Challenges towards a systemic evaluation of tertiary education in Uruguay
The General Education Law (N° 18.437) passed in 2008 drove important institutional changes in the sphere of Higher Education (HE). New projects emerged regarding the area of evaluation, such as the creation of the National Institute of Educational Evaluation, or the recent creation of the National I...
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| Ngôn ngữ: | Tiếng Tây Ban Nha |
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2020
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| Truy cập trực tuyến: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2991 http://hdl.handle.net/20.500.11968/4266 |
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| _version_ | 1868889941026537472 |
|---|---|
| author | Clavijo, Emiliano |
| author2 | Marques, Agustina Rodríguez, Cecilia |
| author2_role | author author |
| author_browse | Clavijo, Emiliano Marques, Agustina Rodríguez, Cecilia |
| author_facet | Clavijo, Emiliano Marques, Agustina Rodríguez, Cecilia |
| author_role | author |
| collection | RAD |
| dc.creator.none.fl_str_mv | Clavijo, Emiliano Marques, Agustina Rodríguez, Cecilia |
| dc.date.none.fl_str_mv | 2020-12-11 |
| dc.format.none.fl_str_mv | application/pdf text/html text/xml |
| dc.identifier.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2991 10.18861/cied.2020.11.2.2991 http://hdl.handle.net/20.500.11968/4266 |
| dc.language.none.fl_str_mv | spa |
| dc.publisher.none.fl_str_mv | Universidad ORT Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2991/3256 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2991/3257 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2991/4402 |
| dc.rights.none.fl_str_mv | http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 11 No. 2 (2020); 15 - 34 Cuadernos de Investigación Educativa; Vol. 11 Núm. 2 (2020); 15 - 34 Cuadernos de Investigación Educativa; v. 11 n. 2 (2020); 15 - 34 1688-9304 1510-2432 10.18861/cied.2020.11.2 reponame:RAD instname:Universidad ORT Uruguay instacron:Universidad ORT |
| dc.subject.none.fl_str_mv | evaluación educación terciaria sistema educativo política educativa Uruguay evaluation tertiary education education system educational policy Uruguay avaliação ensino superior sistema educativo política educativa Uruguai |
| dc.title.none.fl_str_mv | Challenges towards a systemic evaluation of tertiary education in Uruguay Desafíos hacia una evaluación sistémica de la educación terciaria en Uruguay Desafios para uma avaliação sistêmica do ensino superior no Uruguai |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/publishedVersion |
| description | The General Education Law (N° 18.437) passed in 2008 drove important institutional changes in the sphere of Higher Education (HE). New projects emerged regarding the area of evaluation, such as the creation of the National Institute of Educational Evaluation, or the recent creation of the National Institute of Accreditation and Evaluation of Tertiary Education. Given these precedents, the discussion about dimensions and indicators for the evaluation of HE from a systemic viewpoint is more than relevant, having elapsed a decade since the onset of this process. In this sense, departing from a literature review on topics related to HE, we propose seven dimensions to address an evaluation of HE from a systemic perspective. These include: institutional designs, territorial issues that are gaining more attention due to the decentralization process in the higher education policy, socio-demographic aspects, characteristics of the educational process, curriculum issues, budgetary structure, and a growing process of internationalization. Through examination of institutional reports and laws, among others, we describe these seven dimensions for the Uruguayan case. Since the process of institutional diversification experienced in HE implied the development of particular strategies by the different institutions, we consider that the biggest challenge relies in achieving consensus between the system institutions in order to move up towards the evaluation of the above mentioned dimensions. |
| eu_rights_str_mv | openAccess |
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| id | anni_08798b4a878e16e37aacb4e530edb3dc |
| identifier_str_mv | 10.18861/cied.2020.11.2.2991 |
| instacron_str | Universidad ORT |
| institution | Universidad ORT |
| instname_str | Universidad ORT Uruguay |
| language | spa |
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| oai_identifier_str | oai:rad.ort.edu.uy:20.500.11968/4266 |
| publishDate | 2020 |
| publishDateSort | 2020 |
| publisher.none.fl_str_mv | Universidad ORT Uruguay |
| reponame_str | RAD |
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| spelling | Challenges towards a systemic evaluation of tertiary education in UruguayDesafíos hacia una evaluación sistémica de la educación terciaria en UruguayDesafios para uma avaliação sistêmica do ensino superior no UruguaiClavijo, EmilianoMarques, AgustinaRodríguez, Ceciliaevaluacióneducación terciariasistema educativopolítica educativaUruguayevaluationtertiary educationeducation systemeducational policyUruguayavaliaçãoensino superiorsistema educativopolítica educativaUruguaiThe General Education Law (N° 18.437) passed in 2008 drove important institutional changes in the sphere of Higher Education (HE). New projects emerged regarding the area of evaluation, such as the creation of the National Institute of Educational Evaluation, or the recent creation of the National Institute of Accreditation and Evaluation of Tertiary Education. Given these precedents, the discussion about dimensions and indicators for the evaluation of HE from a systemic viewpoint is more than relevant, having elapsed a decade since the onset of this process. In this sense, departing from a literature review on topics related to HE, we propose seven dimensions to address an evaluation of HE from a systemic perspective. These include: institutional designs, territorial issues that are gaining more attention due to the decentralization process in the higher education policy, socio-demographic aspects, characteristics of the educational process, curriculum issues, budgetary structure, and a growing process of internationalization. Through examination of institutional reports and laws, among others, we describe these seven dimensions for the Uruguayan case. Since the process of institutional diversification experienced in HE implied the development of particular strategies by the different institutions, we consider that the biggest challenge relies in achieving consensus between the system institutions in order to move up towards the evaluation of the above mentioned dimensions.La Ley General de Educación N° 18.437 (LGE) aprobada en 2008 impulsó cambios institucionales sustantivos en el contexto de la educación terciaria (ET). En el ámbito de la evaluación surgen novedades tales como la creación del Instituto Nacional de Evaluación Educativa (INEEd) o la reciente creación del Instituto Nacional de Acreditación y Evaluación de la Educación Terciaria (INAEET). Vistos estos antecedentes, la discusión de dimensiones e indicadores para la evaluación de la ET desde un enfoque sistémico resulta más que pertinente a una década del inicio de este proceso. En este sentido, a partir de una revisión bibliográfica sobre las temáticas en el campo de la ET se proponen siete dimensiones para abordar la evaluación en ET desde una perspectiva sistémica. Las mismas incluyen: los diseños institucionales, el factor territorial -que cobra mayor relevancia en el marco del proceso de descentralización que experimentó la política educativa a nivel superior-, aspectos sociodemográficos, características del proceso educativo, asuntos vinculados a la currícula, asuntos vinculados a la dimensión presupuestal y el creciente proceso de internacionalización. Mediante el análisis documental de informes institucionales y leyes, entre otros, se describen estas dimensiones para el caso uruguayo. Dado que el proceso de diversificación institucional experimentado en el ámbito de la ET implicó el desarrollo de estrategias particulares por parte de las instituciones, consideramos que el principal desafío radica en lograr consenso entre las instituciones del sistema para poder avanzar en la evaluación de las dimensiones consideradas.A Lei Geral de Educação nº 18.437 (LGE), aprovada em 2008, levou a mudanças institucionais substanciais no contexto do ensino superior (ES). No campo da avaliação, surgem desenvolvimentos como a criação do Instituto Nacional de Avaliação Educacional (INEEd) ou a recente criação do Instituto Nacional de Acreditação e Avaliação do Ensino Superior (INAEET). Em face desse cenário, decorrida uma década do início deste processo, a discussão de dimensões e indicadores para a avaliação do ES a partir de uma abordagem sistêmica é mais do que pertinente. Nesse sentido, com base em uma revisão bibliográfica sobre os tópicos no campo da ES, sete dimensões são propostas para abordar a avaliação na ES de uma perspectiva sistêmica. Estes incluem: desenhos institucionais, o fator territorial que se torna mais relevante no marco do processo de descentralização experimentado pela política educacional em um nível superior, aspectos do processo sociodemográfico e educacional, questões relacionadas ao currículo, dimensão orçamentária e o crescente processo de internacionalização. Através da análise documental de relatórios e leis institucionais, entre outras, essas dimensões são descritas para o caso uruguaio. Embora o processo de diversificação institucional experimentado no campo da ES abranja o desenvolvimento de estratégias específicas pelas instituições, acreditamos que o principal desafio está em obter consenso entre as instituições do sistema para poder avançar na avaliação das dimensões consideradas.Universidad ORT Uruguay2020-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmltext/xmlhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/299110.18861/cied.2020.11.2.2991http://hdl.handle.net/20.500.11968/4266Cuadernos de Investigación Educativa; Vol. 11 No. 2 (2020); 15 - 34Cuadernos de Investigación Educativa; Vol. 11 Núm. 2 (2020); 15 - 34Cuadernos de Investigación Educativa; v. 11 n. 2 (2020); 15 - 341688-93041510-243210.18861/cied.2020.11.2reponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTspahttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2991/3256https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2991/3257https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2991/4402http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:rad.ort.edu.uy:20.500.11968/42662026-06-16T04:12:07Z |
| spellingShingle | Challenges towards a systemic evaluation of tertiary education in Uruguay Clavijo, Emiliano evaluación educación terciaria sistema educativo política educativa Uruguay evaluation tertiary education education system educational policy Uruguay avaliação ensino superior sistema educativo política educativa Uruguai |
| status_str | publishedVersion |
| title | Challenges towards a systemic evaluation of tertiary education in Uruguay |
| title_full | Challenges towards a systemic evaluation of tertiary education in Uruguay |
| title_fullStr | Challenges towards a systemic evaluation of tertiary education in Uruguay |
| title_full_unstemmed | Challenges towards a systemic evaluation of tertiary education in Uruguay |
| title_short | Challenges towards a systemic evaluation of tertiary education in Uruguay |
| title_sort | Challenges towards a systemic evaluation of tertiary education in Uruguay |
| topic | evaluación educación terciaria sistema educativo política educativa Uruguay evaluation tertiary education education system educational policy Uruguay avaliação ensino superior sistema educativo política educativa Uruguai |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2991 http://hdl.handle.net/20.500.11968/4266 |