Search

The article deals with Antonio Gramsci's itinerary in the Italian and Latin American pedagogical field between 1968 and 1991, that is, between the protest movements of 1968 and the dissolution of the USSR. The most dynamic phase of the educational study of the Sardinian in the peninsula occurred between 1968 and 1976, while in Latin America it took place from the mid-1970s to 1991. As a hypothesis, it is suggested that the crisis of Marxism in the 1970s had disparate effects on the two regions and on the pedagogical study of the sardinian: in Italy it provoked a retraction, but in Latin America, intellectuals continued to reflect within the paradigm in crisis and resorted to Gramsci to renew educational research. The article concludes that the regime of Gramsci's pedagogical circulation between the two regions during the period was not exempt from a double condition: center-periphery dynamics and a patriarchal logic. [ABSTRACT FROM AUTHOR]

The present paper wants to share the project called "Participative Community methodologists in ludoteca felt and thought from education". It stared in 2022. The idea is part of a process in the subject Community and Institutional Psychology, that belongs to the career of University technicality in Social Education of the Faculty of Education of the National University of Cuyo. This process began 5 year ago and aims deepening and building bridges of knowledge and meanings between Social Education and Community Psychology. Furthermore, this experience is part of the Educational Social Practices Program (PSE) belonging to the Secretariat of Extension and Linkage of the UNCuyo. This project sought to ensure that students who were studying the university subjectof Community and Institutional Psychology, of the FED - UNCuyo, applied participatory community methodologies. They recived the tutoring of advanced students and graduates of the carrear and teachers. The project was carried out in a place called "ludoteca" in the "Nucleus of Innovation and Development of Opportunities" (NIDO). In addition, the specific objectives were: 1- Carry out methodologies that promote understanding of the socio-historical context; 2- Analyze current problems and needs that afflict the child population; 3- Understand the population dynamics involved and 4- Maintain, through play, a healthy space that favors the construction of strategies to address the problems of daily life. The starting point was theoretical references that put in a constant dialogue between community psychology and social education knowledges in latin America. [ABSTRACT FROM AUTHOR]

The aim of this study is to characterize the research trends on educational decolonization in Latin America, during the period 2010-2020. Regarding the methodology, it was based on a systematic review of the literature in different academic bases and search engines. In total, 176 articles published in the last decade were analyzed. The results show that the most consolidated research trends are related to the teaching-decolonization binomials, indigenous peoples and interculturality, as well as to the epistemological discussion. On the other hand, art decolonization, curricular decolonization, teacher training, feminism, and the link between decolonization and disability represent emerging research agendas. [ABSTRACT FROM AUTHOR]

I examine the association between college education and left-leaning views in Bolivia using novel survey data. My findings suggest that college education is associated with left-leaning social preferences (college-educated individuals favor social equality and a tax system in which not everybody must pay taxes) but right-leaning individual preferences (they favor individual liberty and respect for private property). My results fit the connotation given to terms like progre or socialista caviar commonly used in Latin America to refer to educated individuals who consider themselves progressive, or even socialist, but admit and enjoy the benefits of individual liberty and markets. [ABSTRACT FROM AUTHOR]

Media competence involves the mastery of knowledge, skills and attitudes oriented to the production, management, and analysis of media content with and from different environments that promote critical thinking. This article gathers the findings of a research conducted in four countries -Colombia, Ecuador, Argentina, and Bolivia-where a quantitative measurement instrument of media competence was applied to a sample of 1,730 undergraduate students from eight universities. The research was limited to two social networks, YouTube, and Instagram, where user participation acquires greater relevance. The results indicate that in the use of these social networks there is a predominance of colloquial language and a limited production of content, focused on entertainment and personal tastes. At the same time, however, there is a growing use linked to learning, of an informal nature, through the production of video tutorials, especially in the case of YouTube. Likewise, the need for greater digital and audiovisual literacy is identified, allowing young people to use these networks in a pedagogical way, so that they become educational scenarios that promote greater participation, discussion, and expression of students. [ABSTRACT FROM AUTHOR]

Rescuing the Latin American contribution to studies on the relationship between Education and Communication--which resulted in the identification and consolidation of Educommunication, as a new field of knowledge--this article resumes the "Areas of Intervention", as historical modalities of application of the practice educommunicative, already identified in the first researches on the concept (Soares, 1999), in order to deepen the analysis of a new area called "Education for Transcendence", identified and implemented by educators involved in integral formation processes as a space of action expressly aimed at understanding the human being as a relational being, open to different forms of communication, in search of meaning for what he does, learns and experiences. [ABSTRACT FROM AUTHOR]

Introduction: human capital over the last decades has been the subject of extensive discussion and academic agreement since the emergence of this concept as a theory with Schultz and Becker. However, for some countries, it has also become a difficult paradigm to elucidate. Objective: to characterize the levels of education in Latin America based on the academic training of its inhabitants. Methods and materials: to achieve the objective, a bibliometric analysis of the topic in the region was carried out, which facilitated the bibliographic review, where the heuristic methodology and hermeneutics contributed to the process, an aspect that added to an analysis of statistical inference using the clusters as technique contributed to achieving the purpose. Results: the results show high levels of homogenization of the first levels of education in America. Conclusion: the article concludes that only a few countries in the region have significant levels of tertiary and secondary education, without taking into account its quality. [ABSTRACT FROM AUTHOR]

The article investigates the educational question in the Prison Notebooks from the binomial intellectuals and hegemony. A reference in Latin American critical educational theory, Antonio Gramsci encourages educational studies in the region. However, this assiduous evocation is not often accompanied by a subtle knowledge of the theoretical and historical plot of prison concepts. Hiatus that has become more eloquent in recent decades, when his work is increasingly investigated in a philological key and renewed keys of interpretation emerge. In order to explore the pedagogical topic in Gramsci, the article links the hegemony / intellectuals binomial with the notions of hegemony crisis, passive revolution and permanent revolution. In this way, proposes to address the question of intellectuals and education in the Prison Notebooks through the following series: on the one hand, bourgeois hegemony - passive revolution - passive pedagogy; on the other, proletarian hegemony - permanent revolution - active pedagogy. [ABSTRACT FROM AUTHOR]

In this bibliographical study, we wish to highlight, once again, the current situation of women in the Latin American and Caribbean context, highlighting the absence of laws and mechanisms that really guarantee fair and equitable treatment of women, and that guarantee both their rights as well as their opportunities in the fields of health, academics or work. Aspects that are often overlooked have been considered, such as language or discourse, new terms incorporated into the lexicon of equality, such as "micromachismo" (sexism), and the classic elements in this type of debate, patriarchy and heteronormativity, as well as some timely statistical data on this case. All of them incidents in reality, complex and sometimes overlooked by states and government entities, which affects more than half of the population that lives in this vast and extensive region. A series of actions are suggested aimed at moving from the current panorama to an advanced, progressive society, where inequality and violence against women is an exceptional case and not the news, without a solution, from day to day. [ABSTRACT FROM AUTHOR]

The recurrent changes that we are experiencing nowadays indicates that we are immerse in the XXI century, which means that we are facing a globalized society that requires an ethical, critical and aware individual capable to face the different problems that afflict their communities or country of residence. That is why talking about linking ethical values with university responsibility is necessary, considering that the vast Latin America must educate, not only and individual trained to carry out and activity in a certain discipline of knowledge, but also that he is responsible professional with the institution that formed him, as well as with the environmental, ecological, moral and social elements. This paper aims to describe the different definitions of University Social Responsibility (RSU) talking into account characteristics such as: 1.- Impact of this in the Globalized Society 2.-Emergence of the RSU concept, based on the laws that gave rise to it, 3.- Differences between Corporate Social Responsibility (RSE) and University Social Responsibility, 4.-Ethical values and their involvement with University Social Responsibility [ABSTRACT FROM AUTHOR]

The text presents the philosophical foundations to configure a Latin American philosophy that supports a philosophy of education project from popular education. The philosophical reflection of Leopoldo Zea and Amado Osorio is examined. Topics such as the existence of a Latin American philosophy, Latin American philosophical thought, an agreement on philosophy, a philosophy of education in Latin America, and a philosophy of education as the basis for philosophical education in Latin America are developed. The text concludes that a Latin American philosophy does not need to break with universal thought, but rather to recognize its vital problems in order to provide reflective clarity and act upon them. [Extracted from the article]

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar 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 Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar 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 Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

La crisis causada por la pandemia de la enfermedad por coronavirus tiene efectos nefastos en las sociedades latinoamericanas. Los sectores más vulnerables de la sociedad, especialmente los que viven en la pobreza extrema, son los más afectados. Este artículo indica estrategias y respuestas específicas para i) reducir los riesgos epidemiológicos para salvar vidas; ii) proteger los medios de subsistencia, y iii) garantizar la acumulación de capital humano. Las externalidades epidemiológicas y las preocupaciones de carácter humanitario exigen una inclusión social universal. Para proteger la vida, la salud, los medios de subsistencia y el capital humano de los pobres y vulnerables, será fundamental realizar intervenciones específicas y decisivas a nivel local que vayan más allá de las transferencias de efectivo; destinar recursos adecuados a financiar las medidas de apoyo a los ingresos y otras intervenciones clave, e involucrar a los actores locales y las organizaciones de base para que las intervenciones sean eficaces. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 addresses two fundamental aspects in the context of contemporary educational thinking. On the one hand, it enters into characterizing the educational from the Latin American social, theoretical and historic context, describing the configurative components of the process from Freire, Maturana and Ilich, and on the other hand, developing a synthesis of the border proposals of the sciences of cognition through a comprehensive and active educational orientation base located in the context of the ecology of knowledge and the unique cultural mosaic of South America. The methodological basis is fundamentally hermeneutic and epistemological-political. The result is a contribution to the educational discussion revealing, the processes of educational transformation, both at a personal and community level. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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 article contrasts the demands of two of the main student movements known in Latin America during the third quarter of the 20th century, those of Brazil and Mexico in 1968. This is an original task in that the investigations in this field have mainly focused only on one movement and, in addition, have prioritized the analysis of what was their most dramatic dimension: politics. This means that here, not only are both movements addressed, but also their political and educational aspects are studied in an integrated manner. In order to carry out this task, a historical methodology was employed which included a review of the main primary and secondary sources. This exercise concluded that these movements effectively constituted groups of protests against authoritarianism as well as spaces for the defense of university autonomy and the promotion of a university that was more involved in social issues. [ABSTRACT FROM AUTHOR]

This article stands out the career of Luz Vieira Méndez (1911-1971), a teacher, professor and magister who used one of the low possibilities to the female professionalization and its limited economical retribution, to go beyond the classroom. She was president of the National Council of Argentine Education, and the first woman who reached the highest leadership and management positions at the United Nations Educational, Scientific and Cultural Organization (UNESCO). Her intellectual production, like her activities of management and participation on institutional organizations are recovered in a biographical key with the intention to show, through her life, the most important contributions that women from the 60s and the 70s made to the argentine and Latin American educational field. [ABSTRACT FROM AUTHOR]

This paper presents an analysis Data mining in the educational field. In the literature review the articles published in the databases and indexes were analyzed: Springer Link, Scielo, Ebsco, Redalyc, Google Académico, Dialnet, Researchgate, Scopus, Latindex. We focus on texts that refer to Latin America as a region or to a set of countries, rather than to particular countries in the region. We have also focused on texts exclusively based on research in education. And as a result have a reference material on the state of the art of the topic Data Mining in Education or Educational Data Mining in its acronym in English. In conclusion, data mining in the educational field is a new resource to reach the detection and forecast of phenomena in the educational field. [ABSTRACT FROM AUTHOR]

Objective: to identify the interests and orientations of studies on visual representations and the production of childhood images through cultural objects, with special emphasis on photography, which have become sources of information in the fields of history, cultural studies and education. Methodology: a qualitative documentary review, that focusses on the studies of society and culture of Latin America and Spain during the nineteenth and twenty-first centuries, with some allusions to works located in the pre-Hispanic world. Results: childhood was found to be a matter of interdisciplinary interest, for example, for health sciences, especially neurology, pediatrics, epidemiology. There were also found works on childhood from the human sciences, social sciences, education and the arts; In the last four areas of knowledge, in addition to a marked interest of studies in the perception of images of boys and girls, there is a preoccupation with children's representations in education through images. Conclusions: from a balance of the results of the studies addressed, opportunities for research on the social construction of children in education with visual sources are identified. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the existing literature on social networks in Ibero-America, with the objective of organizing the main topics covered, highlighting findings, and proposing future research paths. The four thematic areas that stand out are political communication and electronic government; journalism and traditional media; social groups (including adolescents and young people, those marginalized, women, entrepreneurs and influencers, students, and older adults) and areas of use (including commerce, tourism, education, health, professional communication); and political and civic participation. In addition, we review the literature from the perspective of the platforms (Twitter, Facebook, WhatsApp, Instagram, YouTube, and Snapchat) and from the geographical regions and countries that make up Ibero-America, to observe similarities and differences. We conclude with the mention and analysis of the two most outstanding patterns of the studies examined: 1) a tendency to expect from the networks a transformative potential that is not necessarily proven, especially in the case of political communication and journalism; 2) transformative capacity of networks in the areas of tourism, education and health, in which traditional media have not been characterized by having a prominent role. Finally, we propose some paths for future studies, among them the pursuit of comparative works, the incorporation of relational perspectives in the treatment of networks, the addition of mixed, experimental and computational methodologies, and the consideration, from the research design standpoint, of the acceleration of technological change and the need to generate questions and conceptualizations capable of surviving the passage of time. [ABSTRACT FROM AUTHOR]

Copyright of Quaestiones Disputatae is the property of Universidad Santo Tomas, Seccional Tunja 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 Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education 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 Práxis Educativa is the property of Revista Praxis Educativa 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 Estudios Politicos (01215167) is the property of Universidad de Antioquia 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 Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education 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 article aims to contribute to the debate on public policies for young people in Latin America. It addresses the Student Support Program of Argentina, PRO.G.RES.AR (2014), which is a conditioned transference program that appeared within a rights approach, emphasizing a comprehensive social protection paradigm. Findings from a qualitative investigation done in 2016, focusing on interviews with managers and academic experts are presented. As corollary, the proposal shows progress regarding the magnitude of interventions aimed at the young age group as well as the fact that there continue to be limitations when it comes to policies for youth in the country. [ABSTRACT FROM AUTHOR]

Objective: To analyze the researches conducted in Latin America on education for health during the last ten years, identifying the different conceptual developments proposed about this theme and the criticism made about it. Methods: This is a qualitative research describing the state of the art; forty articles from Brazil, Colombia, Cuba and Mexico, and retrieved from searches in Pubmed, Lilacs, Redalyc, Scielo, Ovid, Science Direct, Oxford Journals, and Dialnet were examined. Results: The education for health is a multifocal and polysemic field with different purposes and theoretical trends. It was found that most of the authors cared for assuming a stance regarding this field, though few of them undertake the task to conceptualize both education and health. Conclusion: Different visions about education for health were perceived; however, this work criticizes the poor articulation observed in the papers between theory and practice on this regard. [ABSTRACT FROM AUTHOR]

En este artículo se identifican los principales condicionantes de la adquisición de competencias en América Latina. Se establecen como características individuales y familiares la condición de no repetidor, el sexo, la cantidad de libros en el hogar y la educación de la madre. En el caso de los factores escolares, los resultados son más heterogéneos entre los países. Los principales factores serían la asistencia a colegio privado, la cantidad de alumnos por aula, la calidad de los materiales educativos, y el mayor tamaño y autonomía de los centros. Las características de las escuelas explican la mayor parte de la variabilidad de los resultados, seguidas por las características familiares y las individuales. Las características de las escuelas desempeñan un papel especialmente relevante en la Argentina, el Brasil y Costa Rica; las familiares, en Chile, Colombia y el Perú; y las individuales, en Colombia y México. [ABSTRACT FROM AUTHOR]

The immigrant Latino community is faced with political challenges unmatched in the United States. Many of these individuals came to the United States to find a more successful place to raise a family due to increased work opportunities. After the Great Recession, many of these opportunities were terminated with the closure of industrialized manufacturing corporations. With the loss of jobs, increased economic pressure mounted and hardships, especially in the educational system, increased. The current study addresses how immigrant Latinos view the education environment in North Central Indiana. A 3 year ethnographic research project presents a greater understanding of the complex economic and educational ecology. For this study, 40 families consisting of 63 parents were identified, along with seven school liaisons. Fifty-six percent of the participating Latinos received less than a high school diploma, adding additional economic strain to families. Qualitative reports are framed around in-vivo coding factors resulting in two themes, Policy, Educational Practices, and Sociological Perceptions and Cultural Desire to Better One's Family. Evidence from this study calls for policy change to create unity and a place free from fear for Latinos to learn about programs available to aid their children's academic attainment. [ABSTRACT FROM AUTHOR]

En este artículo se provee de evidencia sobre la existencia de diferencias en el rendimiento en pruebas académicas en la enseñanza media entre quienes asistieron al nivel inicial y quienes no lo hicieron. A partir de datos del Programa para la Evaluación Internacional de Alumnos (PISA) de 2009 a 2012 respecto de varios países latinoamericanos, se utiliza un método no paramétrico basado en la generación de contrafactuales que descompone las brechas entre factores observables y no observables. Se encuentra segregación por nivel socioeconómico en el acceso; brechas de puntajes considerables --condicionales a los controles utilizados-- y más amplias mientras más tiempo se permanece en educación inicial; y diferencias importantes en las brechas entre países. En general, las brechas halladas son mayores en Lectura que en Matemáticas. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade 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 Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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.)

Framed within the development policies for the region, educational agendas for Latin America represent specific commitments that transcend the improvement in the results of specific tests permeating both pedagogical practices and conceptual frameworks in which these ones acquire meaning. This paper covers some of the commitments made by these agendas and develops the general framework in which participation of philosophical community is expected and required as a guarantor and promoter of the construction of spaces for reflection and action on educational system. [ABSTRACT FROM AUTHOR]

In the last decade the discipline continued its consolidation as a new profession, its construction of an academic community and its ability to produce accumulative knowledge. Some highlights of these 10 years were the continued expansion of programs (at undergraduate and graduate levels), the creation of the Colombian Association of Political Science, the completion of three congresses and two disciplinary meetings, the expansion in the number of graduates and the acceptance of two Colombian journals to both ISI and Scopus. However, this expansion has also created challenges for the maintenance of the quality of teaching and expansion of new labor spaces. It is also important to further strengthen the methodological skills, given that the knowledge generated is eminently descriptive, qualitative, and not compared. [ABSTRACT FROM AUTHOR]

This article sets out the reflections on Paulo Freire's pedagogical, political, and anthropological foundations in relation to the analysis of the very citizenship category for Latin American. [ABSTRACT FROM AUTHOR]

Copyright of Revista Entramado is the property of Universidad Libre Seccional Cali 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 de Historia Económica / Journal of Iberian & Latin American Economic History is the property of Cambridge University Press 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 appraises quantitatively the efficiency of public expenditure of 15 Latin American countries using cross-country data for averages between 2000 and 2009. For this purpose two non-parametric methods are used: Data Envelopment Analysis (DEA) and Free Disposal Hull (FDH). Selected output indicators in primary and secondary school are evaluated respect to public spending in education per student. As a study case, Colombia's efficiency scores are compared with the most efficient peers in each of the educational levels to identify best practices and achieve better results. [ABSTRACT FROM AUTHOR]

This article will study the best years of education in Latin America (1950 – 1980); where a great majority of the regional population shared a positive perception of education of the first time. The first part will have a look at one of the most unique Latin American educational phenomena of the era – the exponential increase of educational coverage. The second part will analyze other important tendencies during these decades – the implementation of reforms that affected to educational systems. The third part will point out in detail the major critiques against educational systems. The last part, as a way of conclusion, will explain the antecedents that, in the late 70s and early 80s, will change the general basis of education in Latin America. [ABSTRACT FROM AUTHOR]

The article takes stock of the various tactics and approaches to school management developed in recent years. The objective is to identify the different approaches to an-alyzing the new form of public administration being applied to education, as part of the educational reform processes implemented recently in several Latin American countries. On that basis, the idea of reorganizing schools is embedded in a context of change that promotes decentralization, along with more flexible mechanisms for the way education operates. The existence of these principles has led to diverse and contrasting results that account for heterogeneous school realities, despite the exis-tence of public policies that seek to align them according to certain regulatory stan-dards or requirements. This means school management is still an unfinished topic and one requiring more in-depth consideration to enrich its study. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 discusses the importance of education as the core of the integration processes in Latin America. Vindicates the principles of Simon Bolivar and his teacher Simon Rodriguez, who considered our identity expressed in the strengths that unite Latin as the common language, culture and religion, which are fundamental to any integration process to strengthen our country's subjugation of major powers covered in their technological capacity could impose its conditions. It states that any process of social development is linked to education. This is the essence of the human capacity to foster innovation inventiveness and creativity. Predisposes education energies that contribute to human development. This article attempts to demystify other criteria, in the sense of believing that some factors, such as trade and institutionalization alone contribute to development. They are multi-causal factors associated, where education is the main enabling this development. [ABSTRACT FROM AUTHOR]