Las reformas de la educación superior en Argentina para el nuevo milenio

Abstract

La autora ofrece un panorama de las raíces del fenómeno de distorsión con relación a su misión que se observa en las universidades argentinas y su deserción de su función social. Sin embargo, Argentina tiene uno de los mejores Sistemas de ES de América Latina y el Caribe en cuanto a nivel académico y una de las tasas más altas de matrícula (el 54%) en la región.<br>The author presents an overview of the roots of the distortion of the mission of Argentinean universities and of their desertion from its social function. Nonetheless, in terms of quality, Argentina has one of the best higher education systems in Latin America and the Caribbean and also the highest enrollment rates (54%) in the region

Tendencias de la educación superior en Argentina, Chile y México

“…De igual manera, no se puede olvidar el sentido inicial de la educación superior, y es por eso que Mollis (2008) hace un llamado por medio del enfoque de "reconocimiento".…”

“…Esto ha sido declarado como "política de promoción de calidad" a partir de la creación de la Secretaría de Políticas Universitarias en 1994 y la Ley de Educación Superior 24.521 de 1995 (Mollis, 2008). De allí surgen la CAP (Comisión Nacional de Posgrados) y la CONEAU (Comisión Nacional de Evaluación y Acreditación Universitaria), cuya misión es supervisar estos procesos.…”

The Higher Education System in Argentina. Networks, Genealogies and Conflicts

“…Many authors (Mollis, 2008;Sader, Aboites, & Gentili, 2008;Vidal, 2005) agree that the scope of the Reform was quite limited at the time. However, one of its greatest accomplishments was to subsist throughout history as a founding myth of university demands.…”

“…Like "End of Century" universities and unlike Traditional universities-which were consolidated under the model of the Reform of 1918 and that posed as main demands the autonomy, the tripartite government and unrestricted admission, as well as free-of-charge education as its main principle-one of the purposes of creating new public universities in the suburban area of Buenos Aires: "Was to change the reformist model of traditional public universities by transforming the key operational criteria. The traditional university governance was replaced by a university management body committed to obtaining alternative resources, unrestricted admission was replaced by a selective admission, free-of-charge education was replaced by a voluntary fee collection, auxiliary teachers by temporary hired teachers" (Mollis, 2008). 16 To prevent uninhabited territories could be considered res nullius by other countries, by Law N˚ 28 the 17 th of October 1862 it was decided that all existing territories outside the limits or possession of the provinces are "national territories", meaning that were directly supervised by the national state and didn't have the status of a province.…”

La performance del sistema educativo argentino en las últimas décadas

“…A las siete universidades públicas (hasta 1956), se agregaron una veintena de establecimientos. A partir de entonces, y hasta 1990, se crearon diecinueve universidades públicas más y doce universidades privadas (Mollis, 2008). Luego -con un claro sesgo privatista-entre 1990 y 2000, se crearon veintiséis universidades de gestión privada.…”