in the educational process related to an inclusive e-Learning. Design/methodology/approach: The paper pays particular regard to accessibility in Virtual Education. This work is based on the activities prepared from years 2012 to 2015 within the initiative called ESVI-AL. This initiative was carried out in conjunction with Latin American and European Universities; for this paper, experiences and best practices from the initiative were used to prepare the proposed approach. Findings: The aim of ESVI-AL initiative was to offer products that can help in the development of an accessible and inclusive e-Learning education. Among the main results were reports, case studies, practical guidelines, training courses and software to install virtual campuses with accessibility features. Social implications: Nowadays, few countries have laws promoting and enforcing accessibility for e-Education and e-Society. This work aims to sensitize educators from different countries and raise awareness on the importance of working together toward an inclusive society based on accessible e-Learning. Originality/value: Based on a literature review and ESVI-AL initiative results, a descriptive overview was prepared as a starting point for the four identified main actors of an educational project, namely, educators, technical staff, quality auditors and students, with special emphasis on students with disabilities.

Policy initiatives that seek to account for ethno-cultural differences in education and schooling have become increasingly popular over the past few decades. These include affirmative action measures and bilingual education models. The rationale for the implementation of these policies focuses on their potential to rectify historical discrimination by both levelling horizontal inequalities and granting equal value to different cultures and languages in the schooling process. In this framework, however, ethnic communities are often treated as discrete and static social aggregates, and social heterogeneity and spillover effects between groups are disregarded. This paper draws on empirical case studies from Colombia and Peru to show how identity policies of education can increase inter-ethnic competition, leading to protracted social conflicts. These outcomes, beyond negatively impacting local communities, raise important dilemmas surrounding the theoretical and operational foundations of these popular policy measures.

The academic programs at the graduate level are increasingly interested about the enrollment management challenges in terms of international student mobility. Understanding fundamental enrollment concepts to attract international students provides the essential key to consider the competitive environment concerning university resources, academic program potential, complex cultural dynamics, and workplaces among others. Based on a six-year quantitative and descriptive statistical study, this paper addresses the trends of first-time graduate enrollment and patterns of international student mobility by faculty at the University of Puerto Rico at Mayaguez. Results revealed the sustained trend of graduate enrollment of international students mainly from South America, Central America, and the Caribbean among others. Moreover, the presence of international graduate students adds a dimension of diversity to UPRM between teaching and research undertakings that enhance the Colleges of Engineering, Arts and Sciences, Agricultural Sciences, and Business Administration. The international student mobility has a consistent tendency mainly in the Colleges of Engineering, Arts and Sciences, and Agricultural Sciences. This consistency resembles the quality and reputation recognized by educational institutions and organizational world rankings. In-depth, understanding the trends related to international graduate enrollment and mobility should be considered by institutional leaders and administrators at UPRM to make knowledgeable decisions and to effectively set priorities to recruit highly qualified international students.

Purpose: This paper aims to determine the level of awareness and implementation of family-responsible parameters: policies, enablers, practices, and culture, in Spanish and Latin-American companies, and how they impact work-life balance. Design/methodology/approach: The study uses data from different national IESE's Family-Responsible Employer Index surveys in Spain (1,000 companies) and five Latin-American countries (1,155 companies), Brazil, Chile, Colombia, El Salvador and Peru, done between 2006 and 2008. This is a structured questionnaire that assesses the stage of development the organization is in regarding four main family-responsible parameters: policies, enablers, practices, and culture. Findings: Latin-American countries get a slightly higher number of companies that are fully supportive of work-family balance environment than Spain, but with lesser formal policies implemented and a stronger presence of enablers and practices. Policies are important but might not be as effective if not accompanied by the example of managers and staff as well as by a deep understanding of the cultural value placed by them on work, family and personal life. Research limitations/implications: The survey-based data used limits insight into causal relationships. Qualitative and longitudinal studies are needed in order to clarify motives for individual and organizational decisions regarding work-life initiatives. Data collected are from one source only: employer's management. Multi-source studies must follow and include the public sector. Originality/value: This is the first comparison between Spanish companies and companies from five Latin-American countries regarding work-family policies, enablers, practices and culture with such an ample number of companies. Findings will aid HRD practitioners in developing work-family initiatives and help researchers to address new questions in cross-cultural comparisons. (Contains 1 figure and 6 tables.)

With over 5 million Venezuelans fleeing their home country, Latin America is facing the largest migration crisis in its history. Colombia, Peru, and Chile host the largest numbers of Venezuelan migrants in the region. Each country has responded differently to the crisis in terms of the provision of education. Venezuelan migrants attempting to enter the primary, secondary, and higher education systems encounter a variety of barriers, from struggles with documentation, to limited availability of spaces in schools, to cultural barriers and xenophobia. This paper examines the distinct educational policy responses to Venezuelan migrants in Colombia, Peru, and Chile. It begins by contextualizing the current crisis through a sociopolitical and economic analysis of the origins of the Venezuelan migration phenomenon. Venezuelans are not officially and legally recognized as refugees by the UNHCR. Refugee status is considered on a case-by-case basis at the country level. The regional coordinating bodies tasked with promoting safe, orderly, and legal migration of Venezuelans to host countries have given uneven attention to education. The paper examines each country's response to Venezuelan migrants from a human rights perspective. It provides sociopolitical context and discusses the specific educational offerings from the primary to tertiary levels in Colombia, Peru, and Chile. It considers alternative or flexible education models, second shift schools, access to school transportation and feeding programs, and teacher training opportunities that cater to the growing migrant population. It explores barriers to entry into the educational system, including documentation challenges due to legal and enrollment requirements, constraints on the host countries' education systems, and discrimination due to lack of intercultural training and xenophobia. It also discusses challenges related to the quality of the educational opportunities for Venezuelan migrant children, and the specific needs of these children. The paper considers several ideas to protect Venezuelan migrants' rights to an education and to strengthen their integration. Finally, it offers recommendations on sustainable education solutions for Venezuelan migrants at all levels in the three countries. These recommendations include improving information sharing, addressing structural bottlenecks to school enrollment, and expanding pathways (existing and complementary) to higher education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Entrepreneurship is the property of Springer Nature 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 Ciencia y Poder Aéreo is the property of Escuela de Postgrados de la Fuerza Aerea Colombiana 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.)

This paper reviews Hippotis Ruiz & Pav. and Schradera Vahl, two Rubiaceae genera with centers of diversity in western South America. Both are inadequately known and in need of field study. Recent authors' circumscriptions of H. albiflora H. Karst. and H. mollis Standl. are narrowed here, and four new species of Hippotis are described: H. antioquiana C. M. Taylor from northwestern Colombia, H. ecuatoriana C. M. Taylor from central-southern Ecuador, H. elegantula C. M. Taylor & M. Calderón from the western Amazon basin in Ecuador, and H. vasqueziana C. M. Taylor from lowland northeastern Peru. Four new species of Schradera Vahl are also described here: S. cernua C. M. Taylor and S. francoae C. M. Taylor from western Colombia, S. condorica C. M. Taylor & D. A. Neill from southern Ecuador, and S. morindoides C. M. Taylor from southern Ecuador and northern Peru. Schradera condorica at least sometimes is a free-standing tree, a habit newly documented for this genus. [ABSTRACT FROM AUTHOR]

Copyright of Papel Político is the property of Pontificia Universidad Javeriana 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.)

In many Latin American countries, the state is to inform communities about proposed large-scale development that affects them, often in a public hearing on the environmental impact study (estudio de impacto ambiental, EIA). This article explores the role of the EIA public hearing in environmental governance, specifically in terms of local community participation in extractives. Analysis of nine mining and hydrocarbon conflicts in Colombia and Peru reveals that sometimes the public hearing is a space for project opponents alone to participate intensively, with a focus on altering development outcomes; in other cases, activists and project supporters compete at hearings; and, finally, some communities eschew the hearing entirely. The study points to two factors to explain this variation: first, whether the public hearing is a mandatory stage in environmental licensing, and second, the cohesion of impacted communities. Running counter to existing criticisms of the structures that govern public hearings in Colombian environmental licensing, the article finds that the hurdle for Colombian communities of requesting the hearing has contributed to effective organizing by movements opposed to large-scale development. [ABSTRACT FROM AUTHOR]

Copyright of HiSTOReLo: Revista de Historia Regional y Local is the property of Universidad Nacional de Colombia, Centro Editorial Facultad de Ciencias Humanas y Economicas 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.)

In this paper we compare recent efforts towards the constitutionalization of the right to water in Brazil, Colombia, and Peru to understand the opportunities and limitations related to the attempts to enhance access to piped water to the highest normative level. Peru passed a constitutional amendment in 2017 while Brazil and Colombia have seen much right-to-water activism but have not succeeded in passing such reforms. We explore the role of the existing domestic legal frameworks on drinkable water provision and water management towards the approval of constitutional amendments. We find that all three countries have specialized laws, water governing institutions, and constitutional jurisprudence connecting access to water with rights, but the legal opportunity structures to enforce socio-economic rights vary; they are stronger in Colombia and Brazil, and weaker in Peru. We argue that legal opportunity structures build legal environments that influence constitutional reform success. Legal opportunity structures act as incentives both for social movements to push for reforms and for actors with legislative power to accept or reject them. Our findings also show that in some contexts political cost is a key element of constitutional reforms that enshrine the right to water; therefore, this is an element that should be considered when analyzing these processes. [ABSTRACT FROM AUTHOR]

Positive Youth Development (PYD) is an approach that promotes resilience and focuses on youth strengths rather than their weaknesses as done by the traditional deficit-based perspective. Research in Europe and North America show that developmental assets are associated with school success, psychological well-being, and lower health risks among youth and young adults. However, not much research has been done on these associations in Latin American contexts. The purpose of this research study is to assess the association between substance use behaviors, such as drunkenness and the use of illicit drugs, and mental health, together with the mediating role of developmental assets representing youth strengths (e.g., social competence) and contextual resources (e.g., social support at home or school). Cross-national data was collected from Colombian (n = 210; 70.4% females) and Peruvian (n = 349; 66.5% females) 1st year university students. Results shed light on the protective role of developmental assets regarding substance use behaviors and mental well-being. Specifically, the results showed direct negative associations between developmental assets and substance use behaviors and positive associations of developmental assets with mental health indicators. Internal assets appear to be a stronger predictor of social, emotional, and psychological well-being compared to external assets. We did not find any statistical significance in the association of substance use behavior and mental health. We discuss implications regarding research, policy, and practice. [ABSTRACT FROM AUTHOR]

Background: Four Andean countries of Bolivia, Colombia, Ecuador, and Peru introduced national health-focused conditional cash transfer (CCT) programs in the 2000s. This study probes whether policymakers in these countries targeted CCT programs to subregions with the highest prevalence of ill-health or those with the lowest socioeconomic status (SES) to evaluate the equity of geographic targeting and means-testing, as well as the potential role of normative frames, bounded rationality, and clientelism as explanatory mechanisms for inequities in social spending. Methods: The distribution of vaccination coverage, underweight, stunting, and child deaths is established both within and between subnational regions and SES quintiles from 1998 to 2012 using every available nationally representative household survey. The equity of CCT program targeting and strength of association with subregional SES and health outcomes are measured using generalized entropy index decomposition and meta-regression. Finally, simple predictive models for CCT targeting are created using lagged subregional SES, health outcomes, and concentration indices. Results: Bolivia and Peru both effectively targeted at-risk subregions, but subregions in Peru with no CCT program coverage result in higher mistargeting rates for the country as a whole. Only Bolivia failed to attain CCT coverage concentration indices that are at least as large as the health inequalities they are targeting. Despite this insufficient progressivity, Bolivia has the most efficient subregional targeting, while the lowest rates of mistargeting for child deaths are found in Colombia and Ecuador. Finally, the simple predictive model performs as well or better than observed CCT coverage distribution for every country, year, and outcome. Conclusions: Both Peru and Ecuador have targeted programs to their poorest populations effectively, demonstrating that this is possible with both universal and geographic targeting. No clear evidence of clientelism was found, while the dominant normative frame underlying CCT program targeting decisions appears to be the relative SES of subregions, rather than absolute SES, prevalence of health outcomes, or health inequalities. To reduce the inequitable impacts of bounded rationality, policymakers can use simple predictive models to target CCT coverage effectively and without leaving behind the most vulnerable populations that happen to live in more affluent subregions. [ABSTRACT FROM AUTHOR]

Interactivity is among the main characteristics of online journalism because it helps to build bridges between the media, journalists and the users to whom the news is directed. This article, based on in-depth interviews with 35 journalists, examines the concept of interaction as understood by media sources in Colombia, Peru and Ecuador. These three countries are culturally and historically similar and have similar levels of Internet access. Most of the journalists indicated that they have adjusted their practice to incorporate some aspects of Internet-based interaction, such as social network presence and increased transparency to users. However, the media organizations for which they work have adopted few such procedures and maintain limited capacity to manage online participation. The journalists expressed their desire for the development of further ways to facilitate interaction with users. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales 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 Brittonia is the property of Springer Nature 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.)

South America has gained international media attention due to its ongoing arms race, with politicians and analysts warning about the possibility of war. Nevertheless, since the Chaco War in the 1930s, the region has seldom faced major inter-state wars, all of which have been short-lived and with relatively few casualties. This article will discuss in greater detail the ongoing arms race in South America, portraying it as a race 'of levels', with not all countries carrying out massive weaponry purchases. Finally, I will discuss regional geopolitics, geosecurity and integration as part of an analysis regarding the unlikelihood of war. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present and discuss some of the best practices of financial industry, in three emerging economies: Colombia, Ecuador, and Peru. The main thesis is that, notwithstanding the importance of certain specific deficiencies, such as an inadequate regulatory context or the lack of financial education among the population, the main factor that explains the low banking levels in emerging and developing economies, affecting mostly lower-income segments, is the use of inefficient financial service distribution models. In connection with this thesis, we will try to show that traditional financial institutions, both in developing countries and in the advanced economies have a special social responsibility to help create an efficient financial system that makes saving and borrowing instruments available to the greatest possible number of citizens. [ABSTRACT FROM AUTHOR]

The field of cocaine production and trafficking has become more differentiated and the enterprises have become more heterogeneous. A new generation of traffickers has entered the business. They are low profile, cautious and they organize the trade in an informal way. They have a different style of operation than the druglords in the epoch of the big ‘cartels’. The use of individual couriers smuggling small amounts of cocaine while using normally scheduled flights has increased spectacularly presenting new challenges to law enforcement. [ABSTRACT FROM AUTHOR]