Journal of Supranational Policies of Education (JOSPOE)最新文献

{"title":"EL RETO DE LA EQUIDAD EDUCATIVA. METAS EDUCATIVAS 2021","authors":"Juan Antonio Giménez Beut","doi":"10.15366/JOSPOE2018.8.001","DOIUrl":"https://doi.org/10.15366/JOSPOE2018.8.001","url":null,"abstract":"In relation to the goal of \"Investing more and investing better\" of the project of \"Goals 2021: The education we want for the generation of the Bicentennials\", we analyze the progress made in recent years and the challenges still pending for these next three years. There have been important advances in all the investment indicators of the Ibero-American education systems, although the academic results are not proportional to them, as we can see in the article. It is important to consider the great internal contrasts of each country and the linking of the results to the sociocultural and economic level of the families. Inclusion policies that favor equity will be necessary. The near economic indicators allow to continue the investment line although in a discreet way. It also happens with the HDI that is still far from reaching the desired levels. Faced with this situation, and apart from external investment, the analysis of the data collected leads us to conclude that we must invest in improving the management of the educational systems themselves. In this process, the role of teachers is fundamental. Other lines of action are proposed in order to finish promoting this line of growth.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131131173","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}

{"title":"LA EDUCACIÓN PARA LA CIUDADANIA EN LA UNIÓN EUROPEA: PERSPECTIVAS SUPRANACIONAL Y COMPARADA.","authors":"Á. Cortés, Jhon Feisal Cárdenas Gómez, J. López","doi":"10.15366/jospoe2016.5.009","DOIUrl":"https://doi.org/10.15366/jospoe2016.5.009","url":null,"abstract":"La educacion de ciudadanos es clave, a nuestro parecer, para dotar a las personas de algunas competencias esenciales para vivir de marera participativa y activa en las democracias postmodernas, de una gran complejidad. El presente articulo realiza, en primer lugar, un recorrido por la formacion para la ciudadania en Espana (desde 1970 hasta nuestros dias). Posteriormente, se detiene en la presentacion de los proyectos, recomendaciones y politicas, que desde el Consejo de Europa y la Union Europea han estado dirigidas a la formacion para la ciudadania y, en especial, a la ciudadania europea, dada la materializacion de esta ciudadania europea desde la entrada en vigor del Tratado de Maastricht en 1992. Por ultimo, creemos relevante ofrecer  una aproximacion a como se trata la educacion para la ciudadania desde la educacion comparada teniendo como referencia seis paises seleccionados, permitiendo al lector conformar una imagen del momento actual de la educacion de ciudadanos en Europa.)","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129792778","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}

{"title":"LOS MARCOS DE COMPETENCIAS DOCENTES: CONTRIBUCIÓN A SU ESTUDIO DESDE LA POLÍTICA EDUCATIVA EUROPEA / COMPETENCY FRAMEWORK FOR TEACHERS: CONTRIBUTION TO STUDY FROM EUROPEAN EDUCATION POLICY","authors":"Lucía Sánchez-Tarazaga","doi":"10.15366/jospoe2016.5.003","DOIUrl":"https://doi.org/10.15366/jospoe2016.5.003","url":null,"abstract":"La creciente expansion del aprendizaje a lo largo de la vida y la busqueda de la calidad educativa en todos los sistemas educativos europeos, unido al cambio social de las ultimas decadas, supone mayores demandas en el profesorado del siglo XXI. Es por ello que la politica educativa europea insiste en la importancia de concebir el perfil docente sobre un marco que recoja las competencias profesionales necesarias para hacer frente a los retos del nuevo contexto y ayudar a fortalecer la profesion docente. En este articulo abordamos los fundamentos de dichos esquemas competenciales a partir de una revision de la normativa europea mas reciente, donde recogemos algunas claves de su diseno y una seleccion de marcos de competencias docentes propuestos desde diferentes organismos internacionales, como la Comision Europea o la OCDE.Palabras clave: marcos de competencias docentes, competencias docentes, caracteristicas del profesorado, rol del profesorado, aprendizaje a lo largo de la vida. ABSTRACTThe bourgeoning expansion of lifelong learning and quality in education in every European education system as well as social change over the last decades have led to greater demands on 21st century teacher. Thus, European educational policy acknowledges the importance of conceiving the teacher profile based on a framework with the required professional competencies to face the challenges of the new context and strengthen the teaching profession. In this article we tackle the fundamentals of those competency-based patterns from the most recent regulation’s review in order to set out some key aspects of their design and a selection of teacher competencies frameworks proposed by several international institutions, such as the European Commission or the OECD.Key words: teacher competence framework, teacher competencies, teacher characteristics, teacher role, lifelong learning.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128346146","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}

{"title":"EL FORTALECIMIENTO DEL DESARROLLO PROFESIONAL DOCENTE: UNA MIRADA DESDE LATINOAMÉRICA / STRENGTHENING TEACHING PROFESSIONAL DEVELOPMENT: A VIEW FROM LATIN AMERICA","authors":"Denise Vaillant","doi":"10.15366/jospoe2016.5.001","DOIUrl":"https://doi.org/10.15366/jospoe2016.5.001","url":null,"abstract":"La calidad de la profesion docente es uno de los principales retos y desafios que enfrentan las politicas educativas en America latina. Algunas caracteristicas de la profesion docente son parte del problema, como ser las debilidades de la formacion inicial, los escasos apoyos en la etapa de insercion en la docencia y los desajustes de la formacion continua. Pero al mismo tiempo, los docentes deben ser parte de la solucion porque sin su participacion, su compromiso y su dedicacion, sera imposible superar la desigualdad en materia de resultados de aprendizaje. Este articulo describe la situacion educativa regional, presenta un panorama de la profesion docente y analiza problemas y soluciones del desarrollo profesional docente. En base a un meta-analisis y trabajos previos de la autora, se han identificado una serie de experiencias que han dado resultados y que pueden ser inspiradoras tanto para la region como para otros continentes. La premisa es que el fortalecimiento de la profesion es posible si existe voluntad politica y sostenimiento en el tiempo de las iniciativas de exito. Palabras Clave: Desarrollo profesional docente, Latinoamerica, formacion inicial, formacion continua, insercion en la docencia ABSTRACT The quality of the teaching profession is one of the main challenges that educational policies have to confront in Latin America. Certain characteristics of the teaching profession are part of the problem, such as lack of initial training, limited support mechanisms for teaching and mismatches in continuous development. But teachers must also be part of the solution, as without their participation, compromise and dedication it would be impossible to overcome educational achievement gaps. This article describes the regional situation of education, it provides an overview of the teaching profession and an analysis of problems and solutions of teacher professional development. Using meta-analysis tools and previous research undertaken by the author, the paper identifies a series of experiences that have shed positive results and that can service as inspiration for the region and other continents. The main premise is that the strengthening of the teaching profession is possible if there is political will to do so and a long term commitment towards successful initiatives. Key words: teacher professional development, Latin America, initial training, ongoing training, insertion in teaching","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128992227","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}

{"title":"LA PROFESIÓN DOCENTE EN IBEROAMÉRICA / TEACHER PROFESSION IN IBEROAMERICAN STATES","authors":"Oei. Organización de Estados Iberoamericanos","doi":"10.15366/jospoe2016.5.008","DOIUrl":"https://doi.org/10.15366/jospoe2016.5.008","url":null,"abstract":"En el marco del proyecto “Metas 2021”, impulsado por la OEI, se han promovido once metas generales que permiten identificar una serie de objetivos educativos comunes para los paises iberoamericanos. Una de estas metas se vincula con el fortalecimiento de la profesion docente desde el convencimiento de que la innovacion y el cambio educativo, asi como la calidad de la ensenanza, dependen de forma muy directa de la preparacion y del compromiso de los docentes. En el informe “Miradas sobre la Educacion en Iberoamerica”, la OEI puso en marcha un estudio monografico sobre el desarrollo profesional docente y la mejora de la educacion. En el se analizan en detalle distintas dimensiones sobre la situacion del profesorado iberoamericano tales como su formacion inicial, los requerimientos para la seleccion de los docentes, la carrera profesional, la formacion en ejercicio, asi como la evaluacion del trabajo de los ensenantes y de las escuelas donde desempenan sus funciones. El presente articulo recoge de forma muy sumaria los elementos mas destacados de este informe “Miradas 2013”, elaborado por el Instituto de Evaluacion (IESME) de la OEI con el eficaz apoyo, entre otros, del Ministerio de Educacion y Cultura de Uruguay y del Instituto Nacional para la Evaluacion de la Educacion (INEE) de Mexico. Se ha completado esta informacion, cuando ello ha sido posible, con los datos actualizados del Informe de Miradas 2016 a ser presentado en la XXV Conferencia Iberoamericana de Ministros de Educacion. Palabras clave: Profesion docente, acceso a la docencia, formacion inicial, desempeno de la docencia, formacion continua, evaluacion de docentes ABSTRACT Within the framework of project ‘Goals 2012’, launched by the Organization of IberoAmerican States (usually abbreviated OEI), eleven general goals which allow for the identification of a series of common educational objectives to Ibero-American countries have been furthered. One of these goals relates to the strengthening of the teaching profession, given the staunch conviction that innovation, educational change and educational quality, largely rely on the background and commitment of educators. In the report ‘Glances over Ibero-American Education’, the OEI has launched a case study on educational career development and improvement in education. In it, diverse detailed dimensions pertaining the situation of ibero-american teachers such as basic training, teachers' recruitment requirements, professional career, training during professional exercise, along with student work evaluation and school assessment are analyzed. This article highlights, in brief, the major elements of ‘Glances 2013’, a report which has been developed by the OEI's Evaluation and Goal Monitoring Institute (IESME in Spanish) with the effective support, among others, of the Ministry of Culture and Education of Uruguay and the National Institute for Educational Evaluation (INEE in Spanish) of Mexico. When possible, the information has been supplem","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114325864","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}

{"title":"CONCEPCIONES DE LA OCDE Y LA UNIÓN EUROPEA SOBRE EL DESARROLLO PROFESIONAL DOCENTE / CONCEPTIONS OF OECD AND EUROPEAN UNION FOR TEACHER PROFESSIONAL DEVELOPMENT","authors":"J. Ayuso, Héctor Monarca","doi":"10.15366/jospoe2016.5.007","DOIUrl":"https://doi.org/10.15366/jospoe2016.5.007","url":null,"abstract":"espanolDesde que a mediados del siglo pasado creciera la existencia de Organismos Internacionales (OI), su presencia e influencia en las politicas nacionales resulta cada vez significativa. Mas en concreto, en el ambito educativo, a partir de los anos 90, su impacto se ha visto claramente incrementado y desde el inicio del presente siglo, los discursos de los OI se han visto especialmente orientados hacia el profesorado y su Desarrollo Profesional Docente (DPD). Asi, el presente articulo tiene por finalidad analizar el papel que las OI tienen en la definicion del DPD a traves de las concepciones e implicaciones que se derivan de sus publicaciones. Para ello, el analisis parte de la construccion de un instrumento de ocho categorias cualitativas para ser aplicadas siguiendo una logica deductiva-inductiva en un proceso de analisis del discurso. Se han analizado 20 documentos cuyos autores son la Organizacion para la Cooperacion y el Desarrollo Economico –OCDE– (9) y la Union Europea –UE– (11), que corresponden a todos los textos relacionados con el DPD que han producido en la ultima decada, desde el ano 2005. Los resultados muestran, entre otras cuestiones, que los elementos del DPD se tienden a abordar de forma aislada y con poca implicacion de los propios docentes como agentes activos en la definicion de su profesion; asi como algunos matices entre los OI estudiadas. En conclusion, hay ciertas conceptualizaciones que no ayudan a fortalecer el DPD y a instalar una definicion de la profesion mas global y flexible. EnglishSince the growth and expansion during the last century of International Organizations, their presence and influence on national policies became even more significant. Specifically, on the educational area, the impact of those organizations became more significant from the 90s, and more recently (at the beginning of this century), those discourses particularly focused on teachers and Teachers Professional Development (TPD). Thus, the present paper, pursues analyze of International Organizations’ role on TPD definition, through conceptions and implications resulting from their publications. Therefore, analyze comes from the construction of an instrument with eight qualitative categories, applied with a deductive-inductive logic, for the discourse analyze methodology, method that allows us to focus the attention on the underlying aspects. Thus, twenty documents related to TPD during the last decade (from 2005), and whose authors were the OECD (9) and the European Union (11), were analyzed. The results show, among different ideas, that the elements of the TPD tend to be addressed in an isolated way and with a slight implication of the teachers as active participants on the definition of their profession; the results present small differences among the International Organizations studied. As a conclusion, there are some conceptualizations that does not strengthen the TPD, neither to install a more global and flexible concept.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132451603","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}

{"title":"BUILDING AND TRAINING A COMMUNITY OF GLOBAL TEACHERS. THE CASE OF THE INTERNATIONAL BACCALAUREATE. / CONSTRUYENDO Y FORMANDO UNA COMUNIDAD GLOBAL DE DOCENTES. EL CASO DE BACHILLERATO INTERNACIONAL.","authors":"M. Menéndez","doi":"10.15366/jospoe2016.5.006","DOIUrl":"https://doi.org/10.15366/jospoe2016.5.006","url":null,"abstract":"espanolEl fenomeno de la globalizacion reconoce la relevancia de la educacion y el aprendizaje en el entendimiento y solucion de problemas globales de caracter social, politico, cultural, economico y medioambiental. El rol de la educacion se esta moviendo mas alla del desarrollo del conocimiento y habilidades cognitivas hacia la construccion de valores, habilidades y aptitudes entre estudiantes. Se espera que la educacion facilite la cooperacion internacional y promueva la transformacion social de una forma innovadora hacia un mundo mas justo, mas pacifico, mas tolerante, mas inclusivo, mas seguro y mas sostenible (UNESCO, 2014). Mientras que hay un claro cambio hacia la educacion de alumnos como consecuencia de la globalizacion, la educacion de profesores se mantiene en niveles locales y avanza muy lentamente hacia un contexto global. Este articulo trata de explicar el modelo de desarrollo profesional del Bachillerato Internacional como un estudio de caso de una comunidad global que se auto-nutre en desarrollo y educacion internacional de su profesorado. EnglishThe phenomenon of globalization recognizes the relevance of education and learning in understanding and resolving global issues in social, political, cultural, economic and environmental areas. The role of education is moving beyond the development of knowledge and cognitive skills to the building of values, soft skills and attitudes among learners. Education is expected to facilitate international cooperation and promote social transformation in an innovative way towards a more just, peaceful, tolerant, inclusive, secure and sustainable world (UNESCO, 2014).While there is a clear shift towards students’ education as a consequence of globalisation, teacher-training education remains at local levels and is slowly evolving to a global context. This paper aims to explain the International Baccalaureate teacher-training model as a case study of a truly self-feeder global community of international teacher training and development.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129740436","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}

{"title":"FORMACIÓN INICIAL DE LOS DOCENTES: ESTUDIO COMPARADO DE LOS SISTEMAS EDUCATIVOS EN BRASIL Y CHINA / INITIAL TRAINING OF TEACHERS: COMPARATIVE STUDY OF EDUCATION SYSTEMS IN BRAZIL AND CHINA","authors":"Eva Ramírez Carpeño, Vlademir Marim","doi":"10.15366/jospoe2016.5.002","DOIUrl":"https://doi.org/10.15366/jospoe2016.5.002","url":null,"abstract":"espanolEsta investigacion forma parte del ambito de las politicas educativas sobre la formacion inicial del profesorado. La importancia del docente y su formacion, como elementos que contribuyen a mejorar la calidad del sistema educativo, avalan la necesidad de analizar las politicas educativas de contextos nacionales y de identificar buenas practicas en relacion a la formacion docente. A su vez Brasil y China se erigen como paises de gran relevancia con tendencias emergentes en el plano internacional. El objetivo del articulo es detectar convergencias y divergencias entre las propuestas educativas brasilenas y chinas. El analisis esta enmarcado en una metodologia comparada, donde los primeros apartados presentan las caracteristicas generales de los dos paises y la descripcion de sus sistemas de formacion del profesorado. Los ultimos apartados se adentran en la comparacion de ambos paises para dar pie a las conclusiones finales, las cuales incluyen propuestas de mejora y aplicaciones de los resultados. Las conclusiones se centran, entre otros, en el nivel de cualificacion de los docentes, la distribucion curricular de los programas y los mecanismos para mejorar la seleccion de los docentes. EnglishThis research belongs to the field of educational policies on the topic of initial teacher education. The significance of teachers and their education, as elements contributing to improve the quality of the educational system, support the need to analyze the policies of national contexts and to identify good practices regarding teacher education. Brazil and China stand as highly relevant countries with emerging trends at the international level. The objective of this article is to detect convergences and divergences between the Brazilian and the Chinese educational proposals. The analysis is framed in a comparative methodology. The first sections present the general characteristics of both countries and the description of their teacher education systems. The next sections delve into the comparison of both countries to finally reach some conclusions, which include suggestions for improvement and application of results. The findings focused, among others, on the level of qualification of teachers, curriculum distribution and mechanisms to improve the selection of teachers.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128048788","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}

{"title":"La internacionalización de las problemáticas educativas y la homogeneización de las reformas educativas más allá de América Latina: el caso de Mozambique / The internationalization of the educational problems and the homogenization of education (...)","authors":"R. A. Miguel","doi":"10.15366/jospoe2016.4.008","DOIUrl":"https://doi.org/10.15366/jospoe2016.4.008","url":null,"abstract":"Mozambique inicia en 1992 un proceso de reformas educativas que suponen un cambio de paradigma desde las tesis socialistas al planteamiento educativo neoliberal. Esta opcion ha permitido acceder a la ayuda de los donantes e iniciar el camino de reconstruccion post-belica tras anos de guerra civil. La politica educativa ha adoptado desde entonces los planteamientos pedagogicos, organizativos y curriculares que emanan de los organismos de Naciones Unidas y del Banco Mundial. Los progresos en estas metas, sin embargo, no pueden ocultar la dificultad para conseguir una educacion pertinente y equitativa que permita la promocion social de los colectivos mas vulnerables. Este articulo argumenta la falacia de un modelo educativo que sirve mas para legitimar y dar credibilidad a las autoridades ante la comunidad internacional que para promover el desarrollo social, y plantea que el cambio hacia politicas educativas inclusivas y participativas solo sera posible desde el fortalecimiento de la sociedad civil. Palabras clave: Mozambique, neoliberalismo, reforma educativa, participacion, politicas autonomas ABSTRACT Mozambique began in 1992 a process of educational reforms that represents a paradigm shift from socialist theses to a neo-liberal approach to education. That option has enabled access to the support of donors and begin the path of post-war reconstruction after years of civil war. Since then, education policy has adopted the pedagogical, organizational and curricular approaches emanating from agencies of the United Nations and the World Bank. However, progress on these goals cannot hide the difficulty to achieve an appropriate and equitable education that allows the social promotion of the most vulnerable groups. This paper argues the fallacy of an educational model that serves more to legitimize and give credibility to the authorities before the international community that to promote social development, and shows that the shift to inclusive and participatory educational policies will only be possible with the strengthening of civil society. Key words : Mozambique, neoliberalism, educational reforms, participation, autonomous policies","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"723 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126931949","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}

{"title":"La agenda educativa del Banco Mundial en Argentina y Brasil y la cuestión de los niveles subnacionales del Estado. Notas sobre un posible abordaje teórico-metodológico entre la educación comparada y el institucionalismo de la ciencia política / (...)","authors":"Mariano Sironi","doi":"10.15366/jospoe2016.4.005","DOIUrl":"https://doi.org/10.15366/jospoe2016.4.005","url":null,"abstract":"RESUMEN El presente trabajo tiene como objetivos describir las caracteristicas de la descentralizacion educativa en Brasil y Argentina y la relacion con el Banco Mundial y presentar la necesidad de llevar adelante estudios sobre la implementacion de politicas educativas a nivel subnacional desde enfoques y categorias provenientes de la corriente teorica neo-institucionalista de la ciencia politica para el campo de la Educacion comparada. Para ello, presenta la relacion del Banco Mundial en materia educativa con Brasil y Argentina en tanto paises federales y dialoga con analisis de la Educacion comparada y la Ciencia Politica sobre los procesos de descentralizacion educativa. Finalmente el trabajo propone partir del supuesto de que las propuestas de descentralizacion educativa en ambos casos han sido anteriores a las recomendaciones del Banco Mundial y fueron promovidas por actores nacionales con intereses, recursos y capacidades que se ensamblarian con las propuestas de los anos 90. Palabras Claves: Banco Mundial- Descentralizacion educativa- Politicas educativas subnacionales – Institucionalismo. ABSTRACT This paper aims to describe the characteristics of educational decentralization in Brazil and Argentina and the relationship with the World Bank and present the need to conduct research on the implementation of educational policies at the subnational level since approaches and theoretical categories from the current neo-institutionalist political science to the field of comparative education. To do this, presents the relationship of the World Bank in education with Brazil and Argentina in both federal countries and dialogue with comparative analysis of Education and Political Science on educational decentralization processes. Finally, the paper proposes the assumption that proposals for educational decentralization in both cases have been before the recommendations of the World Bank and were promoted by national actors with interest, resources and capabilities to be assembled with the proposals of the '90s. Keywords: World Bank – educational decentralization- Subnational educational policies - Institutionalism.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128222023","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}