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Internacionalización y proveedores externos de educación superior en los países de América Latina y en el Caribe: principales problemáticas

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    ABSTRACT: México cuenta desde 2000 con un sistema formal de acreditación de programas e instituciones. La operación del sistema es, a primera vista, muy parecida a los ejercicios en marcha en la Unión Europea y otros países, pero una serie de factores en el contexto lleva a que los resultados de la acreditación sean marcadamente distintos que en otros lugares. Desde una perspectiva comparativa, se señala que la puesta en práctica de un sistema de acreditación no solamente depende de decisiones técnicas, sino que existe una serie de condiciones políticas, legales y culturales que pueden impedir que la acreditación funcione de manera adecuada. Mexico formally set up a system of program and institutional accreditation in 2000. The workings of this system are, at first sight, very similar to processes in place in the European Union and other countries, but several contextual factors produce results that are markedly different from those in other places. From a comparative perspective, this article points out that the implementation of an accreditation system not only depends on technical decisions, but that several political, legal and cultural conditions can seriously hamper the system in practice.
    Revista Complutense de Educación, 2007.
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    ABSTRACT: ABSTRACT This article discusses how international and national understandings of information and communication technology (ICT) and the knowledge economy inform contemporary higher education policies. Acknowledging that national educational policies in Latin America are increasingly influenced by the recommendations of international organizations (e.g. the World Bank, UNESCO, and the Organization for Economic Cooperation and Development), the article provides a clear example of the logics of policy transfer operating in the region. Challenging the interpretations that have tended to stress either the imposition and domination of international meanings and recommendations onto national policies or the total indifference of national reforms vis à vis those international views, this article contends that international policy narratives are locally appropriated and resignified. Specifically, the article deals with the ways in which higher education policy narratives on knowledge and information found in UNESCO’s publications are appropriated and reconstituted in Mexico’s policy documents.
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    RIED: revista iberoamericana de educación a distancia, ISSN 1138-2783, Vol. 10, Nº 2, 2007 (Ejemplar dedicado a: La docencia virtual en las universidades presenciales (vol. I)), pags. 179-205. 11/2007;

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