Hispanic America - Revision history

Pbacsich: /* Country reports from Hispanic America */ added link to Latin America

2013-01-28T16:44:56Z

Country reports from Hispanic America: added link to Latin America

← Older revision		Revision as of 16:44, 28 January 2013
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	*[[Nicaragua]]		*[[Nicaragua]]
	*[[Puerto Rico]]		*[[Puerto Rico]]


			=== Latin America ===


			For some comparative information on virtual schools see also [[Latin America]].

	== Partners and Experts in Hispanic America ==		== Partners and Experts in Hispanic America ==

Pbacsich: /* References */ added auto-cats

2013-01-28T16:39:14Z

References: added auto-cats

← Older revision		Revision as of 16:39, 28 January 2013
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	[[Category:Spanish-speaking countries\| ]]		[[Category:Spanish-speaking countries\| ]]
			[[Category:Hispanic America\| ]]
			[[Category:Latin America\| LH]]

	[[Category:VISCED]]		[[Category:VISCED]]

Pbacsich: /* Regional overview */ add link to cat Latin America

2013-01-28T16:29:21Z

Regional overview: add link to cat Latin America

← Older revision		Revision as of 16:29, 28 January 2013
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	== Regional overview ==		== Regional overview ==
	''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].		''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]], [[:Category:Latin America]] and [[:Category:Spanish-speaking countries]].

	Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:		Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:
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	Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.		Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.

	=== Country reports from Hispanic America ===		=== Country reports from Hispanic America ===

	This supra-region report is currently (August 2011) based on 10 country reports:		This supra-region report is currently (August 2011) based on 10 country reports:

Pbacsich: /* Country reports from Hispanic America */ demote header

2011-09-06T09:14:18Z

Country reports from Hispanic America: demote header

← Older revision		Revision as of 09:14, 6 September 2011
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	Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.		Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
	== Country reports from Hispanic America ==		=== Country reports from Hispanic America ===
	This supra-region report is currently (August 2011) based on 10 country reports:		This supra-region report is currently (August 2011) based on 10 country reports:

Giles Pepler2: /* Virtual initiatives in post-secondary education */

2011-08-19T17:19:56Z

Virtual initiatives in post-secondary education

← Older revision		Revision as of 17:19, 19 August 2011
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	=== Virtual initiatives in post-secondary education ===		=== Virtual initiatives in post-secondary education ===
	[http://www.flacso.org/ Facultad Latinoamericana de Ciencias Sociales (FLACSO)] is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in [[Uruguay]] and many of the other countries in the region.		There are a number of cross-border initiatives in the region, both at university and college levels. Interesting examples of these include:
			#[http://www.flacso.org/ Facultad Latinoamericana de Ciencias Sociales (FLACSO)] is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in [[Uruguay]] and many of the other countries in the region.
			#[http://www.ecoesad.org.mx/ ECOESaD], based in [[Mexico]], but operating not only across the country with the aim of creating a consortium of public universities in order to develop distance higher education by integrating each institution’s training offer and sharing it nationally and internationally.
			#[http://www.ulacit.ac.pa/ Universidad Latinoamericana de Ciencia y Tecnología] which is developing substantial distance education, is based in [[Panama]] and also operates in [[Costa Rica]] and other Central America countries.
			#The [http://190.128.197.66/gproyecto/login/index.php American University of Paraguay ecampus] is linked with the University for Development of Science and Technology of Panama, and through the Project Group SA has developed a learning platform for the development of undergraduate and graduate studies both fully online and part-tutored.
			#[http://www.uasb.edu.ec Universidad Andina Simón Bolívar] has its headquarters in [[Ecuador]] with branch campuses in [[Bolivia]] and [[Peru]].

			Interesting initiatives in specific countries include:
	*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.		*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
	*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].		*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

	*In '''Uruguay''':		*In '''Uruguay''':
	#[http://www.cursos-distancia.com.uy/ Centro Nacional de Educación a Distancia] offers a range of vocational training programmes online.		#[http://www.cursos-distancia.com.uy/ Centro Nacional de Educación a Distancia] offers a range of vocational training programmes online.

Giles Pepler2: /* Information society in Hispanic America */

2011-08-19T16:52:03Z

Information society in Hispanic America

← Older revision		Revision as of 16:52, 19 August 2011
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	== Information society in Hispanic America ==		== Information society in Hispanic America ==
			Due to the economic and social conditions of many of the countries in the region, ICT continues to be a tool used by the more educated and affluent sectors of society. Most countries have uneven digital access due to differences in income, age, gender, urbanisation, and socioeconomic disparities between regions. However, since mobile telephony is experiencing explosive growth across Hispanic America, this picture is beginning to change. The rapid growth of social media is contributing to this, but it is not unusual to find active, or semi-active Facebook pages for educational organisations, but an inaccessible website.

			IT penetration in businesses is also variable, though again increasing rapidly. There are variations according to company size, geographic region and economic sector. Reasons for slow progress cited by various sources include telecommunications regulation, broadband rates, the unequal sizes of companies, and the lack of financing to acquire computer equipment. There is evidence from several countries of a continuing digital divide.

			Most countries have formulated, or are formulating, a digital agenda in order to ensure equitable access. At present few of the region's countries have a comprehensive digital agenda, although government publications and websites frequently contain lofty aspirations. At central government level, in common with many European countries, there are often uncoordinated programmes and initiatives in different ministries. Where there is continuing armed conflict - e.g. in [[Colombia]] it is even more difficult to co-ordinate digital initiatives.

	== ICT in education initiatives in Hispanic America ==		== ICT in education initiatives in Hispanic America ==

Giles Pepler2: /* Education in Hispanic America */

2011-08-19T16:37:42Z

Education in Hispanic America

← Older revision		Revision as of 16:37, 19 August 2011
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	*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.		*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
	*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.		*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

			None of the countries specifically prohibit home schooling and virtual schools and colleges, but if virtual organisations are to be effective, they require Ministry approval of accredited courses.

	== Schools in Hispanic America ==		== Schools in Hispanic America ==

Giles Pepler2: /* Administration and finance in Hispanic America */

2011-08-19T16:34:38Z

Administration and finance in Hispanic America

← Older revision		Revision as of 16:34, 19 August 2011
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	In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.		In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.

			However, decentralisation often exists more in theory than practice - in [[Mexico]], for example the government is only officially responsible for providing compulsory basic education, although it is also involved at the other three levels through public provision of preschool and upper secondary as well as public funding of higher education in most states. Governance is still centralized as the national level with the Secretaria de Educación (SEP)—setting the curriculum, selecting textbooks, hiring and firing school personnel, and setting salary schedules. Although Mexico decentralized the basic education system to its 32 states in 1992, this reform was mostly administrative, and did not diminish the centralization of decisionmaking. Overall, teachers and school administrators have little autonomy in the system.
	=== Schools ===		=== Schools ===
			Almost all Ministry websites contain statements about decentralisation, but the reality in most is still akin to the situation in [[Mexico]] described above.
	=== Post-secondary ===		=== Post-secondary ===
			All countries have at least one national state university. This is usually controlled, and certainly overseen, by a department of the Ministry of Education - e.g. in [[Argentina]] the national state creates and funds the National Universities. Private universities, which exist in all the region's countries, are accredited by the Ministry, but generally enjoy a relatively high degree of independence, particularly where they span several countries. Many of them have links with universities overseas, and where they operate as overseas campuses of European or US universities they may have less administrative and financial autonomy.
	In [[Argentina]] the national state creates and funds the National Universities.
	In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.		Fees and student loans are issues in many countries, as in western Europe. For example, in [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

	== Quality assurance, inspection and accreditation in Hispanic America ==		== Quality assurance, inspection and accreditation in Hispanic America ==

Giles Pepler2: /* Education reform in Hispanic America */

2011-08-19T16:16:53Z

Education reform in Hispanic America

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 *'''Decentralising management functions'''
 *'''Expanding higher education and professional training'''
 Several Ministry of Education websites (e.g. [[Colombia]]) describe a strong vision for promoting and developing education at all levels with an increasingly strong emphasis on the use of ICT.

Giles Pepler2: /* Administration and finance in Hispanic America */

2011-08-19T15:52:47Z

Administration and finance in Hispanic America

← Older revision		Revision as of 15:52, 19 August 2011
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	== Administration and finance in Hispanic America ==		== Administration and finance in Hispanic America ==
			Administration is often devolved to provinces and municipalities and there is a strong move towards decentralisation - e.g. in [[Colombia]].

	In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.		In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
	=== Schools ===		=== Schools ===