Regulation of admission and support to educational paths in public universities in MERCOSUR countries
Although the issue of the Right to Higher Education has been addressed and reflected both in the declarations of the Regional Conference on Higher Education and in the World Conferences on Higher Education, there is still much to be done in the region. This paper aims to provide a comparative view o...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR
2023
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/42055 |
| Aporte de: |
| Sumario: | Although the issue of the Right to Higher Education has been addressed and reflected both in the declarations of the Regional Conference on Higher Education and in the World Conferences on Higher Education, there is still much to be done in the region. This paper aims to provide a comparative view of democratization policies for higher education in the countries that make up MERCOSUR, with a special focus on the question of admission to the university level. The debates between unrestricted entry and restricted entry (with or without quotas) have been in the region for several years and the discussion is still open. The objective of this article is to analyze the university admission policies that are developed in the countries that make up MERCOSUR, giving an account of the forms of regulation of university admission and the complementary policies that are deployed at the national level to support the trajectories of students. entrants. The methodology that has been followed was based on documentary analysis and a comparative perspective. Some trends that question the Right to Higher Education in the MERCOSUR countries are presented in the discussions and conclusions: the effects of mass access to the university, the growth in the number of higher-level institutions and the effectiveness of both policies of "positive discrimination" as well as the compensatory policies of economic inequalities that are deployed to care for student trajectories. |
|---|