Citation

TABLE 2. Inclusive education policies in the Southern Cone of Latin America, 2005-2009

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Abstract:

Argentine, Chile and Uruguay have traditionally been considered “educationally advanced countries”. However, the growing evidence of diverse modalities of educational exclusion in the three countries led national governments to carry on several inclusive policies in the period 2005-2010. The study of these policies was the focus of this research that aimed at:
• measuring educational exclusion in the Southern Cone of South America,
• comparing the main characteristics of inclusive educational policies in Argentine, Chile and Uruguay, with special attention to the similarities and differences among the three countries

The conceptual framework of the study was made up of two components:
• Educational policies were approached as public policies with three analytical dimensions: contents, sociopolitical processes and institutional settings.
• Inclusive education, a paradigm that is gaining influence in academic circles, education professionals and decision-makers.

The research adopted a mixed methodology that combined quantitative with qualitative techniques: the five diverse types of educational exclusion were measured through secondary statistical data; besides, evidence was gathered through a complete recollection of documents and a total of 50 semi-structured interviews carried on in 2010.
Some of the findings are:
• Among the diverse modalities of educational exclusion, drop out in secondary education is particularly serious in the Southern Cone.
• The “progressive governments” that ruled in Argentina, Chile and Uruguay in the period 2005-2010 promoted a wide range of policies inspired in the so-called “inclusive paradigm”. Those policies assumed diverse formats in each of the countries, depending on which the predominant institutional arrangements in the educational system were.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p495654_index.html
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MLA Citation:

Mancebo, María. "TABLE 2. Inclusive education policies in the Southern Cone of Latin America, 2005-2009" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p495654_index.html>

APA Citation:

Mancebo, M. E. , 2011-05-01 "TABLE 2. Inclusive education policies in the Southern Cone of Latin America, 2005-2009" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p495654_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Argentine, Chile and Uruguay have traditionally been considered “educationally advanced countries”. However, the growing evidence of diverse modalities of educational exclusion in the three countries led national governments to carry on several inclusive policies in the period 2005-2010. The study of these policies was the focus of this research that aimed at:
• measuring educational exclusion in the Southern Cone of South America,
• comparing the main characteristics of inclusive educational policies in Argentine, Chile and Uruguay, with special attention to the similarities and differences among the three countries

The conceptual framework of the study was made up of two components:
• Educational policies were approached as public policies with three analytical dimensions: contents, sociopolitical processes and institutional settings.
• Inclusive education, a paradigm that is gaining influence in academic circles, education professionals and decision-makers.

The research adopted a mixed methodology that combined quantitative with qualitative techniques: the five diverse types of educational exclusion were measured through secondary statistical data; besides, evidence was gathered through a complete recollection of documents and a total of 50 semi-structured interviews carried on in 2010.
Some of the findings are:
• Among the diverse modalities of educational exclusion, drop out in secondary education is particularly serious in the Southern Cone.
• The “progressive governments” that ruled in Argentina, Chile and Uruguay in the period 2005-2010 promoted a wide range of policies inspired in the so-called “inclusive paradigm”. Those policies assumed diverse formats in each of the countries, depending on which the predominant institutional arrangements in the educational system were.


Similar Titles:
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Neo-institutionalisms: Their contributions to the understanding of the international achievement studies’ impact on education policy in Latin America.


 
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