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This book presents an overview of the region with one of the
fastest growing higher education sectors in the world. Until the
beginning of the 1980s, universities were restricted to the elites
in Latin American countries, with less than 5 million students
enrolled in its courses. In the last four decades, however, the
region went through a boom of higher education institutions and now
has more than 25 million students enrolled in more than 3,800
universities - approximately 10% of all students enrolled in higher
education courses in the world with four times more higher
education institutions than Europe. The boom of Latin American
higher education is analyzed in this contributed volume by leading
experts from the region. They discuss the causes and consequences
of this massive expansion and the challenges they pose for
different stakeholders such as governments, private entrepreneurs,
teachers, researchers, students, policy makers, educational
managers and many other social groups. Topics discussed in the
volume include: Massive expansion of tertiary enrollment in Latin
America Expansion of private higher education Proliferation of new
kinds of institutions, different from the classic university model
The challenge of developing quality assurance and accreditation
systems Internationalization of academic research and teaching in
Latin America The challenge of integrating academic research and
technological innovation Higher Education in Latin America and the
Challenges of the 21st Century will be a valuable resource for
educational researchers, sociologists, political scientists and
other social scientists dedicated to the study of the expansion of
higher education and its social implications in different parts of
the world. The book will also be of interest to policy makers s and
both public and private agents interested in understanding the
global dynamics of higher education.
In spite of the increasing attention attributed to the rise in
prominence of the BRICS (Brazil, Russia, India, China and South
Africa) countries, few studies have looked at the ways in which
broader social expectations with respect to the role of higher
education across the BRICS have changed, or not, in recent years.
Our point of departure is that, contrary to the conventional wisdom
focusing on functionalistic perspectives, higher education systems
are not just designed by governments to fulfill certain functions,
but have a tendency for evolving in a rather unpredictable fashion
as a result of the complex interplay between a number of internal
and external factors. In reality, national higher education systems
develop and change according to a complex process that encompasses
the expectations of governmental agencies, markets, the aspirations
of the population for the benefits of education, the specific
institutional traditions and cultures of higher education
institutions, and, increasingly so, the interests and strategies of
the private firms entering and offering services in the higher
education market. This basically means that it is of outmost
importance to move away from conceiving of "universities" or
"higher education" as single, monolithic actors or sector. One way
of doing this is by investigating a selected number of distinct,
but nonetheless interrelated factors or drivers, which, taken
together, help determine the nature and scope of the social compact
between higher education (its core actors and institutions) and
society at large (government, industry, local communities,
professional associations).
This book presents an overview of the region with one of the
fastest growing higher education sectors in the world. Until the
beginning of the 1980s, universities were restricted to the elites
in Latin American countries, with less than 5 million students
enrolled in its courses. In the last four decades, however, the
region went through a boom of higher education institutions and now
has more than 25 million students enrolled in more than 3,800
universities - approximately 10% of all students enrolled in higher
education courses in the world with four times more higher
education institutions than Europe. The boom of Latin American
higher education is analyzed in this contributed volume by leading
experts from the region. They discuss the causes and consequences
of this massive expansion and the challenges they pose for
different stakeholders such as governments, private entrepreneurs,
teachers, researchers, students, policy makers, educational
managers and many other social groups. Topics discussed in the
volume include: Massive expansion of tertiary enrollment in Latin
America Expansion of private higher education Proliferation of new
kinds of institutions, different from the classic university model
The challenge of developing quality assurance and accreditation
systems Internationalization of academic research and teaching in
Latin America The challenge of integrating academic research and
technological innovation Higher Education in Latin America and the
Challenges of the 21st Century will be a valuable resource for
educational researchers, sociologists, political scientists and
other social scientists dedicated to the study of the expansion of
higher education and its social implications in different parts of
the world. The book will also be of interest to policy makers s and
both public and private agents interested in understanding the
global dynamics of higher education.
In spite of the increasing attention attributed to the rise in
prominence of the BRICS (Brazil, Russia, India, China and South
Africa) countries, few studies have looked at the ways in which
broader social expectations with respect to the role of higher
education across the BRICS have changed, or not, in recent years.
Our point of departure is that, contrary to the conventional wisdom
focusing on functionalistic perspectives, higher education systems
are not just designed by governments to fulfill certain functions,
but have a tendency for evolving in a rather unpredictable fashion
as a result of the complex interplay between a number of internal
and external factors. In reality, national higher education systems
develop and change according to a complex process that encompasses
the expectations of governmental agencies, markets, the aspirations
of the population for the benefits of education, the specific
institutional traditions and cultures of higher education
institutions, and, increasingly so, the interests and strategies of
the private firms entering and offering services in the higher
education market. This basically means that it is of outmost
importance to move away from conceiving of "universities" or
"higher education" as single, monolithic actors or sector. One way
of doing this is by investigating a selected number of distinct,
but nonetheless interrelated factors or drivers, which, taken
together, help determine the nature and scope of the social compact
between higher education (its core actors and institutions) and
society at large (government, industry, local communities,
professional associations).
Education in South America is a critical reference guide to
development of education in Argentina, Bolivia, Brazil, Chile,
Colombia, Ecuador, Paraguay, Peru, Uruguay and Venezuela. The
chapters, written by local experts, provide an overview of the
education system in each country, focusing particularly on policies
and implementation of reforms. Key themes include quality and
access, multicultural education and the management of education
systems. Including a comparative introduction to the issues facing
education in the region as a whole, this book is an essential
reference for researchers, scholars, international agencies and
policy-makers.
Education in South America is a critical reference guide to
development of education in Argentina, Bolivia, Brazil, Chile,
Colombia, Ecuador, Paraguay, Peru, Uruguay and Venezuela. The
chapters, written by local experts, provide an overview of the
education system in each country, focusing particularly on policies
and implementation of reforms. Key themes include quality and
access, multicultural education and the management of education
systems. Including a comparative introduction to the issues facing
education in the region as a whole and guides to available online
datasets, this book is an essential reference for researchers,
scholars, international agencies and policy-makers.
As we approach the end of the twentieth century, the ways in which knowledge--scientific, social, and cultural--is produced are undergoing fundamental changes. In The New Production of Knowledge, a distinguished group of authors analyze these changes as marking the transition from established institutions, disciplines, practices, and policies to a new mode of knowledge production. Identifying such elements as reflexivity, transdisciplinarity, and heterogeneity within this new mode, the authors consider their impact and interplay with the role of knowledge in social relations. While the knowledge produced by research and development in science and technology is accorded central focus, the authors also outline the changing dimensions of social scientific and humanities knowledge and the relations between the production of knowledge and its dissemination through education. Placing science policy and scientific knowledge within the broader context of contemporary society, this book will be essential reading for all those concerned with the changing nature of knowledge, with the social study of science, with educational systems, and with the correlation between research and development and social, economic, and technological development. "Thought-provoking in its identification of issues that are global in scope; for policy makers in higher education, government, or the commercial sector." --Choice "By their insightful identification of the recent social transformation of knowledge production, the authors have been able to assert new imperatives for policy institutions. The lessons of the book are deep." --Alexis Jacquemin, Universite Catholique de Louvain and Advisor, Foreign Studies Unit, European Commission "Should we celebrate the emergence of a 'post-academic' mode of postmodern knowledge production of the post-industrial society of the 21st Century? Or should we turn away from it with increasing fear and loathing as we also uncover its contradictions. A generation of enthusiasts and/or critics will be indebted to the team of authors for exposing so forcefully the intimate connections between all the cognitive, educational, organizational, and commercial changes that are together revolutionizing the sciences, the technologies, and the humanities. This book will surely spark off a vigorous and fruitful debate about the meaning and purpose of knowledge in our culture." --Professor John Ziman, (Wendy, Janey at Ltd. is going to provide affiliation. Contact if you don't hear from her.) "Jointly authored by a team of distinguished scholars spanning a number of disciplines, The New Production of Knowledge maps the changes in the mode of knowledge production and the global impact of such transformations. . . . The authors succeed . . . at sketching out, in very large strokes, the emerging trends in knowledge production and their implications for future society. The macro focus of the book is a welcome change from the micro obsession of most sociologists of science, who have pretty much deconstructed institutions and even scientific knowledge out of existence." --Contemporary Sociology "This book is a timely contribution to current discussion on the breakdown of and need to renegotiate the social contract between science and society that Vannevar Bush and likeminded architects of science policy constructed immediately after World War II. It goes far beyond the usual scattering of fragmentary insights into changing institutional landscapes, cognitive structures, or quality control mechanisms of present day science, and their linkages with society at large. Tapping a wide variety of sources, the authors provide a coherent picture of important new characteristics that, taken altogether, fundamentally challenge our traditional notions of what academic research is all about. This well-founded analysis of the social redistribution of knowledge and its associated power patterns helps articulate what otherwise tends to remain an--albeit widespread--intuition. Unless they adapt to the new situation, universities in the future will find the centers of gravity of knowledge production moving even further beyond their ken. Knowledge of the social and cognitive dynamics of science in research is much needed as a basis of science and technology policymaking. The New Production of Knowledge does a lot to fill this gap. Another unique feature is its discussion of the humanities, which are usually left out in works coming out of the social studies of science." --Aant Elzinga, University od Goteborg
A Space for Science is a new version of Formacao da Comunidade
Cientifica no Brasil (published only in Portuguese in 1979 and now
out of print), which became a standard reference for studies of the
development of scientific traditions and competence in Brazil and,
by extension, for other developing countries. Based on dozens of
interviews with several generations of Brazilian scientists, it
offers a wealth of information and insight about the motivations,
attitudes, values, and perceptions of the scientists who, working
in this kind of environment, face challenges and endure
frustrations not known to their colleagues in wealthier
industrialized countries.
The book focuses on the development of natural sciences in
Brazil from the nineteenth century, with emphasis on the cultural,
institutional, and social contexts that facilitated or hindered
their growth and institutionalization, and offers an analysis of
their current predicaments. It also provides an account of the
importance to Brazil of foreign-trained scientists and foreign
models of research and higher education.
This new English version contains background information on
Brazilian society and politics, a new introduction, and two new
chapters on most recent developments. These changes, along with
substantial revisions to the text, make this a new book even for
the Brazilian reader.
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