Latin American Universities and the Bologna Process: From Commercialisation to the "Tuning" Competencies Project

Autor/in	Aboites, Hugo
Titel	Latin American Universities and the Bologna Process: From Commercialisation to the "Tuning" Competencies Project
Quelle	In: Globalisation, Societies and Education, 8 (2010) 3, S.443-455 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
Schlagwörter	Higher Education; Universities; Foreign Countries; Corporations; Educational Policy; Latin Americans; Professional Education; International Cooperation; Cultural Differences; Teaching Methods; College Faculty; College Students; Self Concept; Social Differences; Educational Cooperation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Ausland; Unternehmen; Politics of education; Bildungspolitik; Latin America; People; Lateinamerika; Bevölkerung; Volk; Berufsausbildung; Internationale Kooperation; Internationale Zusammenarbeit; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Collegestudent; Selbstkonzept; Sozialer Unterschied; Education; cooperation; Kooperation
Abstract	Through the "Tuning-Latin America" competencies project, Latin American universities have been incorporated into the Bologna Process. In 2003 the European Commission approved an initiative of this project for Latin America and began to promote it among ministries, university presidents' organisations and other institutions in Latin America. This initiative, however, carries problematic implications. It is an initiative which: (1) simply copies a European model and applies it unchanged to Latin America; (2) opens the door to greater influence by large corporations in the universities; (3) maintains the idea of the "pensamiento unico," or single way of thinking, seen now in a single group of competencies that are considered valid for Europe and Latin America, without considering the enormous cultural, social and political diversity of the countries of those regions; (4) offers an educational-pedagogical approach that fragments the professional education of students; and finally (5) has a negative impact on the work and identity of Latin American university professors and students as key players in university transformation. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10