‘National policies: impact on

international engagement’

Giovanni Anzola-Pardo

2016

Can institutions drive change in national

policy environments?

IF LATIN

AMERICA &

THE CARIBBEAN

WERE 100

PEOPLE

Source: Excerpted from the World Bank Infographics 2015, World Bank data, CEPAL and the UN.

Latin America and the Caribbean

Human Development

AN APPROACH TO THE REALITY OF THE CONTINENT

GEN

DER

51 WOMEN

49 MEN

PO

PU

LATI

ON

66 IN SOUTH AMERICA

27 IN MEXICO AND CENTRAL AMERICA

7 IN THE CARIBBEAN

LITE

RA

CY

92 READ AND WRITE

8 NO

INTE

RN

ET 46 WITH

ACCESS

54 WITHOUT

ACCESS

ETH

NIC

G

RO

UP

S 29 WHITES

35 MESTIZOS

24 AFRICAN PROGENY

11 INDIGENOUS 1 OTHERS

HO

USI

NG

94 WITH HOUSING

6 HOMELESS

DR

INK

ING

W

AT

ER

93 WITH

DRINKING WATER

7 WITHOUT

DRINKING WATER

AR

EAS

30 RURAL

70 URBAN

Source: Gómez, C. (2016)

*Estimation based on 19 countries: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, El Salvador, Guatemala, Haiti, Honduras, Mexico, Nicaragua,

Panama, Paraguay, Peru, Venezuela, Dominican Republic and Uruguay.

Source: CEPAL Data , 2015.

Economic growth and development levels

AN APPROACH TO THE REALITY OF THE CONTINENT

Latin America and the Caribbean

Human Development

29.6 28.1 28.1 24.5 23.0 23.2

49.9 48.7 47.9

2011 2012 2013

Evolution of the Poverty Line in Latin America % of the population by geographical area*

Nacional Urbana RuralNational Urban Rural

APPROACHES TO THE LATAM&C HE REALITY

Intention of aligning the countries’ strategy with development

principles and productivity (diversification of products and services)

Challenges for Higher Education: internationalisation vs relevant local

education.

Training of professionals for the international labour market rather

than for the local needs.

“most developing countries have, until recently, operated without a

formal competition policy” and that “[…] It should, however, be borne in

mind that it takes about ten years for countries to acquire the

necessary expertise and experience to implement such laws

effectively” (Scherer 1994 in Singh, 2012: 6-9).

GOVERNMENT – HEIs PARTERSHIPS FOR CAPACITY BUILDING

REIMAGINING

EDUCATION TO RECONFIGURE

SOCIETY

Glocality

Global talent

Quality

Scientific

Knowledge Significance and

relevance

Internationalisation

Cooperation

Locality

Education

Development

CONSTRAINS IN COLOMBIAN HE (i)

Students aware of an interconnected world but unaware of their local

reality.

Research for global visibility and positioning but with an eventual

irrelevancy to the national needs.

Economic growth towards benefiting the urban >< rural

Opportunities in rural areas >< with difficulties to have access to the

use of technologies.

The segmentation between education systems (break up) –

elementary-secondary-tertiary

COLOMBIAN HIGHER EDUCATION REALITY:

Urgency of sustained

political decisions

Social, educational, economic and

… cultural welfare

HIGHER EDUCATION PROPOSAL BASED ON

Integration, competitiveness, democracy and

… a culture of peace

“

What would induce anyone, at this stage, to hold

on to power only to be remembered for their

inability to take action when it was urgent and

necessary to do so?

If we want to bring about deep change, we need to

realize that certain mindsets really do influence our

behaviour. Our efforts at education will be

inadequate and ineffectual unless we strive to promote a

new way of thinking about human beings, life,

society and our relationship with nature.

” (LS, 215)

“

”

Can institutions drive change in national

policy environments?

Institutions must drive change in

national policy environments.

Can institutions drive change in national

policy environments?

•Creative and critical thinking – Social

Development

•Relevant research

•Knowledge transfer to those without technical

expertise

•Multi sector convergence – Education

•Political position in defence of life.

•International cooperation and monitoring