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Journal of Supranational Policies of Education. Número 03. 2015

Permanent URI for this collectionhttp://dspace7.ti.uam.es/handle/10486/667401

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    OECD (2015). Education Policy Outlook 2015: Making Reforms Happen. París: OECD PUBLISHING. 316 pp. ISBN: 978-92-64-22094-2
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Represas, Noelia F.
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    The Caribbean educational policy space: Educational gradualism, zero-sum policy reforms, and lesson-drawing in small (and micro) states
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Jules, Tavis D.
    This paper analyses national educational policy discourse in ten of the now 15 Caribbean Community (CARICOM) countries and advances that the failed socialist experiments in the small (and micro states) of Guyana, Grenada, and Jamaica during the 1980s ultimately lead to the creation of the Caribbean Educational Policy Space (CEPS). CEPS is intended to engender the movement of service, goods, labor, capital, and the right to establishment – i.e. CARICOM citizens may establish companies and business enterprises in any CARICOM nation and be treated as a local national. This discursively created space employed the external delivery mechanism of ‘lesson-drawing’ through a gradualist approach to educational reforms at the both regional level and national level or what I call educational gradualism–a zero-sum policy reform maneuver that facilitates the creation of predefined educational outcomes. A summative content analysis shows that CEPS, an unintentional byproduct of educational gradualism, was discursively framed historically by the era of ideological pluralism, legally by the 2001 Revised Treaty of Chaguaramas, substantively by the enactment of the Caribbean Single Market in 2006, and functionally through functional cooperation
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    Elementos de la Unión Europea, la OCDE y la UNESCO: Análisis de carácter supranacional
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Represas, Noelia F.; Políticas Educativas Supranacionales (SOC PR-020)
    The changes which have occurred due to the interconnections produced by globalization, the rise of the international organizations and its effect on education have had an impact on the redefinition of the aims of education and its sense in the current context. This paper focuses on the analysis of international educational policies and their impact on national education policies. Thus, within a comparative methodology, a reflection on the elements of the educational policies of the EU, OECD and UNESCO is performed. To achieve this goal we will use an adaptation of a model of comparative education in which the following components are specified: the historical context; the principles, values, goal, purpose; the member states, its financing, method of work, internal organization, strategies, tools and educational paradigm based on the data collected and processed information arising from official documents of each institution's general conclusions. These three items, the components, the data collected and the information will allow us to define each agency and its particular conception of education
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    La armonización en el Espacio Europeo de Educación Superior: El estado de la cuestión
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Cárdenas, John Feisal; Políticas Educativas Supranacionales (SOC PR-020)
    This paper presents a comparative analysis of the current landscape of the new European Higher Education Area in the European Union with regard to the achievement of a real harmonization of the education systems of higher education in the countries that comprise it. In light of the proposed harmonization of Higher Education in the European Union, having as starting point the Sorbonne Declaration. Joint declaration on harmonization of the design of the European Higher Education System in 1988, is intended to analyze the actual state of the European harmonization of Higher Education, through the knowledge of national educational structures of the academic level and implementation in a number of selected countries
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    La LOMCE a la luz de la CEDAW: Un análisis de la coeducación en la última reforma educativa
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Fernández-González, Noelia; González Clemares, Nuria; Políticas Educativas Supranacionales (SOC PR-020)
    In 1979 the UN adopted the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW, for its acronym in English). The convention provides a comprehensive approach of women’s status in many areas, including education (Article 10). Spain ratified the Convention in 1984. Since then, submits periodic reports, the last one in 2013. As in other countries, Spanish civil society also submitted a report to the UN, the Shadow Report, in 2014. Both reports mention the changes of LOMCE for for the women’s status in education. Understanding coeducation from a gender perspective (Lagarde, 1996) and an inclusive approach (Echeita, 2013), we focus on two specific changes: the possibility of public funding to schools separated by gender and the elimination of Education for citizenship together with the introduction of two new subjects
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    Agentes para la igualdad de género en los centros educativos: el caso de las CCAA de España en perspectiva supranacional
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Grañeras Pastrana, Montserrat; Ibáñez Ibáñez, Patricia; Gil Novoa, Natalia; González Morales, Patricia
    Education is considered an essential element in order to reach a real equality between men and women in all fields of life. This is conveyed in the many guidelines drafted by international organizations, who recommend the incorporation of gender mainstreaming into the education system. As a result of this, many countries have issued national policies which introduce gender equality in their education acts, highlighting its important role in the achievement of equality. This paper intends, on one hand, to describe how the integration of the gender perspective in education is tackled in the supranational context, focusing on the guidelines set by some international organizations and how said guidelines take shape in the different European countries. On the other hand, this paper provides a comparative analysis on the precision of gender mainstreaming in education through our country’s national and regional policies, focusing on the development and treatment of the professional in charge of integrating the gender perspective into the schools: the figure responsible for gender equality within the School Boards
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    Descolonizar los feminismos para la construcción de una pedagogía crítica con enfoque de género: caso de Mozambique
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Martínez Martín, Irene
    What does the normalization of gender inequality culture means? Does diversity show up in the dominant development and education models? Does the education include the principles of equity? This paper is based on the reflection about these questions, and tries to connect the non-hegemonic feminism with the subaltern voices. So, this approach makes up dialogues about gender constructions and cultural diversity. The main topic of this paper is the postcolonial feminist research which is related with particular contexts, such as: African development and the formal and non-formal education. From the proposals, this paper tries to decolonize the knowledge, to release the citizenships and to introduce changes in the political action for equity and social justice. The mainstreaming of this gender approach is based on the Mozambican girl’s education. As an action proposal, this paper highlights the keys to build a feminist pedagogy that transforms the discriminatory educational practices where education is understood as a non-neutral action and, therefore, as an important feminist strategy for women empowerment
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    Impacto de las políticas educativas de coeducación de la UNESCO en países como Kenia e India
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Lomba Portela, Lucía
    Declaration of Human Rights, proclaimed by the Unit Nations (NU), established education as a fundamental right of all human beings. What is more, it is the key that gives step to exercise the other rights. Accordingly, it should be quality and not exclude or discriminate anyone. Given the importance of providing all children a quality and universal education, we performed a study to take a close look at it. The present study goes through a supranational perspective (Valle, 2012) using the comparative methodology. To this end, it suits the steps set by Garcia Garrido (1982). The level of school attendance of women in countries like Kenya and India, reflects a low gender parity. However, following the promulgation of the guidelines established by UNESCO in the Jomtien Conference (1990) and Dakar (2000) there has been a change. We have observed that the literacy rate among women has increased. Nevertheless, it still observes the percentage of female school population remains below than men
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    Mujeres africanas y educación superior: Políticas Educativas favorables a la igualdad de género en África Subsahariana
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) González Pérez, María Inmaculada; Ledesma Reyes, Manuel
    The late twentieth century was marked by the beginning of a significant and sustained effort on gender equality. This effort has increased in this century and Africa has not remained oblivious. Specifically, in educational area, the effort has been particularly significant during the last decade, although insufficient. Among the steps that have been made, the development of norms and specific programs to promote the access of women to education, including universities, stands out. Equally relevant is the work developed by African women researchers and activists, who provide useful data to policies promoting gender equality and open new lines of research at the service of the most vulnerable groups. The work of various social organizations in girls' and young women access to education is added to this task. Despite these initiatives, the truth is that parity remains to be a dream, especially at higher education. Both the students and the teachers in sub-saharian universities continue to be predominantly male. Achieving gender equality in Africa requires urgently the increase of public funding and active policies committed to women's access to higher education.
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    Estudios de género: Transferencia del conocimiento entre Europa y América Latina
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Terrón-Caro, Teresa; Monreal-Gimeno, Mª Carmen; Cárdenas-Rodríguez, Rocío; Pérez-de-Guzmán, Victoria
    In this paper we present the proyect (GENDERCIT) "Gender and Citizenship" coordinated for the University Pablo de Olavide and funded by the People Programme of European Union, IRSES, one of Marie Curie actions, Seventh Frame work Programme (FP7/ 2007 2013/under grantagreement 318960). Its main objective is to create an international scientific network to promote interdisciplinary studies, original and innovative. Since this proyect will study and analyze gender realtions in various countries in Europe and Latin America, focussing to four areas: a) Citizenship Equality of social and political rights; b) violenc of gender; c) education; e) migration. The transfer of knowledge between Euorope (Spain, Portugal, France and Italy) an Latin America (Argentina and Mexico), was done through academic stays, jointn training and research on the subject. Through the following pages analyze the need for gender studies in different areas, and present the design of our project and the results obtained so far seeking to strengthen the network of researches that is developing internationally. Moreover we intend to promote gender studies min contexts where patriarchy mis still deeply rooted in society, and in areas where gender inequalities are still very present
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    Igualdad de género en educación desde el escenario internacional: El caso de la Unión Europea
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Ramírez, Eva; Matarranz García, María
    In recent years the education of women has taken great relevance at the international, national and supranational level, as shown in the development of gender equality policies during the latest decades. This paper addresses international proposals in educational policies for gender equality, which have delved into supranational and national scenarios, as is the case of the European Union and its member countries. After describing the initiatives launched by the European Union, the comparative method is used to study the case of 5 member countries: Germany, Spain, France, Italy and the UK. The study of these nations will be based on the indicators of the Beijing Platform for Action. This study aims to reveal common trends concerning education of women, during the decade 2000 to 2010. As a result of the conducted research, the section “conclusions and prospects” not only shows some highlights about the subject of this study, but also offers some proposals for a further improvement of gender equality in the educational field
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    Resultados em matemática do programa internacional de avaliaçao de estudiantes (PISA) na Argentina: Uma análise pela perspectiva de gênero
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Corrêa, Vanisse Simone Alves; Sipraki, Robson
    Este artigo apresenta os resultados iniciais de uma pesquisa que pretende analisar o desempenho das estudantes brasileiras e argentinas no Programa Internacional de Avaliação de Estudante (PISA), em Matemática. Também se propõe a observar, por um viés estatístico, a metodologia utilizada na coleta/análise de dados, especialmente no uso de técnicas de amostragem. Como metodologia deste trabalho, optou-se, inicialmente por se realizar uma revisão de literatura com vários autores, entre eles Louro (2004), Bordieu (1995), Souza e Ferreira (2010). Também foi feita uma pesquisa junto ao Banco de Teses da CAPES com os descritores gênero; matemática; PISA. A base empírica utilizada foi o conjunto de dados do PISA 2000. Há uma crença generalizada de que as meninas têm menos aptidão para cálculos do que os meninos. Em parte, essa “verdade naturalizada” se justifica pela visão androcêntrica do mundo, que credita aos homens as tarefas mais complexas e às mulheres as atividades mais simples, menos ligadas ao racional. O resultado do PISA 2000 aponta uma inversão dessa lógica, especialmente na Argentina. A análise aprofundada desses resultados, comparados com os do Brasil, contextualizados historicamente e entendidos pela perspectiva das questões de gênero, dos mecanismos avaliativos e das políticas educacionais poderá contribuir significativamente para o enriquecimento do campo de estudo
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    UNIFEM: Defensa y promoción de la mujer y su derecho a la educación
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Canorea Martínez, Nuria
    The United Nations Development Fund for Women (UNIFEM) has done a lot of work since its founding (1984) until its merger in UN WOMEN (2010), in different areas: reducing feminized poverty, ending violence against women, reverse the spread of HIV /AIDS among women and girls, and achieving gender equality in the political, economic, social and cultural spheres. It has supported efforts by governments and civil institutions that are focusing to improve the quality of life of women and protection of their rights. One of the efforts is education. Given the disparity in access fees and training of women and girls, it becomes a key tool to achieve not only parity and gender equality, but the promotion and empowerment of women, favoring their autonomy and development, to participate in key decision-making bodies
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    En busca de la equidad: El Proyecto Principal de Educación en América Latina y el Caribe
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Carreño Rivero, Myriam
    In this article it is analyzed the Major Project of Education in Latin America and the Caribbean, driven by UNESCO. We study its evolution during the two decades of its existence within the political, economic and social context of Latin America. This project was aimed at overcoming the serious educational deficiencies that, by then, Latin America suffered. Its main objective was to achieve equality of opportunity. Therefore, it was proposed basic education for all. This idea reappears again at the World Conference on Education for All in Jomtien, 1990. The work was carried out mainly through the study of documents arising from this project meetings in its twenty years of existence. These are contained in the Bulletin of the Major Project, its main disseminator
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    Género, capacidades y educación en los países en desarrollo
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2015-07) Lorente Rodríguez, Miriam
    Gender inequality is a major scourges that continue to affect the XXI century in the different societies. In the developing countries this situation often becomes more complex. That is why this article pretends to show the relationship between gender, development and education through relying on the capability approach; which is being considered here the key to enhance the empowerment of women from the foundation of social justice. Thus, the gender equality and education are conceived in this work as two sides of the same coin, in the quest for empowerment and autonomy of women. Moreover, an overview approximation is provided of the situation of the education of women in the developing countries and the paper concludes with some final thoughts