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Journal of Supranational Policies of Education. Número 08. 2018

Permanent URI for this collectionhttp://dspace7.ti.uam.es/handle/10486/688335

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    El camino hacia la igualdad de género en la educación escolar: El caso de El Salvador (2018-2020)
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2018) Martínez Herrer, Carlos
    The path taken by Salvadoran society to achieve gender equality in non-university education is undeniable. The implementation of numerous companies, the technical assistance of many countries, the collaboration of international institutions, and their financial support evidence, baking data extracted from the official censuses, that El Salvador is at the forefront of Hispanic Americans countries in equality policies. This article analyzes the data published by the entities working on gender equality and oficial agencies in El Salvador, for a present portrait and immediate future of gender equality policies in education. The "Human Capital" project 2016-2020, implemented by the Ministry of Education, and financial and technical assistance of the Millennium Challenge Corporation (MCC) will be further analyzed
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    Item type: Publication ,
    El sistema educativo paraguayo ante los desafíos sociales del siglo XXI: Una evolución histórica hacia el Programa Metas Educativas 2021
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2018) Novella García, Carlos
    In 2011, the Organization of Ibero-American States for Education and Culture assumed the responsibility of coordinating actions and monitoring a very ambitious educational program called "Educational Goals 2021: the education we want for the bicentennial generation". This article pretends to know the historical evolution of the Paraguayan educational system towards this program and analyze the progress and achievements of Paraguay, one of the signatory countries of this project. For this analysis we use national and international reports that allow us to know in detail and reliability the results of the application and development of the eleven goals of the educational program in the Paraguayan educational context. However, by extension of this article we focus on three of these eleven goals achieving very relevant results regarding the achievements and absences of the objectives of the goals analyzed. The data reflect a considerable advance in educational policies from 2011 to the present, although there are still notable shortcomings in aspects related, mainly, to the training, selection and strengthening of the teaching profession. It is necessary to point out that the educational statistical data to which we have had access was very limited since the last accessible MEC report from Paraguay is from 2011, so we had to resort to external reports
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    Item type: Publication ,
    Desarrollo social, políticas públicas y carrera docente en la República Argentina: Presente y futuro de la formación docente continua
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2018) Stigliano, Daniel Ernesto
    Argentina undertook in 2007 an important educational reform with the enactment of the National Education Law. However, eleven years after the beginning of this innovative process and eight years after the publication of the OEI 2021 Educational Goals, no significant quality improvements are evident from the different assessments that are administered annually by different international organizations. The initial and continuous teacher training is an indispensable pillar for the sustainable development of a society. Educational policies for innovation are successful when they manage to act simultaneously on the rules and subjectivity of teachers. The political neglect of the second variable has generated "renewed positions occupied by traditional teachers". This paper analyzes the current moment of continuous teacher training in Argentina and lists some proposals for improving the teaching career and its impact on the learning process of students
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    Item type: Publication ,
    Metas educativas 2021: La educación técnica para el desarrollo social en Paraguay
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2018) Duarte de García, Daxi
    The objective of the study is to contribute to the reflection on the level of achievement that the States signatories of the project have reached in relation to the 11 educational goals proposed by the Educational Goals Project 2021, three years after the end of the period of its development; and analyze the progress made in Paraguay of the goal of the Sixth Educational Goals 2021, that of Favoring the connection between education and employment through technical-professional education (ETP). The work is part of a review and documentary analysis, based on a collection of bibliographic and electronic sources from different authors and multilateral organizations, specifically in the publications of the qualitative and quantitative indicators of Miradas sobre la Educación en Iberoamérica: Advance in Educational Goals 2021, in the years 2014, 2016 and 2018 respectively and other compilations published locally. Data was taken from different entities to contrast the information and finally propose the strengthening of Paraguayan education to achieve a greater professional technical capacity in the national population, to respond to the labor demand of the industrial sector, but aware that a development Economic development must go hand in hand with social development based on education, the only way of social change
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    Item type: Publication ,
    El reto de la equidad educativa: Metas educativas 2021
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2018) Giménez Beut, Juan Antonio
    In relation to the goal of "Investing more and investing better" of the project of "Goals 2021: The education we want for the generation of the Bicentennials", we analyze the progress made in recent years and the challenges still pending for these next three years. There have been important advances in all the investment indicators of the Ibero-American education systems, although the academic results are not proportional to them, as we can see in the article. It is important to consider the great internal contrasts of each country and the linking of the results to the sociocultural and economic level of the families. Inclusion policies that favor equity will be necessary. The near economic indicators allow to continue the investment line although in a discreet way. It also happens with the HDI that is still far from reaching the desired levels. Faced with this situation, and apart from external investment, the analysis of the data collected leads us to conclude that we must invest in improving the management of the educational systems themselves. In this process, the role of teachers is fundamental. Other lines of action are proposed in order to finish promoting this line of growth
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    Item type: Publication ,
    Presentation issue 8: The educational systems of Mercosur countries within the framework of the “2021 Educational Goals” project
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2018) Novella García, Carlos