Privatización educativa en Uruguay: políticas, actores y posiciones

Privatizacion educativa, Uruguay, politicas, legislacion, actores

A lo largo de las últimas décadas, las políticas pro privatización han cobrado un lugar central en muchos procesos de reforma educativa a escala global (Burch, 2009). El avance de estas políticas se explica parcialmente por el impacto de una serie de factores comunes de carácter externo –incluyendo presiones derivadas de la globalización económica o el rol de organizaciones internacionales con una preferencia por las soluciones de mercado. Sin embargo, en su implementación, estas políticas no responden a un modelo homogéneo en cuanto a sus fines, sentidos, diseños y temporalidades.

Nepal: Patterns of privatisation in education

This research provides an overview of the trajectories and forms of education privatisation in Nepal, with a special focus on low-fee and chain schools. In doing so, it seeks to contribute to the ongoing, critical debate about the relationships between students’ rights to quality education, teachers’ rights to quality working conditions, equitable access to schools and the regulation of private actors in education. It used a mixed methodology, comprising desk research, and field work (survey and interviews).

Report of the Special Rapporteur on the right to education on equity and inclusion

In the present report, the Special Rapporteur reviews the role of equity and inclusion in strengthening the right to education, in particular in the context of achieving the Sustainable Development Goals. The Special Rapporteur concludes by calling for states to take significant, positive actions to tackle discrimination, inequity and exclusion in education to ensure that the Sustainable Development Goals are met.

'I won’t be a doctor, and one day you’ll be sick': Girls' access to education in Afghanistan

Sixteen years after the US-led military intervention in Afghanistan ousted the Taliban, an estimated two-thirds of Afghan girls do not attend school. The aim of getting all girls into school was never fully realised, and the proportion of students who are girls is even falling in some parts of the country. The vast majority of the millions of Afghan children not in school are girls, and only 37 percent of adolescent girls are literate, compared to 66 percent of adolescent boys.

Left behind: Refugee education in crisis

This report tells the stories of some of the world’s 6.4 million refugee children and adolescents under UNHCR’s mandate who are of primary and secondary school-going age, between 5 and 17. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education, and examines the conditions under which those who teach
refugees carry out their work.

The Global Literacy Challenge: A profile of youth and adult literacy at the mid-point of the United Nations Literacy Decade 2003 – 2012

The publication examines the many dimensions of youth and adult literacy set in the context of development and shows how it connects with other societal challenges such as gender equality, and poverty reduction. Although literacy is at the core of the Education for All goals, three-quarters of the 127 countries for which projections were calculated will miss the target of halving adult illiteracy rates by 2015; moreover, the literacy gender gap is closing too slowly: 63 per cent of illiterate adults were women in 1985-1994, compared to 64 per cent in 2000-2006.

Literacy for life

The EFA Global Monitoring Report 2006 aims to shine a stronger policy spotlight on the more neglected goal of literacy - a foundation not only for achieving EFA but, more broadly, for reaching the overarching goal of reducing human poverty.

The funding of school education

This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making.

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