In spite of a decade of public policies, higher secondary school dropout continues to be a problem. A central question is what the main reasons are to leave school. Public policies assume that the causes are of an economic or academic nature. However, this study in the state of Oaxaca, Mexico, finds that the chief motivation is not academic. According to many youngsters, they like to go out with friends and partners and have a social live, but this aspect of youth culture is often incompatible with school organization, causing students to flunk and abandon.
espanolEl estudio tiene por objetivo identificar las caracteristicas y arreglos del gobierno de la carrera academica que estan asociadas a mayores o menores desempenos en investigacion con estandares internacionales de calidad. Mediante el estudio de casos comparados de cuatro uni-versidades privadas sin fin de lucro de Colombia, Chile y Peru, y el analisis de una muestra de 1551 profesores, constata que determina-dos arreglos de naturaleza endogamica en la gobernanza de la carrera, estan asociados a comunidades academicas con menores capacidades de investigacion y a la ausencia de masas criticas de profesores capa-ces de generar y producir conocimiento de avanzada. EnglishThe objective of the study is to identify the characteristics and arran-gements of the academic career governance that are associated with higher or lower research performance with international quality stan-dards. Through a comparative case study of four private non-profit universities in Colombia, Chile and Peru, and the analysis of a sample of 1551 professors, it confirms that certain arrangements of an en-dogamous nature in the career governance are associated with aca-demic communities with lower research capabilities and the absence of critical masses of professors capable of generating and producing advanced knowledge.
The objective of this qualitative case study was to identify the assess-ment practices of Chilean prospective and novice teachers of English language. The participants were 53 practicum teachers who were part of three Chilean universities and 33 novice teachers who graduated from the same institutions. The results indicate that the subjects consider formative assessment of instructional objectives based on linguistic contents and language comprehension. On the other hand, novice teachers implement summative assessment related to the same goals. Additionally, the pre-service and in-service teachers differ in the way they formatively assess learning objectives associated with language production.
espanolEl presente articulo analiza un total de 198 tesis doctorales defendidas las universidades espanolas entre 1990 y 2015 con los descriptores “Historia de la educacion” de la base de datos teseo del Ministerio de Educacion, Cultura y Deporte espanol. Se han considerado cuatro grupos de variables: el caracter nacional o local, el periodo estudiado y la duracion del mismo; los descriptores; el campo desde el que se ha hecho la tesis; y factores institucionales. Los resultados aprecian cambios importantes en algunas de las variables, los cuales explican las tendencias en la investigacion y el ambito academico de la educacion superior. EnglishThis paper analyzes a total of 198 doctoral theses defended by Span-ish universities between 1990 and 2015 with the descriptors “History of education” from the teseo database of the Spanish Ministry of Education, Culture and Sports. Four groups of variables have been considered: the national or local character, the period studied and its duration; the descriptors; the field from which the thesis has been done; and institutional factors. The results show important changes in some of the variables, which explain trends in research and the academic field of higher education.
espanolLa pregunta de este trabajo gira sobre la relevancia y la especificidad del poder de los rectores en la compleja bisagra entre las universidades y la politica publica dirigida a este sector academico. Problematizaremos distintos marcos analiticos que consideran que en la universidad, por sus particularidades organizativas y el poder heteronomo de los gobiernos, la autoridad central tiene escasas posibilidades de ser realmente influyente. Desde una perspectiva reflexiva y relacional desarrollaremos un conjunto de factores historicos y determinantes estructurales de la universidad argentina, que, a nuestro entender, conforman a los rectores como un actor con un poder considerable y relevante hacia dentro de la universidad y en la politica universitaria. EnglishThe main question of this work revolves around the relevance and specificity of the power of the Rectors (University Presidents) in a country such as Argentina, with a long standing tradition of autono-mous and politicized public universities. It adresses the particularity of University politics, discussing with analytical frameworks that be-lieve that the central authority has become increasingly devoid of real influence in university life and organization. In a relational perspecti-ve, this paper attempts to deploy a set of historical factors and struc-tural determinants of Argentina’s university field which explain how “rectoral power” was built and why Rectors became relevant into creafting public policies for higher education in the last four decades.
