Una selecció dels darrers articles d’abast internacional sobre el futur de la universitat amb Bolonya. Gràcies a la tasca de recuperació i difusió realitzada pel portal gallec Fírgoa.
Extrets de Reencuentro, Journal for Critical Education Policy Studies, i Boletín de reflexión del Colectivo Baltasar Gracián
Reencuentro, No. 54 – Abril, 2009
El autor sostiene que la imagen de un “nuevo comienzo” en Bolonia es engañosa respecto a los Países Bajos, las continuidades en las políticas educativas holandesas antes y después de la Declaración de Bolonia son mucho más llamativas que sus discontinuidades. El artículo argumenta que la importancia general del “modelo holandés” para otros países de la Unión Europea, radica en el hecho de que el caso de los Países Bajos, en general, prefigura lo que sucederá a otros países de la Unión Europea, cuando las políticas de Bolonia se pongan en práctica.
Patricia Gascón Muro y José Luis Cepeda Dovala: La internacionalización de la educación y la economía del conocimiento: la fuga de cerebros como política (PDF)
Reencuentro, No. 54 – Abril, 2009
Este trabajo pretende contribuir a responder dos preguntas: ¿cómo favorece la internacionalización a la fuga o a la ganancia de cerebros?, ¿cuáles son las ligas entre la movilidad universitaria, la movilidad de la mano de obra y la inmigración temporal o permanente?, pero también busca llamar la atención en torno al drama que puede constituir una internacionalización de la educación sin valores solidarios, centrada en razones económicas. Concluimos que existe una política deliberada, básicamente de los Estados y de las instituciones educativas de los países del Norte, para apropiarse de la fuerza de trabajo calificada y de los “alumnos en movilidad” de los países del Sur para mantener sus “ventajas competitivas”.
Phoebe Moore: UK Education, Employability, and Everyday Life
Journal for Critical Education Policy Studies, Volume 7, Number 1 (June 2009)
With pressures from employers, government ministries, and the new paying student/customer, New Labour has begun to restructure higher education and worker training in the United Kingdom to accommodate global markets, in the context of increasingly intimate relations between business and the public sector/education.
Simultaneous to the flexibilisation of the labour market, New Labour has increasingly sought private sector involvement in an increased range of avenues with the goal of educating citizens to become ‘learner workers’, and to become accustomed to, and reproductive of, the vagaries of neoliberal capitalism in their day to day lives and work. This project has a lineage perhaps with origins in the Robbins Report of the 1960s (Maclure 2006), which gave technological institutes ‗university‘ status, and encouraged the continued expansion of universities. A series of Teaching and Higher Education Acts and education White Papers followed, which perhaps came to a head with the strong recommendations for private sector involvement into the public. Lord Sandy Leitch’s Review of Skills 2006 (commonly known as the Leitch Report) itself a prominent recent strategy intending to transform education in this nation, toward market liberalisation and market-led ‘progress’, despite claims for a demand driven transformation in policy. The impact that implemented changes suggested by the Leitch Report will have on workers reflects widespread and growing insecurities resulting from the rolling back of the welfare state, when looked at in the context of increasing rates of hidden unemployment (see Beatty et al. 2007) and dramatically rising explicit unemployment in the contemporary economic ‘credit crunch’.
Angela C. de Siqueira: Higher Education Reform in Brazil: Reinforcing Marketization
Angela C. de Siqueira: Higher Education Reform in Brazil: Reinforcing Marketization
Journal for Critical Education Policy Studies, Volume 7, Number 1 (June 2009)
Higher education in Brazil began based on institutions organized as isolated establishments, and mostly privately owned. Nonetheless, public institutions created as universities and developing research activities and other services became the desired ideal for higher education.
The first educational institutions in Brazil were created in the sixteenth century, by a Catholic denomination, the Jesuits. Higher education in Brazil remained mostly privately owned and organized based on isolated institutes until the 1950s. With the re-establishment of democracy in Brazil, after Getúlio Vargas’s authoritarian government (1930-1945), and within the political environment of state intervention for development and reconstruction, there was a process of transforming private and state-owned institutions into federal institutions, and afterwards, during the 1960s, transforming them into federal universities. Thus, within the period 1954/64, 63% of the students were attending universities and not isolated establishments. And public institutions – most of them federal and a few state maintained – were encompassing 81% of the total higher education enrolments (CUNHA, p.97). The practice of free tuition within public institutions, a repeated demand of students and professors with a more democratic perspective, has become common since 1950.
CRISIS, Número 15, Junio 2009. Boletín de reflexión del Colectivo Baltasar Gracián
Editorial:
Colectivo Baltasar Gracián
Educación y capital humano
Colectivo Baltasar Gracián
Datos para un diagnóstico
Colectivo Baltasar Gracián
El papel de las reformas en el deterioro de la enseñanza
Colectivo Baltasar Gracián
31 Juliol 2009 a les 9:53 pm
inmigración temporal o permanente?, pero también busca llamar la atención en torno al drama que puede constituir una internacionalización de la educación sin valores solidarios, centrada en razones económicas. Concluimos que existe una política deliberada, básicamente de los Estados y de las instituciones educativas de los países del Norte, para apropiarse de la fuerza de trabajo calificada y de los “alumnos en movilidad” de los países del Sur para mantener sus “ventajas competitivas