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Posgrados en el sistema de educación superior uruguayo: Estado de situación y perspectivas 乌拉圭高等教育系统的研究生:现状和前景
RESUR Pub Date : 2019-01-01 DOI: 10.25087/resur8a1
Mabel Dávila
{"title":"Posgrados en el sistema de educación superior uruguayo: Estado de situación y perspectivas","authors":"Mabel Dávila","doi":"10.25087/resur8a1","DOIUrl":"https://doi.org/10.25087/resur8a1","url":null,"abstract":"In this work is analyzed the main characteristics that currently assume the graduate education system in Uruguay. Some outstanding aspects of their development in the function of linked variables are also studied, among others, the type of career, the form of management and the profile of the students. The results allow us to conclude that there is a high concentration of students in the public sector, which is explained primarily by the relevance of the University of the Republic and its impact on the university system as a whole that is more focused on the graduate. In the last few years there has been a sustained increase in enrollment in graduate careers throughout the system, but mainly in the public sector and specially in specialization careers in the areas of Medicine, Teacher Education and Educational Sciences. The student profile also shows a high proportion of women over 30 years old.","PeriodicalId":126633,"journal":{"name":"RESUR","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126613532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Programa de Formación de Posgrado sobre Gestión de la Internacionalización de la Educación Superior – GIES (RED GIES) 高等教育国际化管理研究生培训项目- GIES (GIES网络)
RESUR Pub Date : 2019-01-01 DOI: 10.25087/resur8a4
{"title":"Programa de Formación de Posgrado sobre Gestión de la Internacionalización de la Educación Superior – GIES (RED GIES)","authors":"","doi":"10.25087/resur8a4","DOIUrl":"https://doi.org/10.25087/resur8a4","url":null,"abstract":"","PeriodicalId":126633,"journal":{"name":"RESUR","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122584445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ciencias básicas en Uruguay: El PEDECIBA, 33 años 乌拉圭基础科学:El PEDECIBA, 33岁
RESUR Pub Date : 2019-01-01 DOI: 10.25087/resur8a3
Adriana Chiancone
{"title":"Ciencias básicas en Uruguay: El PEDECIBA, 33 años","authors":"Adriana Chiancone","doi":"10.25087/resur8a3","DOIUrl":"https://doi.org/10.25087/resur8a3","url":null,"abstract":"The Programme for the Development of Basic Sciences (PEDECIBA) was created in Uruguay as a scientific development program within a context of political transition. The program started at the end of 1986 in the areas of Biology, Physics, Computer Science, Mathematics and Chemistry, implemented by the University of the Republic (UDELAR) and the Ministry of Education and Culture (MEC). Thirtythree years after its foundation, this article aims to identify some transformations and new forms of program articulation within the current institutional national context. PEDECIBA has been characterized since its origins by a flexible organization, without bureaucratic structures. It is a researcher’s network, managed by the program’s scientists. New interdisciplinary fields have been integrated to PEDECIBA and scientists do work in a larger number of Uruguayan institutions created in these 33 years. The program faces some challenges related to global scientific transformations and local institutional and political changes. Nevertheless, PEDECIBA maintains its importance not only in postgraduate training but also in the coordination and creation of a space for researchers.","PeriodicalId":126633,"journal":{"name":"RESUR","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123782969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Política Educativa, actores y Pedagogía, de Carlos Ornelas, Marco Navarro, y Zaira Navarrete Carlos Ornelas、Marco Navarro和Zaira Navarrete的《教育政策、演员和教育学》
RESUR Pub Date : 2019-01-01 DOI: 10.25087/resur8a5
Patricia Delgado Monroy
{"title":"Política Educativa, actores y Pedagogía, de Carlos Ornelas, Marco Navarro, y Zaira Navarrete","authors":"Patricia Delgado Monroy","doi":"10.25087/resur8a5","DOIUrl":"https://doi.org/10.25087/resur8a5","url":null,"abstract":"The book Educational Policy, actors and Pedagogy represents a great contribution of the Mexican Society of Comparative Education (SOMEC), for scholars of educational policies, Pedagogy and Education Sciences, immersing the reader from the introduction to the Last page of the book for the richness of themes, authors, analysis, data, contexts, and references. The book consists of three sections: “I. Educational Policy ”,“ II. The actors: Managers, teachers, students and parents ”and,“ III. Pedagogy. guiding themes in teaching ”.","PeriodicalId":126633,"journal":{"name":"RESUR","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122951044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Políticas lingüísticas y enseñanza de lenguas Aproximaciones al programa "Centro de lenguas extranjeras" 语言政策和语言教学“外语中心”项目的方法
RESUR Pub Date : 2019-01-01 DOI: 10.25087/resur8a2
Ana Leticia Andregnette Roscigno
{"title":"Políticas lingüísticas y enseñanza de lenguas Aproximaciones al programa \"Centro de lenguas extranjeras\"","authors":"Ana Leticia Andregnette Roscigno","doi":"10.25087/resur8a2","DOIUrl":"https://doi.org/10.25087/resur8a2","url":null,"abstract":"The Uruguayan State has always considered the teaching of modern languages in secondary education beneficial. French, English and Italian were the languages that traditionally integrated the different cur-ricula. Portuguese, for political-linguistic reasons, was never included. In 1995, English was established as the only foreign language of compulsory education in public and private secondary education. In 1996, the Centre for Foreign Languages (CLE) Programme was set up to offer optional and extra-cur-ricular courses in French, Italian and Portuguese to students from the public education. Later, German, and Uruguayan Sign Language were added. The objective of the paper is to present an investigation carried out on the CLE Programmme. To begin, some of the measures taken by the State in relation to the teaching of foreign languages in the nineteenth, twentieth and twenty-first centuries are briefly de-veloped. Then, the basis of the creation of the Programme, its characteristics and its evolution in statis-tical terms are analyzed. The research shows that the total number of students in the Programme has never reached 10% of the public it is aimed at, and that, between 2002 and 2015, that number has steadily declined. It is also noticed that, although Portuguese is the language with the highest number of pupils, followed by Italian, French and German, the limited information available makes it necessary to relativ-ise the conclusions. Finally, the research raises new questions: on the one hand, regarding the coherence between the state discourse and the reality of the CLE Programme and, on the other, about the causes of the limited information available about it.","PeriodicalId":126633,"journal":{"name":"RESUR","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130041619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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