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Education in Latin America UNICEF Statistics.
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Education in Latin AmericaUNICEF Statistics Education in Latin America lags behind that of a large part of the developed world. Part of the problem is that Latin American countries have been slow to introduce technology into schools. According to a report issued in 2007 (see new data in site, if available) by the National Center for Education Statistics, United States public schools can boast one computer with Internet access per every 3.8 students. In contrast, one elite private school in Colombia offers just 40 computers in its computer lab to serve a high school of one thousand students. This represents one computer for every 25 students.
Technology is not the only factor relevant to the getting of a decent education in Latin America. The region has suffered from social inequity, violence, poverty and high levels of dropouts for decades. A second World Bank study, this one undertaken in 2008, "Accessibility and Affordability of Tertiary Education in Brazil, Colombia, Mexico, and Peru Within a Global Context," found that Latin American families must pay 60 percent of their household incomes to fund a college education per student on an annual basis as compared to 19 percent for those families in wealthier countries. In addition to these facts, the study also found that cost of living expenses for the typical Latin American family averages 29 percent of GDP, compared to 19 percent for those in wealthier countries.
Reports from the World Bank, the United States Agency for International Development and the United Nations Economic Commission for Latin America and the Caribbean have demonstrated that students who apply for teaching programs are those with the lowest academic grades. The poorest students become the next generation's teachers.
One successful effort toward bringing technology to Latin American students is the One Laptop per Child program. Uruguay started a pilot program in Villa Cardal, in the Uruguayan province of Florida. The aim of the plan was to provide a laptop for each elementary school student in Uruguay by the closing of the year 2009. The final laptop was presented to a student at a school in Montevideo on 13 October 2009 by Uruguayan President TabaréVázquez. Maintaining the program will cost $21 per child per year. http://www.questia.com/library/education/education-in-different-countries-and-states/education-in-latin-america
Colony – Reform Wars (1520-1860s) • Catholic Church in complete charge of Education. No other type of instruction was approved. • After that: • Education Private Public
Private Education— provided by religious orders from the Catholic Church (Jesuits, Dominicans, Templarians, The Incarnate Word, Legionaries of Christ, etc.), and now, some for profit organizations. Academic Levels: Pre-school, Elementary (1-6), Middle School (7-9), High School (10-12) and University. Public Education— Same levels.
Provided “free” of charge by the State. Mandatory education up to sixth grade at least (in Mexico up to High School) To avoid “class differentiation” students use a uniform during class days. In some countries, textbooks for elementary education are free of charge, edited, and authored by the government
City Elementary- plentiful Teachers- well trained; comparable good salary Church Schools- mostly for upper and middle class. Upper Social Classes- have access to private and foreign system schools. Variety of opportunities. Countryside Teachers not well trained and poorly paid. Lack of services and school materials. System might offer only elementary school, or part of. Away from communities. Accessibility Some jobs might not require more than elementary school education, but others do require middle school level (bus driver)
Due to the lack of possibilities, families are forced to send youngsters to the city, to continue with their education. “Brain drain.” In LA the quality of urban schools in general is fair, better in private schools and strict systems are applied. Some Private schools run by the church are coed, some are not. The country’s elites are educated by the private education system Few high schools have terminal degrees.
Technical Vocation Schools better attended in cities. In the countryside, there are some new high schools design to fit the community’s needs, with non-traditional schedules (nights, weekends). There is always the danger of trainees leaving the community for the city. Higher Education- widespread in L.A. Public universities ‘free’ acceptance, virtually no charge. Low paid teachers (many with two jobs). Lack of resources (labs, libraries, etc.) The best universities are private, where education is expensive although they offer scholarships.
Post graduate degrees: not all universities offer varieties. Many do in the strategic areas. Students seeking a graduate degree emigrate to another country or region. Private universities (and some of the large public universities) have cooperation treaties with foreign universities. Three cases: Cuba Nicaragua Costa Rica
Future:Some countries in LA spend comparatively more money into the military sector than in education. There is a need for a more well balanced educational system attending the need of All people regardless of their location.UNAM.
May /2011 http://urbanpeek.com/2012/08/15/government-budgets-education-vs-military-spendings/
Arpilleras— appliquéd tapestries sewn by Chilean woman illustrating their personal experiences of torture, hunger, unemployment, and the arrest and disappearance of their love ones. This was supported by the Catholic Church in Chile and created solidarity, relieved loneliness among the women. Also, served as a source of income and a means of bringing international attention to human rights violations in Chile. Machismo— a cultural ideal that exalts male virility, superiority and control, specially over women; it has been the ideological basis of male-female relations in L.A for centuries. Now it is widely questioned.
Madres de la plaza de mayo— literally , mother of May Plaza, a central location in Buenos Aires, Argentina. Women gathered weekly in the PlazadeMayo to protest the arrest, disappearance, and execution of their family members under the military rule. Marianismo— a cultural norm that idealizes women as the custodians of virtue, piety, morality, and spirituality; from Maria or Mary, the virgin Mother of God in the Catholic Tradition. Traditionally this code was linked with machismo and precluded women from independent life beyond their duties as wives and mothers.
Ollas comunes— communal kitchens, organized and run by poor and working class women. With the response of the Catholic Church and international organizations, the ollas appeared all over Chile during the Pinochet years as a response to poverty, unemployment, inflation, and hunger. Patria potestad— paternal authority; part of a legal framework derived from Roman Law under which women were officially subordinated to the authority of their father or, if married, their husband. Women could not enter into contracts, own property, seek divorce or protection from domestic violence, or in general have any independent legal rights.
