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First China-Latin America and Caribbean Seminar on University
Management and Leadership
Trends in Higher Education in Latin America and the Caribbean
Miguel J. Escala, D.Ed.
November 26, 2012
46 countries, territories, departments
5 official European languages
Hundreds of Amerindian languages (some official languages)
Several “new languages” (i.e., Creole, papiamento)
Several races, and several combinations of races
Population, total (millions) 582.5 Life expectancy at birth, total (years) 74 Mortality rate, infant (per 1,000 live births)
17 Literacy rate, adult female (% of females
ages 15 and above) 91 Literacy rate, adult male (% of males ages
15 and above) 92
World Bank, 2010 data
Higher Education Institutions in Latin America
1950 : 75 1985 : 450 1975 : 330 1995 : 812 (319 public, 493 private) Today: more than 2000
Students of HE in Latin America 1950 : 267.000 1990 : 7.350.000 1970 : 1.640.000 2000 : 11.500.000 1980 : 4.930.000 2005 : 15.293.181
MAIN FIGURES OF LATIN AMERICAN HIGHER EDUCATION
Higher Education Gross Enrolments Ratio (GER)1950 : 2,0% 1990 : 17,1%1970 : 6,3% 2000 : 19,0%1980 : 13,8% 2003 : 28,7% (IESALC)`GER in developed countries: between 50 and 88%
Europe : 56/88 % - EE.UU.: 82 %
Sources: N. Fernández Lamarra, 2008. UNESCO, Institute of Statistics, 2007. GUNI, 2008. IESALC. F. López Segrera, 2007.
MAIN FIGURES OF LATIN AMERICAN HIGHER EDUCATION
English Caribbean HiEd: With British Influence has a multinational institution:
The University of the West Indies (UWI)(main campuses in Jamaica, Trinidad and
Barbados; an Open Campus)
32 public LA universities participate in the network of “macro-universities”.
Laureate International Universities (a for profit corporation) owns 30 institutions in 8 countries
Some Bullets
Characteristics of HI ED Periods in LA (Rama, 2007)
HI ED Model Political Model
Political Objectives
Instrument
First Reform: Autonomy and co-
governmentPublic monopoly
Public logic
Autonomy
Funds request
Government in charge of education
Political struggles.Alliances with students
and political parties
Second Reform:
Dual Model public – private
Mercantilization
Diversification.Private Logic
Free marketRestrictions
to public education
Competing for studentes
Freedom of teaching
Competitiveness based on publicity and differences in
quality and cost.
Third Reform:
InternationalizationTriple Model
(public – private – international)
Defensive national logic
Quality Assurance
SytemsAssociation of RectorsNew role of
the Government
Search of national and international
public regulations.
Coverage increase.
Education as an international public good
International Alliances
Transborder education
Graduate Education
New International Competence
University Reengineering
Massive social demand for higher education. Tremendous impact of new technologies in
redefining learning spaces. Development of new, interdisciplinary-based areas
of knowledge, which are replacing traditional curricula and degrees.
Severe reduction of governmental financial resources, increase mercantilization.
Rise of assessment mechanisms, record keeping and accreditation tools that rate the performance of institutions, programs and people
Retrieved from: www.oui-iohe.org/en/blog/?p=2510
General Trends
1.- Expanding Higher Education undergraduate and graduate levels with quality, relevance, and social inclusion;
2.- Promoting accreditation, assessment, and quality assurance policies;
3.- Encouraging educational innovation and research at all levels; 4.- Building a regional agenda for science, technology, and innovation
in order to overcome disparities and promote sustainable development of Latin America and the Caribbean (LAC), in accordance to the general policies of Member States;
5.- Supporting regional Latin American and Caribbean integration as well as the internationalization of higher education through the construction of ENLACES – Latin America and the Caribbean Area for Higher Education, among another initiatives.
http://www.iesalc.unesco.org.ve/docs/boletines/boletinnro168/planofaction.pdf
Guidelines from Plan of Action(based on Cartagena 2008)
More demand and expectationsMore accountability demands and
regulationsLess resourcesMore technology and technology
users
Trends very relevant for HI ED administrators (managers and leaders)
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