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International education cooperation

The Internal quality assurance as an instrument for the integration and improving of higher education :

analysis of best practices in the European Union and Latin America
City: 
Barcelona
Volume, number, page: 
123 p.
Category: 
Abstract: 
The aim of this work is to identify the main factors which influence in the implementation and development of Quality Assurance Systems in higher education institutions (HEIs), and compare different regions with similar changes. In such scenary, it becomes a necessary task try to understand the processes that have led to the current education policy as well as the changes in the vision which the European Community (EC) has had on higher education over time. In this vein, higher education and education in general have moved from a marginal location towards the center of the concerns in almost all over the world. So far, Higher Education Institutions (HEIs) do not work in a vacuum, but they are an important part of today's knowledge society. Through out a multiple case studies and two indepth case studies (Qualitative Methodology), was analyzed the way in which different internal quality assurance systems (IQAS) have been implemented and developed in six universities, [three from the Euroepan Union (EU) and three from Latin America (LA)]. From the observation of these cases in the field of quality assurance in higher education, we propose the use of some categories that provide an overview of the quality assurance as a policy domain within which policies are formulated. Derived from literature review were identified three big lines of work related with quality assurance issues in higher education; historical analysis; theoretical approaches, and political change. The latter has served as guideline to guide our work within the quality assurance in HEIs, particularly in reference to recurrent practices to evaluate the quality of some of the HEIs activities and the structures associated with these practices (Vlǎsceanu et al. 2007). In this proposal we follow a comparative approach to the political process, the outputs and outcomes of policies that facilitate discovering empirical relationships between variables, particularly in the field of public policies. Far to find answers, the results take us to consider some questions about possible patterns or guidelines associated to processes like the Bologna's for instance and compared with the Latin-American situation. This assignment speaks of quality assurance as a tool for the integration and improvement of higher education, also considers the quality assurance within the policy domain, as well as its different forms of implementation resulting from a national policy or transnational and whose impact is reflected in the actions taken by the HEI's. Even though is not a prescriptive framework, the EFQM excellence model perspective, allows to identifying the basic elements which compose the structure of QA system which is based on the application of the principles of Total Quality Management (TQM) towards educational institutions. Whatever the origin of these new activities, no doubt the normative framework derived from the Bologna Declaration has set some trends of accreditation in Europe. It is clear that, in one way or another, this has influenced the development of varied quality assurance outlines in Latin America, as is demonstrated by the development of the QA actions identified on presented cases

The European Union and MERCOSUR towards Convergence of Their Higher Education Systems

A Comparative Approach
Publisher: 
ISA
City: 
Gothenburg
Volume, number, page: 
pp.455-456.
Category: 
Abstract: 
Tanto la globalización, como los procesos de integración regional, están modificando o afectando de distintas formas a los Sistemas de Educación Superior. El llamado “proceso de Bolonia” (1999) es prueba de ello.Pero si este proceso es consecuencia directa de las políticas de movilidad académicas impulsadas por la Unión Europea durante más de una década, sin embargo, sus amplias implicancias se explican como consecuencia de haber nacido de una iniciativa intergubernamental de los ministros de educación de los principales Estados miembros del bloque. Por otra parte, en
el MERCOSUR, donde la posibilidad de crear un sistema de créditos al estilo de los ECTS fue descartado, se han realizado significativos avances en materia de convergencia de los Sistemas de Educación Superior. Lo característico de ambos casos es que son procesos de carácter voluntario, impulsados por los Estados miembros de ambos bloques y, al mismo así como un conjunto de entrevistas con informantes clave, nos proponemos abordar los orígenes del proceso de Bolonia a partir de elementos de análisis provenientes de la sociología de la acción pública. tiempo, no cuentan con una base jurídica importante que los respalde. Tomando como referencia parte de la literatura académica sobre el tema.

Planning, re-bordering and setting times

a comparative analysis of European and Latin American 'education spaces'
Publisher: 
Taylor & Francis Ltd.
City: 
Abingdon
Volume, number, page: 
11:4: pp. 520-537.
Abstract: 
The article compares educational regionalisation in Europe and Latin America. This analysis unveils the influence of three social phenomena in the two case studies, namely power, fields of activity and knowledge. Mostly, it focuses on the initiatives led by the European Union and the Organisation of Ibero-American States in order to implement large strategic, multi-government educational plans in each continent. The actions of international political players, the theories (or ‘ontologies’) embedded in these devices and the consequences for sub-national politics are observed.

Latin American universities and the Bologna Process

from commercialisation to the Tuning competencies project
City: 
Abingdon
Volume, number, page: 
8:3, pp.443-455
Abstract: 
Through the Tuning-Latin America competencies project, Latin American universities have been incorporated into the Bologna Process. In 2003 the European Commission approved an initiative of this project for Latin America and began to promote it among ministries, university presidents' organisations and other institutions in Latin America. This initiative, however, carries problematic implications. It is an initiative which: (1) simply copies a European model and applies it unchanged to Latin America; (2) opens the door to greater influence by large corporations in the universities; (3) maintains the idea of the pensamiento unico, or single way of thinking, seen now in a single group of competencies that are considered valid for Europe and Latin America, without considering the enormous cultural, social and political diversity of the countries of those regions; (4) offers an educational-pedagogical approach that fragments the professional education of students; and finally (5) has a negative impact on the work and identity of Latin American university professors and students as key players in university transformation. Adapted from the source document.

After brexit

the challenges of Higher Education in Europe and Latin America
Publisher: 
CES - Centre of European Studies
City: 
Bucharest
Volume, number, page: 
11:2, pp.7-20
Abstract: 
This paper presents a discussion of the main issues involved in the Brexit decision and negotiations for Higher Education, Science, Technology and Innovation both for the EU and the UK. It analyses the challenges posed by the results of the British referendum in 2016, providing current data and figures about students, faculty, research and funding and how it might affect the future relations between the EU countries and the UK after 2019. In view of the new avenues opened after Brexit for higher education, research and innovation in the UK and the EU, it also addresses the current conditions and challenges of cooperation between Europe and Latin America and the Caribbean. The author, who is President of a birregional academic initiative, the Academic Permanent Forum for Latin America, Caribbean and the European Union (FAP ALC-UE), offers a summary of the main steps taken by this organization since 2012, which have led to the presentation of proposals to the political summits of Heads of State and Government of CELAC and the EU in Santiago de Chile (2013) and Brussels (2015). This is a grass-root movement constituted by members of universities and research centres in both regions whose main purpose is to put forward proposals for the establishment of a Common Birregional Area for Higher Education, Science, Technology and Innovation.

FAP APC-UE’s model of cooperation between the European Union and Latin America and the Caribbean in the field of Higher Education, Science, Technology and Innovation

Publisher: 
CES - Centre of European Studies
City: 
Bucharest
Volume, number, page: 
11:1, pp.51-62
Abstract: 
If we think about the starting point of the cooperation between Latin America and the Caribbean and the European Union, we may have various alternatives in mind, but the frameworks that have been set up in 1999 by the First LAC-EU Summit of Heads of State and Government and in 2013 by the First CELAC-EU Summit of Heads of State and Government, we encounter a biregional partnerships between peers, based on common grounds established by the two parts. As a continuation, the cooperation extended to education, which is one of the domains outlined as important from the very beginning and which produces effects upon other features. Therefore, it is interesting to analyse the formation of the Permanent Academic Forum (FAP ALC-UE), its methodology for the process of bioregional partnership and the process of Academic Summits organised by
its members.

EU-CELAC academic cooperation through Erasmus

Opportunities for Latin America and the Caribbean
City: 
Luxemburg
Volume, number, page: 
4p.
Category: 
Abstract: 
Erasmus+ is the EU programme for education, training, youth and sport for the period 2014-2020. Erasmus+ funds academic and youth mobility and cooperation between Europe and other regions in the world, including Latin America and the Caribbean. Erasmus+ supports activities that are closely matched with the EU's priorities for cooperation policy with these regions. CELAC countries can take part in Erasmus+ as partner countries in four types of projects in the higher education sector, and in youth cooperation projects. Three years into the programme, we can see how popular these initiatives are with CELAC countries
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