Literaturnachweis - Detailanzeige
| Autor/inn/en | Chiroleu, Adriana; Marquina, Monica |
|---|---|
| Titel | Democratisation or Credentialism? Public Policies of Expansion of Higher Education in Latin America |
| Quelle | In: Policy Reviews in Higher Education, 1 (2017) 2, S.139-160 (22 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2332-2969 |
| DOI | 10.1080/23322969.2017.1303787 |
| Schlagwörter | Higher Education; Public Policy; Access to Education; Foreign Countries; Educational Opportunities; Disadvantaged; Ethnic Groups; Minority Groups; Private Colleges; State Universities; Multicultural Education; Technical Education; Educational Change; College Graduates; Employment Opportunities; Cultural Capital; Academic Achievement; Democracy; Argentina; Brazil; Mexico; Chile; Venezuela Hochschulbildung; Hochschulsystem; Hochschulwesen; Öffentliche Ordnung; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Bildungsangebot; Bildungschance; Ethnie; Ethnische Minderheit; Privathochschule; Staatliche Universität; Multikulturelle Erziehung; Technikunterricht; Bildungsreform; Hochschulabsolvent; Hochschulabsolventin; Berufschance; Beschäftigungschance; Schulleistung; Demokratie; Argentinien; Brasilien; Mexiko |
| Abstract | In recent decades, many Latin American governments have implemented policies to expand opportunities in higher education, aiming at reducing discrimination and social inequalities. These policies have taken different forms, according to the peculiarities of the respective higher education systems. The purpose of this paper is to explore the scope and limitations of these policies. We develop our analysis of theoretical literature on the subject, and review empirical information available from secondary sources of recent experience in five countries: Argentina, Brazil, Chile, Mexico and Venezuela. Argentina has increased opportunities for disadvantaged social sectors by expanding the public sector. Brazil has attempted to improve access for ethnic and social minorities in both public and private institutions. Chile is a unique case because of the continuing commitment to allow market forces to shape higher education. In Mexico, increased opportunities for access have resulted from the creation of intercultural universities and technical institutions in the public sector, as well as through growth in the private sector. Finally, in Venezuela, expansion occurred through the creation of a new system of universities that operates in parallel to traditional public institutions. We note that, in all cases, the policies reflect an underlying belief that there are only benefits to unlimited expansion, without regard to possible consequences, such as an excess of university graduates in economies with limited job opportunities for them. Moreover, these policies do not take into consideration the deficit of cultural and educational capital of young people who come from the most marginalised social sectors, deficits that may hinder their success. Concepts such as 'overeducation' or 'credencialism' call into question that optimistic belief and explain the limitations of the coverage expansion in terms of real democratisation. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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