La Educación superior en la región andina: Bolivia, Perú y Ecuador

Abstract

Este capítulo estudia en forma comparativa los sistemas de ES de Perú, Bolivia y Ecuador, que se caracterizan por un alto por ciento de población indígena y por su diversidad cultural y lingüística. Sus sistemas se han desarrollado de manera diversa.<br>This chapter discusses, from a comparative perspective the higher education systems of Peru, Bolivia and Ecuador. These systems are characterized by a high percentage of native Indian population and by their cultural and linguistic diversity. Their systems have evolved in different ways

Educación intercultural bilingüe, privatización por defecto y desigualdad entre los docentes Awajún de la región San Martín

“…De acuerdo con Weise y Laguna (2008), el país posee un sistema con mayor grado de exclusión y privatización que sus vecinos Ecuador y Bolivia. Los investigadores enfatizan la diversificación y expansión del sector privado, de manera tal que aproximadamente la mitad de la población universitaria se educa en el heterogéneo sector privado (Weise y Laguna, 2008).…”

Improving the publication visibility of Ecuador’s higher education system

“…The driving forces behind this second wave of modifications were, among others the population growth in the large cities, the expansion and improvement of basic and secondary education system, the new skills required by industry and services, and a gradual increase in welfare and public services. Unfortunately, in Latin America, and more in particular in Bolivia, Peru and Ecuador (Weise & Laguna, 2008) higher education changed very little, and this limited effect of the reformation is largely responsible for the overall weak profile and structure of Ecuador's HEIs (Tünnermann, 1996). The main mission of Ecuador's HEIs remained the education of professionals, which was accompanied by poor formalization of the teaching career, an expansion and strengthening of the autonomy of the colleges, a central administrative and management structure unable to resolve institutional problems, a low academic and scientific profile, and a weak connectivity with society at large (Cevallos Estarellas & Bramwell, 2015).…”

Improving the publication visibility of Ecuador’s higher education system

“…The driving forces behind this second wave of modifications were, among others the population growth in the large cities, the expansion and improvement of basic and secondary education system, the new skills required by industry and services, and a gradual increase in welfare and public services. Unfortunately, in Latin America, and more in particular in Bolivia, Peru and Ecuador (Weise & Laguna, 2008) higher education changed very little, and this limited effect of the reformation is largely responsible for the overall weak profile and structure of Ecuador's HEIs (Tünnermann, 1996). The main mission of Ecuador's HEIs remained the education of professionals, which was accompanied by poor formalization of the teaching career, an expansion and strengthening of the autonomy of the colleges, a central administrative and management structure unable to resolve institutional problems, a low academic and scientific profile, and a weak connectivity with society at large (Cevallos Estarellas & Bramwell, 2015).…”