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Intermediate Level Teaching in Uruguay:
Four Structural Problems and Three Institutional Redesign Politics
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Abstract |
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The purpose of this article is to lay the foundations for a redesign of the Intermediate level teaching in Uruguay. In the first part a general hypothesis is developed, here the persistent problems of the educational system are summarized. We believe the Intermediate level teaching in Uruguay has a structural quality problem originated in the design of the system itself associated to a deep segmentation of academia in the three educational sectors (General Public, Technical and Private) that accurately reproduces the social discrepancies of the students without adding value and inefficiently. The implemented reforms have denied a re-engineering, or have excluded other less drastic instruments associated with the empowerment of the education centers. This in spite of the national evidence of the impact that this can have over learning, and the promising international experiences oriented to strengthening the scholar organization as an autonomous unit of the system. In the second part alternative politics that direct attention to the factor we believe operate at a structural level (and would be the cause of the observed problems) are discussed. Factors of an institutional nature are highlighted and presented in three groups, the first related to the structure of the administration, the second focused on the teaching staff and the third on the student oriented politics.
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Key words |
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Quality of the learnings, educative policy, structural problems, institutional redesign.
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Complete Text |
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Reference |
Fernández, T. y Bentancur, N. (2008). La Enseñanza Media en Uruguay: Cuatro Problemas Estructurales y Tres Líneas de Política para su Rediseño Institucional. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6(4), pp. 98-126.
http://www.rinace.net/reice/numeros/arts/vol6num4/art6.pdf. Cited (Date).
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