Virtual Education Wiki - User contributions [en]

Hispanic America

2011-08-19T17:19:56Z

Giles Pepler2: /* Virtual initiatives in post-secondary education */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

None of the countries specifically prohibit home schooling and virtual schools and colleges, but if virtual organisations are to be effective, they require Ministry approval of accredited courses.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''

[[Mexico]] provides a good illustration of many of the education development and reform issues across the region. Although many improvements were made towards the end of the 20th century, at the start of the 21st century the education system was still largely centralised and highly bureaucratic, with significant gender and regional inequalities and one third of the Mexican population did not complete their basic education cycle.

The first five year reform and development programme of the century (PNE: Programa Nacional de Educación 2001–2006) tackled several key issues, one of them being to take responsibility in supervising and reforming preschool education and to make it mandatory by 2008 for children aged 3 to 5. Following this, the SEP designed a second five year plan - the “Programa Sectorial de Educación 2007-2012” - with six objectives, each accompanied of quantitive goals and indicators applied to each level of education (primary, secondary and HE):
*'''Objective 1:''' to increase quality in education to improve students’ achievement levels.
*'''Objective 2:''' to extend education opportunities in order to reduce social disparities, gaps and to enhance equity.
*'''Objective 3:''' to encourage the use of ICT in the education system in order to support learning processes, to expand students’ skills for their future life and to facilitate their integration into the knowledge society.
*'''Objective 4:''' to provide a comprehensive educational offer that is a balance between providing citizenship values and developing skills and knowledge via regular classroom activities, practical teaching and an institutional context, in order to enhance democratic and multicultural coexistence.
*'''Objective 5''': to offer quality education services to provide people with a high sense of social responsibility that enable them to enter the labour market in a productive and competitive way.
*O'''bjective 6''': to promote a management system that encourages the participation of education centres in the decision-making process, involves the responsibility of different social and educational stakeholders and increases both the students’ and the teachers’ security, openness and accountability.

Several Ministry of Education websites (e.g. [[Colombia]]) describe a strong vision for promoting and developing education at all levels with an increasingly strong emphasis on the use of ICT.
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
Administration is often devolved to provinces and municipalities and there is a strong move towards decentralisation - e.g. in [[Colombia]].

In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.

However, decentralisation often exists more in theory than practice - in [[Mexico]], for example the government is only officially responsible for providing compulsory basic education, although it is also involved at the other three levels through public provision of preschool and upper secondary as well as public funding of higher education in most states. Governance is still centralized as the national level with the Secretaria de Educación (SEP)—setting the curriculum, selecting textbooks, hiring and firing school personnel, and setting salary schedules. Although Mexico decentralized the basic education system to its 32 states in 1992, this reform was mostly administrative, and did not diminish the centralization of decisionmaking. Overall, teachers and school administrators have little autonomy in the system.
=== Schools ===
Almost all Ministry websites contain statements about decentralisation, but the reality in most is still akin to the situation in [[Mexico]] described above.
=== Post-secondary ===
All countries have at least one national state university. This is usually controlled, and certainly overseen, by a department of the Ministry of Education - e.g. in [[Argentina]] the national state creates and funds the National Universities. Private universities, which exist in all the region's countries, are accredited by the Ministry, but generally enjoy a relatively high degree of independence, particularly where they span several countries. Many of them have links with universities overseas, and where they operate as overseas campuses of European or US universities they may have less administrative and financial autonomy.

Fees and student loans are issues in many countries, as in western Europe. For example, in [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate. In many cases the same body has responsibility for schools, colleges and higher education. An exception is [[Uruguay]] which has different branches of the Ministry overseeing general education in schools (CES) and vocational education (CETP), whether this is in schools, colleges and institutes or organised by professional bodies.
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====

Examples of government agencies responsible for quality assurance and monitoring include:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

[[Chile]] has a parallel body [http://www2.udec.cl/contraloria/docs/materias/principales_aspectos_esuperior.pdf?opc=40 Sistema Nacional de Aseguramiento de la Calidad de la Educacion Superior] - this detailed document sets out its functions.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
Due to the economic and social conditions of many of the countries in the region, ICT continues to be a tool used by the more educated and affluent sectors of society. Most countries have uneven digital access due to differences in income, age, gender, urbanisation, and socioeconomic disparities between regions. However, since mobile telephony is experiencing explosive growth across Hispanic America, this picture is beginning to change. The rapid growth of social media is contributing to this, but it is not unusual to find active, or semi-active Facebook pages for educational organisations, but an inaccessible website.

IT penetration in businesses is also variable, though again increasing rapidly. There are variations according to company size, geographic region and economic sector. Reasons for slow progress cited by various sources include telecommunications regulation, broadband rates, the unequal sizes of companies, and the lack of financing to acquire computer equipment. There is evidence from several countries of a continuing digital divide.

Most countries have formulated, or are formulating, a digital agenda in order to ensure equitable access. At present few of the region's countries have a comprehensive digital agenda, although government publications and websites frequently contain lofty aspirations. At central government level, in common with many European countries, there are often uncoordinated programmes and initiatives in different ministries. Where there is continuing armed conflict - e.g. in [[Colombia]] it is even more difficult to co-ordinate digital initiatives.

== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===
There are a number of cross-border initiatives in the region, both at university and college levels. Interesting examples of these include:
#[http://www.flacso.org/ Facultad Latinoamericana de Ciencias Sociales (FLACSO)] is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in [[Uruguay]] and many of the other countries in the region.
#[http://www.ecoesad.org.mx/ ECOESaD], based in [[Mexico]], but operating not only across the country with the aim of creating a consortium of public universities in order to develop distance higher education by integrating each institution’s training offer and sharing it nationally and internationally.
#[http://www.ulacit.ac.pa/ Universidad Latinoamericana de Ciencia y Tecnología] which is developing substantial distance education, is based in [[Panama]] and also operates in [[Costa Rica]] and other Central America countries.
#The [http://190.128.197.66/gproyecto/login/index.php American University of Paraguay ecampus] is linked with the University for Development of Science and Technology of Panama, and through the Project Group SA has developed a learning platform for the development of undergraduate and graduate studies both fully online and part-tutored.
#[http://www.uasb.edu.ec Universidad Andina Simón Bolívar] has its headquarters in [[Ecuador]] with branch campuses in [[Bolivia]] and [[Peru]].

Interesting initiatives in specific countries include:
*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].
*In '''Uruguay''':
#[http://www.cursos-distancia.com.uy/ Centro Nacional de Educación a Distancia] offers a range of vocational training programmes online.
#[http://industriales.utu.edu.uy/ The Labour University of Uruguay] offers a range of virtual training courses in industrial processes in association with local institutes and vocational training providers.
#[http://www.psicosocial.edu.uy/foro/ucp.php?mode=login The School of Social Psychology of Montevideo] offers an online programme of graduate courses. The website shows links with universities and institutes in Mexico, Argentina, Brazil, Italy, Spain and Portugal but not all the weblinks are accessible.

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T16:52:03Z

Giles Pepler2: /* Information society in Hispanic America */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

None of the countries specifically prohibit home schooling and virtual schools and colleges, but if virtual organisations are to be effective, they require Ministry approval of accredited courses.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''

[[Mexico]] provides a good illustration of many of the education development and reform issues across the region. Although many improvements were made towards the end of the 20th century, at the start of the 21st century the education system was still largely centralised and highly bureaucratic, with significant gender and regional inequalities and one third of the Mexican population did not complete their basic education cycle.

The first five year reform and development programme of the century (PNE: Programa Nacional de Educación 2001–2006) tackled several key issues, one of them being to take responsibility in supervising and reforming preschool education and to make it mandatory by 2008 for children aged 3 to 5. Following this, the SEP designed a second five year plan - the “Programa Sectorial de Educación 2007-2012” - with six objectives, each accompanied of quantitive goals and indicators applied to each level of education (primary, secondary and HE):
*'''Objective 1:''' to increase quality in education to improve students’ achievement levels.
*'''Objective 2:''' to extend education opportunities in order to reduce social disparities, gaps and to enhance equity.
*'''Objective 3:''' to encourage the use of ICT in the education system in order to support learning processes, to expand students’ skills for their future life and to facilitate their integration into the knowledge society.
*'''Objective 4:''' to provide a comprehensive educational offer that is a balance between providing citizenship values and developing skills and knowledge via regular classroom activities, practical teaching and an institutional context, in order to enhance democratic and multicultural coexistence.
*'''Objective 5''': to offer quality education services to provide people with a high sense of social responsibility that enable them to enter the labour market in a productive and competitive way.
*O'''bjective 6''': to promote a management system that encourages the participation of education centres in the decision-making process, involves the responsibility of different social and educational stakeholders and increases both the students’ and the teachers’ security, openness and accountability.

Several Ministry of Education websites (e.g. [[Colombia]]) describe a strong vision for promoting and developing education at all levels with an increasingly strong emphasis on the use of ICT.
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
Administration is often devolved to provinces and municipalities and there is a strong move towards decentralisation - e.g. in [[Colombia]].

In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.

However, decentralisation often exists more in theory than practice - in [[Mexico]], for example the government is only officially responsible for providing compulsory basic education, although it is also involved at the other three levels through public provision of preschool and upper secondary as well as public funding of higher education in most states. Governance is still centralized as the national level with the Secretaria de Educación (SEP)—setting the curriculum, selecting textbooks, hiring and firing school personnel, and setting salary schedules. Although Mexico decentralized the basic education system to its 32 states in 1992, this reform was mostly administrative, and did not diminish the centralization of decisionmaking. Overall, teachers and school administrators have little autonomy in the system.
=== Schools ===
Almost all Ministry websites contain statements about decentralisation, but the reality in most is still akin to the situation in [[Mexico]] described above.
=== Post-secondary ===
All countries have at least one national state university. This is usually controlled, and certainly overseen, by a department of the Ministry of Education - e.g. in [[Argentina]] the national state creates and funds the National Universities. Private universities, which exist in all the region's countries, are accredited by the Ministry, but generally enjoy a relatively high degree of independence, particularly where they span several countries. Many of them have links with universities overseas, and where they operate as overseas campuses of European or US universities they may have less administrative and financial autonomy.

Fees and student loans are issues in many countries, as in western Europe. For example, in [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate. In many cases the same body has responsibility for schools, colleges and higher education. An exception is [[Uruguay]] which has different branches of the Ministry overseeing general education in schools (CES) and vocational education (CETP), whether this is in schools, colleges and institutes or organised by professional bodies.
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====

Examples of government agencies responsible for quality assurance and monitoring include:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

[[Chile]] has a parallel body [http://www2.udec.cl/contraloria/docs/materias/principales_aspectos_esuperior.pdf?opc=40 Sistema Nacional de Aseguramiento de la Calidad de la Educacion Superior] - this detailed document sets out its functions.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
Due to the economic and social conditions of many of the countries in the region, ICT continues to be a tool used by the more educated and affluent sectors of society. Most countries have uneven digital access due to differences in income, age, gender, urbanisation, and socioeconomic disparities between regions. However, since mobile telephony is experiencing explosive growth across Hispanic America, this picture is beginning to change. The rapid growth of social media is contributing to this, but it is not unusual to find active, or semi-active Facebook pages for educational organisations, but an inaccessible website.

IT penetration in businesses is also variable, though again increasing rapidly. There are variations according to company size, geographic region and economic sector. Reasons for slow progress cited by various sources include telecommunications regulation, broadband rates, the unequal sizes of companies, and the lack of financing to acquire computer equipment. There is evidence from several countries of a continuing digital divide.

Most countries have formulated, or are formulating, a digital agenda in order to ensure equitable access. At present few of the region's countries have a comprehensive digital agenda, although government publications and websites frequently contain lofty aspirations. At central government level, in common with many European countries, there are often uncoordinated programmes and initiatives in different ministries. Where there is continuing armed conflict - e.g. in [[Colombia]] it is even more difficult to co-ordinate digital initiatives.

== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===
[http://www.flacso.org/ Facultad Latinoamericana de Ciencias Sociales (FLACSO)] is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in [[Uruguay]] and many of the other countries in the region.

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

*In '''Uruguay''':
#[http://www.cursos-distancia.com.uy/ Centro Nacional de Educación a Distancia] offers a range of vocational training programmes online.
#[http://industriales.utu.edu.uy/ The Labour University of Uruguay] offers a range of virtual training courses in industrial processes in association with local institutes and vocational training providers.
#[http://www.psicosocial.edu.uy/foro/ucp.php?mode=login The School of Social Psychology of Montevideo] offers an online programme of graduate courses. The website shows links with universities and institutes in Mexico, Argentina, Brazil, Italy, Spain and Portugal but not all the weblinks are accessible.

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T16:37:42Z

Giles Pepler2: /* Education in Hispanic America */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

None of the countries specifically prohibit home schooling and virtual schools and colleges, but if virtual organisations are to be effective, they require Ministry approval of accredited courses.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''

[[Mexico]] provides a good illustration of many of the education development and reform issues across the region. Although many improvements were made towards the end of the 20th century, at the start of the 21st century the education system was still largely centralised and highly bureaucratic, with significant gender and regional inequalities and one third of the Mexican population did not complete their basic education cycle.

The first five year reform and development programme of the century (PNE: Programa Nacional de Educación 2001–2006) tackled several key issues, one of them being to take responsibility in supervising and reforming preschool education and to make it mandatory by 2008 for children aged 3 to 5. Following this, the SEP designed a second five year plan - the “Programa Sectorial de Educación 2007-2012” - with six objectives, each accompanied of quantitive goals and indicators applied to each level of education (primary, secondary and HE):
*'''Objective 1:''' to increase quality in education to improve students’ achievement levels.
*'''Objective 2:''' to extend education opportunities in order to reduce social disparities, gaps and to enhance equity.
*'''Objective 3:''' to encourage the use of ICT in the education system in order to support learning processes, to expand students’ skills for their future life and to facilitate their integration into the knowledge society.
*'''Objective 4:''' to provide a comprehensive educational offer that is a balance between providing citizenship values and developing skills and knowledge via regular classroom activities, practical teaching and an institutional context, in order to enhance democratic and multicultural coexistence.
*'''Objective 5''': to offer quality education services to provide people with a high sense of social responsibility that enable them to enter the labour market in a productive and competitive way.
*O'''bjective 6''': to promote a management system that encourages the participation of education centres in the decision-making process, involves the responsibility of different social and educational stakeholders and increases both the students’ and the teachers’ security, openness and accountability.

Several Ministry of Education websites (e.g. [[Colombia]]) describe a strong vision for promoting and developing education at all levels with an increasingly strong emphasis on the use of ICT.
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
Administration is often devolved to provinces and municipalities and there is a strong move towards decentralisation - e.g. in [[Colombia]].

In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.

However, decentralisation often exists more in theory than practice - in [[Mexico]], for example the government is only officially responsible for providing compulsory basic education, although it is also involved at the other three levels through public provision of preschool and upper secondary as well as public funding of higher education in most states. Governance is still centralized as the national level with the Secretaria de Educación (SEP)—setting the curriculum, selecting textbooks, hiring and firing school personnel, and setting salary schedules. Although Mexico decentralized the basic education system to its 32 states in 1992, this reform was mostly administrative, and did not diminish the centralization of decisionmaking. Overall, teachers and school administrators have little autonomy in the system.
=== Schools ===
Almost all Ministry websites contain statements about decentralisation, but the reality in most is still akin to the situation in [[Mexico]] described above.
=== Post-secondary ===
All countries have at least one national state university. This is usually controlled, and certainly overseen, by a department of the Ministry of Education - e.g. in [[Argentina]] the national state creates and funds the National Universities. Private universities, which exist in all the region's countries, are accredited by the Ministry, but generally enjoy a relatively high degree of independence, particularly where they span several countries. Many of them have links with universities overseas, and where they operate as overseas campuses of European or US universities they may have less administrative and financial autonomy.

Fees and student loans are issues in many countries, as in western Europe. For example, in [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate. In many cases the same body has responsibility for schools, colleges and higher education. An exception is [[Uruguay]] which has different branches of the Ministry overseeing general education in schools (CES) and vocational education (CETP), whether this is in schools, colleges and institutes or organised by professional bodies.
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====

Examples of government agencies responsible for quality assurance and monitoring include:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

[[Chile]] has a parallel body [http://www2.udec.cl/contraloria/docs/materias/principales_aspectos_esuperior.pdf?opc=40 Sistema Nacional de Aseguramiento de la Calidad de la Educacion Superior] - this detailed document sets out its functions.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===
[http://www.flacso.org/ Facultad Latinoamericana de Ciencias Sociales (FLACSO)] is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in [[Uruguay]] and many of the other countries in the region.

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

*In '''Uruguay''':
#[http://www.cursos-distancia.com.uy/ Centro Nacional de Educación a Distancia] offers a range of vocational training programmes online.
#[http://industriales.utu.edu.uy/ The Labour University of Uruguay] offers a range of virtual training courses in industrial processes in association with local institutes and vocational training providers.
#[http://www.psicosocial.edu.uy/foro/ucp.php?mode=login The School of Social Psychology of Montevideo] offers an online programme of graduate courses. The website shows links with universities and institutes in Mexico, Argentina, Brazil, Italy, Spain and Portugal but not all the weblinks are accessible.

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T16:34:38Z

Giles Pepler2: /* Administration and finance in Hispanic America */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''

[[Mexico]] provides a good illustration of many of the education development and reform issues across the region. Although many improvements were made towards the end of the 20th century, at the start of the 21st century the education system was still largely centralised and highly bureaucratic, with significant gender and regional inequalities and one third of the Mexican population did not complete their basic education cycle.

The first five year reform and development programme of the century (PNE: Programa Nacional de Educación 2001–2006) tackled several key issues, one of them being to take responsibility in supervising and reforming preschool education and to make it mandatory by 2008 for children aged 3 to 5. Following this, the SEP designed a second five year plan - the “Programa Sectorial de Educación 2007-2012” - with six objectives, each accompanied of quantitive goals and indicators applied to each level of education (primary, secondary and HE):
*'''Objective 1:''' to increase quality in education to improve students’ achievement levels.
*'''Objective 2:''' to extend education opportunities in order to reduce social disparities, gaps and to enhance equity.
*'''Objective 3:''' to encourage the use of ICT in the education system in order to support learning processes, to expand students’ skills for their future life and to facilitate their integration into the knowledge society.
*'''Objective 4:''' to provide a comprehensive educational offer that is a balance between providing citizenship values and developing skills and knowledge via regular classroom activities, practical teaching and an institutional context, in order to enhance democratic and multicultural coexistence.
*'''Objective 5''': to offer quality education services to provide people with a high sense of social responsibility that enable them to enter the labour market in a productive and competitive way.
*O'''bjective 6''': to promote a management system that encourages the participation of education centres in the decision-making process, involves the responsibility of different social and educational stakeholders and increases both the students’ and the teachers’ security, openness and accountability.

Several Ministry of Education websites (e.g. [[Colombia]]) describe a strong vision for promoting and developing education at all levels with an increasingly strong emphasis on the use of ICT.
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
Administration is often devolved to provinces and municipalities and there is a strong move towards decentralisation - e.g. in [[Colombia]].

In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.

However, decentralisation often exists more in theory than practice - in [[Mexico]], for example the government is only officially responsible for providing compulsory basic education, although it is also involved at the other three levels through public provision of preschool and upper secondary as well as public funding of higher education in most states. Governance is still centralized as the national level with the Secretaria de Educación (SEP)—setting the curriculum, selecting textbooks, hiring and firing school personnel, and setting salary schedules. Although Mexico decentralized the basic education system to its 32 states in 1992, this reform was mostly administrative, and did not diminish the centralization of decisionmaking. Overall, teachers and school administrators have little autonomy in the system.
=== Schools ===
Almost all Ministry websites contain statements about decentralisation, but the reality in most is still akin to the situation in [[Mexico]] described above.
=== Post-secondary ===
All countries have at least one national state university. This is usually controlled, and certainly overseen, by a department of the Ministry of Education - e.g. in [[Argentina]] the national state creates and funds the National Universities. Private universities, which exist in all the region's countries, are accredited by the Ministry, but generally enjoy a relatively high degree of independence, particularly where they span several countries. Many of them have links with universities overseas, and where they operate as overseas campuses of European or US universities they may have less administrative and financial autonomy.

Fees and student loans are issues in many countries, as in western Europe. For example, in [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate. In many cases the same body has responsibility for schools, colleges and higher education. An exception is [[Uruguay]] which has different branches of the Ministry overseeing general education in schools (CES) and vocational education (CETP), whether this is in schools, colleges and institutes or organised by professional bodies.
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====

Examples of government agencies responsible for quality assurance and monitoring include:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

[[Chile]] has a parallel body [http://www2.udec.cl/contraloria/docs/materias/principales_aspectos_esuperior.pdf?opc=40 Sistema Nacional de Aseguramiento de la Calidad de la Educacion Superior] - this detailed document sets out its functions.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===
[http://www.flacso.org/ Facultad Latinoamericana de Ciencias Sociales (FLACSO)] is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in [[Uruguay]] and many of the other countries in the region.

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

*In '''Uruguay''':
#[http://www.cursos-distancia.com.uy/ Centro Nacional de Educación a Distancia] offers a range of vocational training programmes online.
#[http://industriales.utu.edu.uy/ The Labour University of Uruguay] offers a range of virtual training courses in industrial processes in association with local institutes and vocational training providers.
#[http://www.psicosocial.edu.uy/foro/ucp.php?mode=login The School of Social Psychology of Montevideo] offers an online programme of graduate courses. The website shows links with universities and institutes in Mexico, Argentina, Brazil, Italy, Spain and Portugal but not all the weblinks are accessible.

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T16:16:53Z

Giles Pepler2: /* Education reform in Hispanic America */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''

[[Mexico]] provides a good illustration of many of the education development and reform issues across the region. Although many improvements were made towards the end of the 20th century, at the start of the 21st century the education system was still largely centralised and highly bureaucratic, with significant gender and regional inequalities and one third of the Mexican population did not complete their basic education cycle.

The first five year reform and development programme of the century (PNE: Programa Nacional de Educación 2001–2006) tackled several key issues, one of them being to take responsibility in supervising and reforming preschool education and to make it mandatory by 2008 for children aged 3 to 5. Following this, the SEP designed a second five year plan - the “Programa Sectorial de Educación 2007-2012” - with six objectives, each accompanied of quantitive goals and indicators applied to each level of education (primary, secondary and HE):
*'''Objective 1:''' to increase quality in education to improve students’ achievement levels.
*'''Objective 2:''' to extend education opportunities in order to reduce social disparities, gaps and to enhance equity.
*'''Objective 3:''' to encourage the use of ICT in the education system in order to support learning processes, to expand students’ skills for their future life and to facilitate their integration into the knowledge society.
*'''Objective 4:''' to provide a comprehensive educational offer that is a balance between providing citizenship values and developing skills and knowledge via regular classroom activities, practical teaching and an institutional context, in order to enhance democratic and multicultural coexistence.
*'''Objective 5''': to offer quality education services to provide people with a high sense of social responsibility that enable them to enter the labour market in a productive and competitive way.
*O'''bjective 6''': to promote a management system that encourages the participation of education centres in the decision-making process, involves the responsibility of different social and educational stakeholders and increases both the students’ and the teachers’ security, openness and accountability.

Several Ministry of Education websites (e.g. [[Colombia]]) describe a strong vision for promoting and developing education at all levels with an increasingly strong emphasis on the use of ICT.
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
Administration is often devolved to provinces and municipalities and there is a strong move towards decentralisation - e.g. in [[Colombia]].

In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
=== Schools ===
=== Post-secondary ===

In [[Argentina]] the national state creates and funds the National Universities.
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate. In many cases the same body has responsibility for schools, colleges and higher education. An exception is [[Uruguay]] which has different branches of the Ministry overseeing general education in schools (CES) and vocational education (CETP), whether this is in schools, colleges and institutes or organised by professional bodies.
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====

Examples of government agencies responsible for quality assurance and monitoring include:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

[[Chile]] has a parallel body [http://www2.udec.cl/contraloria/docs/materias/principales_aspectos_esuperior.pdf?opc=40 Sistema Nacional de Aseguramiento de la Calidad de la Educacion Superior] - this detailed document sets out its functions.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===
[http://www.flacso.org/ Facultad Latinoamericana de Ciencias Sociales (FLACSO)] is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in [[Uruguay]] and many of the other countries in the region.

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

*In '''Uruguay''':
#[http://www.cursos-distancia.com.uy/ Centro Nacional de Educación a Distancia] offers a range of vocational training programmes online.
#[http://industriales.utu.edu.uy/ The Labour University of Uruguay] offers a range of virtual training courses in industrial processes in association with local institutes and vocational training providers.
#[http://www.psicosocial.edu.uy/foro/ucp.php?mode=login The School of Social Psychology of Montevideo] offers an online programme of graduate courses. The website shows links with universities and institutes in Mexico, Argentina, Brazil, Italy, Spain and Portugal but not all the weblinks are accessible.

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T15:52:47Z

Giles Pepler2: /* Administration and finance in Hispanic America */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''

Several Ministry of Education websites (e.g. [[Colombia]]) describe a strong vision for promoting and developing education at all levels with an increasingly strong emphasis on the use of ICT.
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
Administration is often devolved to provinces and municipalities and there is a strong move towards decentralisation - e.g. in [[Colombia]].

In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
=== Schools ===
=== Post-secondary ===

In [[Argentina]] the national state creates and funds the National Universities.
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate. In many cases the same body has responsibility for schools, colleges and higher education. An exception is [[Uruguay]] which has different branches of the Ministry overseeing general education in schools (CES) and vocational education (CETP), whether this is in schools, colleges and institutes or organised by professional bodies.
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====

Examples of government agencies responsible for quality assurance and monitoring include:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

[[Chile]] has a parallel body [http://www2.udec.cl/contraloria/docs/materias/principales_aspectos_esuperior.pdf?opc=40 Sistema Nacional de Aseguramiento de la Calidad de la Educacion Superior] - this detailed document sets out its functions.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===
[http://www.flacso.org/ Facultad Latinoamericana de Ciencias Sociales (FLACSO)] is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in [[Uruguay]] and many of the other countries in the region.

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

*In '''Uruguay''':
#[http://www.cursos-distancia.com.uy/ Centro Nacional de Educación a Distancia] offers a range of vocational training programmes online.
#[http://industriales.utu.edu.uy/ The Labour University of Uruguay] offers a range of virtual training courses in industrial processes in association with local institutes and vocational training providers.
#[http://www.psicosocial.edu.uy/foro/ucp.php?mode=login The School of Social Psychology of Montevideo] offers an online programme of graduate courses. The website shows links with universities and institutes in Mexico, Argentina, Brazil, Italy, Spain and Portugal but not all the weblinks are accessible.

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Colombia

2011-08-19T15:48:09Z

Giles Pepler2: /* Administration and finance */

[[Category: VISCED]]
== Partners and experts in Colombia ==

None.

However, [[Paul Bacsich]] spoke at the [[Colombia Aprende]] conference in Bogota in 2005.

== Colombia in a nutshell ==
(sourced from Wikipedia)

''Colombia'', officially the '''Republic of Colombia''' (Spanish: '''República de Colombia'''), is a country in northwestern South America. Colombia is bordered to the east by [[Venezuela]] and [[Brazil]]; to the south by [[Ecuador]] and [[Peru]]; to the north by the Atlantic Ocean, through the Caribbean Sea; to the north-west by Panama; and to the west by the Pacific Ocean.

Colombia also shares maritime borders with [[Jamaica]], [[Haiti]], the [[Dominican Republic]], [[Honduras]], [[Nicaragua]] and Costa Rica.

[[Image:Colombia.gif|right|thumb|280px]]
Colombia is the 26th largest nation in the world and the fourth largest in South America (after [[Brazil]], [[Argentina]], and [[Peru]]), with an area more than twice that of France. It also has the 29th largest population in the world and the second largest in South America, after Brazil. Colombia has the third largest Spanish-speaking population in the world after [[Mexico]] and [[Spain]].

The word "Colombia" comes from the name of Christopher Columbus (Spanish: Cristóbal Colón, Italian:Cristoforo Colombo). It was conceived by the revolutionary Francisco de Miranda as a reference to all the New World, especially to those territories and colonies under Spanish and Portuguese rule. The name was then adopted by the Republic of Colombia of 1819 formed out of the territories of the old Viceroyalty of New Granada (modern day Colombia, Panama, Venezuela and Ecuador).

In 1830, when Venezuela and Ecuador separated, the Cundinamarca region that remained became a new country, the Republic of New Granada. In 1858 New Granada officially changed its name to the Granadine Confederation, then in 1863 the United States of Colombia, before finally adopting its present name — the Republic of Colombia — in 1886.

The Government of Colombia takes place in a framework of a presidential representative democratic republic as established in the Colombian Constitution of 1991. The Colombian government is divided into three branches of power; the executive, legislative and judicial with special control institutions and electoral institutions. The President of Colombia is the highest representative of the executive branch of government in Colombia and is also the head of state and head of government with supreme administrative authority, followed by the Vice President and the Council of Ministers of the Republic of Colombia.

At a provincial level the executive is managed by department governors, municipal mayors at municipal level and local administrators for smaller administrative subdivisions such as corregidor for corregimientos. The legislative branch of government in Colombia is represented by the National Congress of Colombia which is formed by an upper house the Senate and the Chamber of Representatives. At a provincial level the legislative branch is represented by department assemblies and a municipal level with municipal councils. Both the legislative and executive branches share most of the government power while the judicial branch of Colombia functions as an independent body from the other two branches which are vested with a shared power. The judicial branch under a adversarial system is represented by the Supreme Court of Justice which is the highest entity in this branch but shared in responsibility with the Council of State, Constitutional Court and the Superior Council of the Judicature which also have jurisdictional and regional courts.

Colombia is divided into 32 departments and one capital district which is treated as a department. There are in total 10 districts assigned to cities in Colombia including Bogotá, Barranquilla, Cartagena, Santa Marta, Tunja, Cúcuta, Popayán, Buenaventura, Tumaco and Turbo. Colombia is also subdivided into some municipalities which form departments, each with a municipal seat capital city assigned. Colombia is also subdivided into corregimientos which form municipalities. Each department has a local government which is headed by a department governor and its own department assembly elected for a period of four years in a regional election. Each municipality also headed by a municipal mayor and a municipal council. And for corregimientos there will be an elected corregidor or local leader.

Some departments have also local administrative regional subdivisions such as the departments of Antioquia and Cundinamarca, where towns have a large concentration of population and municipalities are near each other. In the case of some department where the population is still scarce and there are security problems such as in eastern Colombian departments of Amazonas, Vaupés and Vichada there special administrative definitions for territories, some are considered Department corregimientos, which are a hybrid between a corregimiento and a municipality. The difference besides the population is also subject to a cut in the assigned budget.

Colombia's economy is fueled by abundant natural resources, a highly literate population and relatively high-valued currency. After experiencing decades of steady growth (average GDP growth exceeded 4% in the 1970-1998 period), Colombia experienced a recession in 1999 (the first full year of negative growth since 1929), and the recovery from that recession was long and painful. Colombia's economy suffers from weak domestic and foreign demand, austere government budgets, and serious internal armed conflicts.

With approximately 43.6 million people in 2006, Colombia is the third-most populous country in Latin America, after [[Brazil]] and [[Mexico]].

Movement from rural to urban areas was very heavy in the mid-twentieth century, but has since tapered off. The urban population increased from 31% of the total population in 1938, to 57% in 1951 and about 70% by 1990. Currently the figure is about 77%. Thirty cities have a population of 100,000 or more. The nine eastern lowlands departments, constituting about 54% of Colombia's area, have less than 3% of the population and a density of less than one person per square kilometer (two persons per sq mi.). Colombia's total population in 2015 is projected to be more than 52 million.

The country has a diverse population that reflects its colourful history and the peoples that have populated here from ancient times to the present. The historic amalgam of the different main groups forms the basics of Colombia's current demographics: European immigrants, Indigenous Natives, Africans, Asians, Middle Easterners and other recent immigrants. Many of the indigenous peoples were absorbed into the mestizo population, but the remaining 700,000 currently represent over eighty-five distinct cultures.

== Education in Colombia ==

[http://www.mineducacion.gov.co/ The Colombian Ministry of Education] has overall responsibility for education in Colombia. Its remit includes:
*Formulating national policy on education, regulating and establishing technical criteria and qualitative parameters that contribute to improving access, quality and equity of education, integrated care and early childhood at all levels and in all modalities.
*Preparing and proposing development plans for the sector, particularly the National Education Development Plan, calling for local authorities, educational institutions and society in general to meet the needs of economic and social development.
*Promulgating rules for the organization and pedagogical and technical criteria for comprehensive early childhood education and the different modes of delivery of educational services, to guide education in the preschool, primary, secondary, higher and comprehensive care to early childhood.
*Advising departments, municipalities and districts in matters relating to education, in accordance with the principles of subsidiarity, in the terms defined by law.
*Promoting, coordinating and funding educational improvement programmes that are determined in the National Development Plan.
*Evaluating on an ongoing basis, the provision of educational services and disseminating their results to keep the community informed about the quality of education.
*Defining guidelines for the promotion of education for work and human development (vocational and professional training), mechanisms for promotion and quality assurance as well as regulating the National System of Information and promoting its use to support decision-making policy.
*Managing the administrative sector and coordinate inter-sectoral programmes.
*Directing the National Education Information System and National Accreditation Systems and Evaluation of Education.
*Coordinating all educational activities of the state and those who provide public service education throughout the country, with the collaboration of its member institutions, territorial entities and the educational community.
*Supporting local and institutional autonomy, through the formulation of general guidelines and indicators for monitoring and control of administrative and academic management.
*Promoting the participation of the media in the ongoing process of integral education.
*Promoting and manage international cooperation in all aspects of interest to the Sector, in accordance with the guidelines of the Ministry of Foreign Affairs.
*In cases where problems arise, suspending the legal capacity of territorial authorities for the administration of public education services and appointing a temporary special administrator
*Leading the process of assessing the quality of higher education for its operation.
*Formulating policy and developing efficient recognition of qualifications awarded by foreign higher education institutions.
*Developing policies to promote higher education.

Day-to-day management and direction of many key functions is devolved to a number of major government agencies - e.g. quality assurance of schools and colleges is devolved to [http://www.icfes.gov.co/index.php?option=com_content&task=view&id=111&Itemid=685 ICFES]. Note that although HEIs are largely independent of the state, the Ministry has the responsibility for developing policies to promote higher education and leading QA in the university sector.

The Colombian education system is made up of: early childhood education, preschool education, basic education (primary - 5 grades - and secondary - 4 grades), middle school (upper secondary, with two grades which culminate in the Bachiller (Bachelor's degree) and higher education.

Approximately 80 percent of Colombian children enter school, but they usually join a preschool academy until age 6 and then go to school. The school year can extend from February to November or from August to June in the capital city while in many other cities it extends from August to June. The medium of education is Spanish. Over 94% of the entire population over 15 years of age can read and write, and this number has continued to increase throughout recent years. However, literacy rates are still below 70% in some rural areas.

Primary education (educación primaria) lasts 5 years for children between 6 and 11+ years of age. Secondary education (educación media) lasts 6 years, with the first 3 compulsory, making a total of 8 years of compulsory education. Some private secondary schools provide an additional seventh year of education.

Primary completion rates are 97% and the secondary enrolment rate is 56.5%. There are just under 1 million tertiary enrolments - 23.3% of population.

In many rural areas, teachers are poorly qualified, and only five years of primary school are offered. Only 50% of schools are state schools; private institutions cover the other 50% and most technical and university education.

Education spending (2008) is 5.2% of GDP and 15.6% of total government expenditure - this compares with 4.4% of GDP in 2001 and 2.5% percent at the end of the 1980s. Although the proportion of GDP expenditure on education has continued to rise in the first decade of the twenty-first century, its proportion of total government expenditure has fallen from 19.7% in 1999.

Sources: [http://www.mineducacion.gov.co Colombian Ministry of Education] and [http://www.nationmaster.com/red/country/co-colombia/edu-education&b_cite= Nationmaster.com]

== Schools in Colombia ==
(partly sourced from http://en.wikipedia.org/wiki/Education_in_Colombia)

Formal education is composed of nursery school, primary school, secondary school and technical instruction and college education.

=== Nursery school ===

Most of the children under 5 years are provided with daycare and nursery school in "Hogares Comunitarios" (community homes) sponsored by the National Institute for Family Welfare (ICBF acronym in Spanish), where mothers from the community take care of their own children, as the children from the immediate neighborhood. When children of Colombia learn to read and write, they are usually transferred to the primary school. There are also a large number of private kindergarten facilities, but most of the time the high fees are too restrictive for the average family.

=== Primary school ===

Due to insufficient supply of suitable institutions the public education system has adopted the "automatic promotion" as standard practice, meaning that the children are promoted to the next grade no matter the achievement of goals, with the aim of avoiding extra years of occupancy in schools.

=== Secondary school ===

Secondary education is divided in basic secondary (grades 6th to 9th) and mid secondary (grades 10th and 11th). Net secondary enrollment in 2001 was 53.5 percent. School life expectancy in 2001 was 11.1 years.

In order to access college or technical education, secondary school students must take the state test "Pruebas de estado" provided by [http://www.icfes.gov.co/ Instituto Colombiano para el Fomento de la Educación Superior] - ICFES.

=== Non profit organizations working to fill the education gap in Colombia ===

There are hundreds of well-run non profits in Colombia that are helping to close the education gap. To support their efforts, the Colombian diaspora has begun to organize and channel resources to them from the United States. One of the largest examples is the Genesis Foundation. Other organizations like Colombia Progresa raise scholarships in the US to support the education of children in Colombia.

== Further and Higher education in Colombia ==

Higher education is divided into undergraduate degrees and postgraduate degrees and is regulated by the 30th law of 1992. Most of the university degree courses are five years long.

Technical education usually lasts 3 years.

Post-graduate education includes masters degrees and PhD.

=== Universities in Colombia ===

Colombia has 24 public universities.
==== Universities in Bogota ====

(sourced from http://en.wikipedia.org/wiki/Universities_of_Bogot%C3%A1)

There are more than one hundred tertiary education institutions in Bogotá alone, but many of these are private colleges providing vocational training.

The first university open in Bogotá was Universidad Santo Tomás, on July 13, 1580, just 41 years after the Hispanic foundation of the city. The Universidad Santo Tomás belong to the religious Dominican order.

Another important university was opened on July 9, 1623 by the Jesuits with the name Universidad San Francisco Javier, which later on changed its name to Pontificia Universidad Javeriana. Its first facilities are part of the Museum of Colonial Art of Bogotá.

In December 31, 1651 the School of Our Lady of Rosary was founded by Fray Cristóbal de Torres. It still works today in its foundational site.

In 1867, the largest university of the country, the National University of Colombia is founded, consolidating Bogotá as the University Capital of Colombia.

Bogotá's colleges and universities have a major impact on the city and region's economy. Not only are they major employers, but they also attract national and international students. The large pool of professionals they graduate bring industries to the city and the surrounding region, including highly needed technology industries. The city is Colombia's educational "Mecca"; it boasts more schools, colleges, and universities than any other city in Colombia.

==== Universities in the country ====
(sourced from http://en.wikipedia.org/wiki/List_of_universities_in_Colombia)

This is a partial list of more than 50 Colombian universities:

# [http://www.pedagogica.edu.co/ Universidad Pedagógica Nacional de Colombia]
# [http://www.uniminuto.edu/ Uniminuto]
# [http://portal.uan.edu.co/ Universidad Antonio Nariño]
# [http://www.uac.edu.co/home.html Universidad Autónoma del Caribe]
# [http://www.unab.edu.co/ Universidad Autónoma de Bucaramanga]
# [http://www.fuac.edu.co/ Universidad Autónoma de Colombia]
# [http://www.autonoma.edu.co/ Universidad Autónoma de Manizales]
# [http://www.ucatolica.edu.co/ Universidad Católica de Colombia]
# [http://www.ucm.edu.co/ Universidad Católica de Manizales]
# [http://www.uco.edu.co/ Universidad Católica de Oriente (UCO) - Rionegro, Antioquia]
# [http://www.ucpr.edu.co/ Universidad Católica Popular de Risaralda]
# [http://www.uceva.edu.co/ Universidad Central del Valle del Cauca (Tuluá)]
# [http://www.ucc.edu.co/ Universidad Cooperativa de Colombia]
# [http://www.unisangil.edu.co/ Universidad Cooperativa de San Gil UNISANGIL]
# [http://www.uamerica.edu.co/ Universidad de América]
# [http://www.utadeo.edu.co/ Jorge Tadeo Lozano University]
# [http://www.uniboyaca.edu.co/ Universidad de Boyacá UNIBOYACA]
# [http://www.ucaldas.edu.co/ Universidad de Caldas]
# [http://www.unicordoba.edu.co/ Universidad de Córdoba - (Montería) ]
# [http://www.unicundi.edu.co/ Universidad de Cundinamarca]
# [http://www.uniamazonia.edu.co/ Universidad de La Amazonia]
# [http://www.ulagrancolombia.edu.co/ Universidad La Gran Colombia]
# [http://www.uniguajira.edu.co/ Universidad de La Guajira]
# [http://unisalle.lasalle.edu.co/ Universidad de La Salle]
# [http://web.unillanos.edu.co/ Universidad de Los Llanos]
# [http://www.umanizales.edu.co/ Universidad de Manizales]
# [http://www.udem.edu.co/UDEM/ Universidad de Medellín]
# [http://www.udenar.edu.co/ Universidad de Nariño]
# [http://www.unipamplona.edu.co/ Universidad de Pamplona]
# [http://www.usb.edu.co/ Universidad de San Buenaventura - (Bogotá)]
# [http://www.usb.edu.co/ Universidad de San Buenaventura - (Cali) ]
# [http://www.usb.edu.co/ Universidad de San Buenaventura - (Medellín) ]
# [http://www.udes.edu.co/ Universidad de Santander - (Bucaramanga) ]
# [http://www.udes.edu.co/ Universidad de Santander - (Cúcuta)]
# [http://www.unisucre.edu.co/ Universidad de Sucre]
# [http://www.uniatlantico.edu.co/ Universidad del Atlántico]
# [http://www.unbosque.edu.co/ Universidad del Bosque]
# [http://www.unimagdalena.edu.co/ Universidad del Magdalena]
# [http://www.uninorte.edu.co/ Universidad del Norte]
# [http://www.uniquindio.edu.co/ Universidad del Quindío]
# [[Universidad de los Andes]]
# [http://www.udea.edu.co/portal/page/portal/portal Universidad de Antioquia]
# [http://www.unicartagena.edu.co/ Universidad de Cartagena]
# [http://www.uco.es/ Universidad de Córdoba]
# [http://www.unicauca.edu.co/ucauca/ Universidad del Cauca (Popayan)]
# [http://www.urosario.edu.co/ Universidad del Rosario]
# [http://www.univalle.edu.co/ Universidad del Valle, Cali Colombia]
# [http://www.unisabana.edu.co/ Universidad de La Sabana]
# [http://www.ucentral.edu.co/ Universidad Central]
# [http://www.udistrital.edu.co/ Universidad Distrital Francisco José de Caldas]
# [http://www.eafit.edu.co/ Universidad EAFIT]
# [http://www.uexternado.edu.co/ Universidad Externado de Colombia]
# [http://www.ufps.edu.co/ufpsnuevo Universidad Francisco de Paula Santander (Cúcuta)]
# [http://www.ufps.edu.co/ufpsnuevo Universidad Francisco de Paula Santander (Ocaña)]
# [http://www.ufps.edu.co/ufpsnuevo Universidad Francisco de Paula Santander (Chinácota)]
# [http://www.uis.edu.co/ Universidad Industrial de Santander]
# [http://www.icesi.edu.co/ Universidad Icesi]
# [http://www.unilibre.edu.co/index.php Universidad Libre del Risaralda]
# [http://www.unal.edu.co/ Universidad Nacional de Colombia (english)]
# [http://www.unal.edu.co/ Universidad Nacional de Colombia (spanish)]
# [http://www.uptc.edu.co/ Universidad Pedagógica y Tecnológica de Colombia Tunja]
# [http://www.unipiloto.edu.co/ Universidad Piloto de Colombia]
# [http://www.upb.edu.co Universidad Pontificia Bolivariana (Medellín)]
# [http://www.upb.edu.co/bucaramanga Universidad Pontificia Bolivariana (Bucaramanga)]
# [http://www.upb.edu.co/monteria/ Universidad Pontificia Bolivariana (Montería)]
# [http://www.upb.edu.co/palmira/ Universidad Pontificia Bolivariana (Palmira)]
# [http://www.upb.edu.co/bogota/ Universidad Pontificia Javeriana (Bogotá)]
# [http://www.sanmartin.edu.co/ Universidad San Martín]
# [[Universidad Santo Tomás]] (Bogotá)
# [[Universidad Santo Tomás]] (Bucaramanga)
# [[Universidad Santo Tomás]] (Medellín)
# [[Universidad Santo Tomás]] (Tunja)
# [http://www.usergioarboleda.edu.co/ Universidad Sergio Arboleda (Bogotá)]
# [http://www.usergioarboleda.edu.co/santamarta/ Universidad Sergio Arboleda (Santa Marta)]
# [http://www.utp.edu.co/ Universidad Tecnológica de Pereira]

===Polytechnics in Colombia ===

No specific information (see below for general information)>

=== Colleges in Colombia ===

There are 32 Instituciónes Técnicas Laboral de Colombia (Technical colleges) providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Leading examples of these organisations, which function in a similar way to FE colleges, include [http://www.senavirtual.edu.co/ [[SENA]]]; [http://www.cesde.edu.co/index.php/servicios-web [[CESDE]]], [http://www.andap.edu.co/ ANDAP], [http://www.incap.edu.co/ [[INCAP]]].

== Education reform ==
The list of [http://www.mineducacion.gov.co Ministry of Education] functions describes a clear vision for promoting and developing education at all levels. There is an increasingly strong emphasis on the use of ICT.
=== Schools ===

=== Post-secondary ===

== Administration and finance ==
The list of [http://www.mineducacion.gov.co Ministry of Education] functions describes central government's role in administration and financial management of educational establishments. Much of this is devolved to provinces and municipalities and there is a strong move towards decentralisation.
=== Schools ===

=== Post-secondary ===

== Quality assurance ==
[http://www.icfes.gov.co/index.php?option=com_content&task=view&id=111&Itemid=685 ICFES] (Colombian Institute for Educational Evaluation) is the government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
=== Schools ===

=== Post-secondary ===

== Information society ==

==ICT in education initiatives ==

=== Virtual initatives in schools ===
A journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero
America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for
tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

[http://moodle.recintodelpensamiento.com/moodle/index.php [[Plataforma Escuela Virtual]]] is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ [[Escuela Virtual de Caldas]]]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

=== Virtual initiatives in post-secondary education ===
There have been major developments in virtual programmes for vocational training since 2007, particularly at [http://www.senavirtual.edu.co/ [[SENA]]]; [http://www.cesde.edu.co/index.php/servicios-web [[CESDE]]]; and [http://www.incap.edu.co/ [[INCAP]]] - see separate entries for these.

==== Interesting Virtual Campus Initiatives ====

'''University De Los Andes''' ([[Universidad de los Andes]], http://www.uniandes.edu.co – with English site at http://ingles.uniandes.edu.co/) is one of the best private universities in Colombia and the earliest one which was non-denominational. It was founded in 1948 by a small group of young, charismatic and well-connected men and has now grown to over 12000 students with over 1100 teaching staff (nearly half of which are full-time).

Other sites likely to be of interest:

# Universidad de los Andes – http://ingles.uniandes.edu.co (English)
# Universidad Nacional de Colombia – http://www.unal.edu.co
# Universidad Tecnológica de Pereira – http://www.utp.edu.co
# Universidad Industrial de Santander – http://www.uis.edu.co
# UNAD, Universidad Nacional Abierta y a Distancia – http://www.unad.edu.co.

====Virtual Campus====
[http://virtual.usc.edu.co/campus/index.php?option=com_content&task=view&id=66&Itemid=104 Universidad Santiago de Cali (Spanish)]

[http://campusvirtual.univalle.edu.co/ Universidad del Valle (Spanish)]

[http://www.virtualum.edu.co/ Universidad de Manizales(Spanish)]

Centro de Desarrollo Tecnológico en Campus Virtual
Technology Development Center Virtual Campus

Award Educational Computing Network RIBIE and the opportunity to represent Colombia at the Seventh Congress held in Chile RIBIE (Rede Iberoamericana de Informática Educativa).

[http://uvirtual.ugc.edu.co/ Universidad Virtual La Gran Colombia (Spanish)]

==== Vendors ====

* LatinEd (distributors of WebCT, QuestionMark, Giunti stuff, etc. in Colombia) – http://www.latined.com
* WebCT Latin America – http://www.webct.com/latinamerica.

See [[Colombia Aprende]].

====Distance Learning====
[http://www.unabvirtual.edu.co/index.php Universidad Autónoma de Bucaramanga, UNAB (Spanish)]

Colombia has a long tradition of distance education, which began with the Radio Schools Radio Network Radio Sutatenza was directed mainly to the rural population. Activities were subsequently developed in various universities, pioneering the University of Santo Tomáswww.ustadistancia.edu.co which has a wide variety and experience. The experience was initially Unisur popular in Bogota and then supported its growth during the government of Belisario Betancur, changed its name to National Open University and Distance UNAD and expand its coverage throughout the country as the true national coverage of college and the only in Colombia dedicated to distance education. The UNAD offers students two mediations, one with traditional meetings, where the student goes to a distance learning center to meet with your group and your tutor, and the other is through the virtual campus, virtual classrooms through where the student enters anywhere on the planet.

There is also the Institute of Distance Education at the University of Tolima (IDEAD) based in the city of Ibague. Universidad Antonio Nariño was also a pioneer in distance education model and today many universities have distance learning systems every day to expand the facilities offered by ICT.

The College of Public Administration, ESAP, started its undergraduate distance learning programs in 1983. The initial program was 6 semesters and given the title of Municipal Administration Technologist. then developed the professional cycling in 1988 and was granted the title of Municipal and Regional Public Administrator. In 1998, authorized by the Ministry of Education with a new program called Public Administration Terrritorial, APT.

ESAP also offers graduate programs (majors) to distance given by the Regional Directorates (15 in the country). View www.esap.edu.co

Recently approved the creation of the Virtual University thus seeks to improve the supply of higher education throughout the country. I hope to offer distance education (virtual) in no time.

There are several options in the market for educational services that offer education in 100% virtual mode, we can mention Virtual Education Corporation Unicolombia www.unicolombia.edu.co to enter the world of virtual education Colombian in 2005 and today for today Business offers diplomas and courses in various areas of knowledge and all on the same virtual method.
'''For editing''' sourced from [http://es.wikipedia.org/wiki/Educaci%C3%B3n_a_distancia#Colombia Wikipedia]

==== e-Learning====
'''A temporary coalition E-Learning''' 
[http://www.uaovirtual.edu.co/blog/?page_id=184 (Spanish) Unión Temporal E-Learning] 

A temporary coalition E-Learning Colombia formed by the Universidad Autonoma de Bucaramanga, UNAB, (http://www.unabvirtual.edu.co/) Universidad Autonoma de Occidente (http://www.uaovirtual.edu.co/blog/?page_id=184) , UAO, Universidad Tecnológica de Bolívar, UTB, (http://english.unitecnologica.edu.co/ ), the Technological University of Pereira, UTP (http://univirtual.utp.edu.co/ ), Escuela Colombiana de Ingeniería "Julio Garavito" (http://www.escuelaing.edu.co/ ) and CEIPA University Foundation (http://www.ceipa.edu.co/ceipa/ ), organizes the course "Tutoring in Virtual Learning Environments."

The creation of this project brings together the experiences of academic institutions that form the joint venture, bringing its expertise in implementing new technologies in higher education in Colombia.

== References ==

Networks:

* Agenda de Conectividad (C@mino a la Sociedad del Conociemento) – http://www.agenda.gov.co (in Spanish) – a sort of proto-JANET organisation

Colombian Government sites:

* Ministers – http://www.presidencia.gov.co/ministerios/ingles/
* Portal – http://www.gobiernoenlinea.gov.co
* Ministry of Education (MEN, Ministerio de Educación Nacional) – http://www.mineducacion.gov.co (in Spanish)
* Educational Revolution (Revolución Educativa) – http://www.mineducacion.gov.co/documentos/docs.asp?s=9&id=27 (in Spanish)

GOs, NGOs etc:
British Council in Colombia – http://www.britishcouncil.org/es/colombia.htm

Key players:

* Carlos Angulo Galvis, Rector, Universidad de los Andes (educated at University of Pittsburgh in the US) – http://www.uniandes.edu.co/Uniandes/nuevo/subtemas_generales/informacionGeneral/directivas.html. (Note that his business card uses “Angulo-Galvis” – for more on this hyphenation aspect see http://spanish.about.com/cs/culture/a/surnames.htm).
* Dr María Victoria Angulo Gonzalez, Ministry of Education, in overall charge of the conference – http://www.mineducacion.gov.co/prensa/detallenoticias.asp?s=6&id=282.
* Fabio Ramiro Aponte Aldana, Executive Director, LatinEd – http://www.latined.com/boletin.htm.
* Luis Enrique Arango Jiménez, Rector, Universidad Tecnológica de Pereira – http://www.utp.edu.co/rectoria/.
* Javier Botero Alvarez, Deputy Minister Higher Education, Ministry of Education, Colombia – http://www.gobiernoenlinea.gov.co/ingles/funcionarios/detalles/default1497.asp.
* Martha Galvis, ELT Consultant, British Council – http://www.britishcouncil.org/colombia-about-us-who-we-are-staff-list.htm.
* Martha Ines Giraldo Jaramillo, IT specialist, Ministry of Education, (she helped to chase up international speakers) – www.caf.com/attach/4/default/ITColombia.pdf.
* Diana Patricia Jurado Ramírez, Head of the Systems Division, Universidad Tecno-lógica de Pereira – http://www.mineducacion.gov.co/estructura/detalleentidad.asp?id=17.
* Harry Koppel, BP Finance, and an alumnus of Universidad de los Andes – http://www.business-meetings.co.uk/default.asp?page=2000&eventpage=331&event=312
* Diego Ernesto Leal Fonseca, Co-Director, LIDIE, Universidad de los Andes – http://lidie.uniandes.edu.co/dleal/.
* Catalina Rizo Carvajal, Director, Office of Development, University of Los Andes (this is what it says on her business card – obviously a US-oriented one) – http://www.uniandes.edu.co/home-visitantes/html/nuestrau_estructura_directivos.htm.
* Aida Salamanca, ELT Consultant, British Council – http://www.britishcouncil.org/colombia-about-us-who-we-are-staff-list.htm.
* Hugo Sin, Deputy Director (Technical), Agenda de Conectividad, C@mino a la So-ciedad del Conociemento – http://www.agenda.gov.co.
* Cecilia Maria Vélez White, Minister of Education, Colombia (who spent some time as economic affairs advisor at the Colombian Embassy in Great Britain) – http://www.presidencia.gov.co/ministerios/ingles/educacion.htm.

----
> [[Countries]]

[[Category:Colombia| ]]
[[Category:South America]]
[[Category:Spanish-speaking countries]]

[[Category:Countries with Programmes]]

Hispanic America

2011-08-19T15:47:26Z

Giles Pepler2: /* Education reform in Hispanic America */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''

Several Ministry of Education websites (e.g. [[Colombia]]) describe a strong vision for promoting and developing education at all levels with an increasingly strong emphasis on the use of ICT.
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
=== Schools ===
=== Post-secondary ===

In [[Argentina]] the national state creates and funds the National Universities.
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate. In many cases the same body has responsibility for schools, colleges and higher education. An exception is [[Uruguay]] which has different branches of the Ministry overseeing general education in schools (CES) and vocational education (CETP), whether this is in schools, colleges and institutes or organised by professional bodies.
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====

Examples of government agencies responsible for quality assurance and monitoring include:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

[[Chile]] has a parallel body [http://www2.udec.cl/contraloria/docs/materias/principales_aspectos_esuperior.pdf?opc=40 Sistema Nacional de Aseguramiento de la Calidad de la Educacion Superior] - this detailed document sets out its functions.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===
[http://www.flacso.org/ Facultad Latinoamericana de Ciencias Sociales (FLACSO)] is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in [[Uruguay]] and many of the other countries in the region.

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

*In '''Uruguay''':
#[http://www.cursos-distancia.com.uy/ Centro Nacional de Educación a Distancia] offers a range of vocational training programmes online.
#[http://industriales.utu.edu.uy/ The Labour University of Uruguay] offers a range of virtual training courses in industrial processes in association with local institutes and vocational training providers.
#[http://www.psicosocial.edu.uy/foro/ucp.php?mode=login The School of Social Psychology of Montevideo] offers an online programme of graduate courses. The website shows links with universities and institutes in Mexico, Argentina, Brazil, Italy, Spain and Portugal but not all the weblinks are accessible.

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T15:44:14Z

Giles Pepler2: /* Virtual initiatives in post-secondary education */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
=== Schools ===
=== Post-secondary ===

In [[Argentina]] the national state creates and funds the National Universities.
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate. In many cases the same body has responsibility for schools, colleges and higher education. An exception is [[Uruguay]] which has different branches of the Ministry overseeing general education in schools (CES) and vocational education (CETP), whether this is in schools, colleges and institutes or organised by professional bodies.
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====

Examples of government agencies responsible for quality assurance and monitoring include:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

[[Chile]] has a parallel body [http://www2.udec.cl/contraloria/docs/materias/principales_aspectos_esuperior.pdf?opc=40 Sistema Nacional de Aseguramiento de la Calidad de la Educacion Superior] - this detailed document sets out its functions.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===
[http://www.flacso.org/ Facultad Latinoamericana de Ciencias Sociales (FLACSO)] is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in [[Uruguay]] and many of the other countries in the region.

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

*In '''Uruguay''':
#[http://www.cursos-distancia.com.uy/ Centro Nacional de Educación a Distancia] offers a range of vocational training programmes online.
#[http://industriales.utu.edu.uy/ The Labour University of Uruguay] offers a range of virtual training courses in industrial processes in association with local institutes and vocational training providers.
#[http://www.psicosocial.edu.uy/foro/ucp.php?mode=login The School of Social Psychology of Montevideo] offers an online programme of graduate courses. The website shows links with universities and institutes in Mexico, Argentina, Brazil, Italy, Spain and Portugal but not all the weblinks are accessible.

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Uruguay

2011-08-19T15:31:09Z

Giles Pepler2: /* Virtual initiatives in post-secondary education */

[[Category: VISCED]]

== Partners and Experts in Uruguay ==

None.

== Uruguay in a nutshell ==
(sourced from http://en.wikipedia.org/wiki/Uruguay)
[[Image:Uruguay.gif|right|thumb|250px|Source : http://www.cia.gov]]
Uruguay, officially the '''Oriental Republic of Uruguay''' (Spanish: '''República Oriental del Uruguay'''), is a country located in the southeastern part of [[South America]].

It is home to 3.46 million people, of whom 1.7 million live in the capital Montevideo and its metropolitan area.

An estimated 80-88% of the population are of mostly European and/or mixed descent.

Uruguay's only land border is with Rio Grande do Sul, [[Brazil]], to the north. To the west lies the Uruguay River, to the southwest lies the estuary of Río de la Plata, with [[Argentina]] only a short commute across the banks of either of these bodies of water, while to the southeast lies the South Atlantic Ocean.

Uruguay is the second smallest country in South America, larger only than [[Suriname]].

The economy is largely based on agriculture (making up 10% of GDP and the most substantial export) and the state sector. According to Transparency International, Uruguay is the least corrupt country in Latin America (along with Chile), with its political and labour conditions being among the freest on the continent.

Uruguay is one of the most economically developed countries in Latin America, with a high GDP per capita and the 47th highest quality of life in the world.

Uruguay consists of nineteen departments (departamentos, singular "departamento"). The first departments were formed in 1816 and the newest, Flores, dates from 1885. The departments are governed by an intendente municipal who is elected for five years. The members of the Departmental Assembly (Junta Departamental) form the legislative level of the department.

Uruguay is South America's most secular country. It has no official religion and church and state are separate.

== Education in Uruguay ==

[[Image:Uruguay education system.jpg|right]]

Compulsory education lasts for 10 years in Uruguay: one year of pre-primary [Inicial]; six years of primary school [Primaria] and three years of secondary [Medio]. The three compulsory years of secondary consist either of the Ciclo Básico [general education] or Formación Profesional Básica [basic vocational training].

Non-compulsory secondary and technical education may last a further two, three or five years: two years for the Formación Profesional Superior [higher level vocational training]; three years for the Bachillerato, which can be either a general or humanities-based programme [Diversificado] or specializing in STEM subjects [Tecnológico] and which forms the matriculation requirement for entrance to higher education [Terciario]; or five years for Técnico en Nivel Medio [intermediate level vocational training].

Tertiary education and training [Terciario] may involve four years of vocational or professional training [including teacher training, outside university [Técnico Nivel Medio y Superior or Formación de Maestros y Profesores]. University degree courses last from 3 to 6 years.

There are both public and private schools, technical institutes and universities – in public institutions education and training are free.

Each of the stages and pathways are administered by different departments of the [http://www.anep.edu.uy/ National Public Education Administration].

Literacy rates are high and Uruguay has one of the most developed and sophisticated education systems of Hispanic American countries. Education spending is 2.6% of GDP (9.6% of total government expenditure). The primary completion rate is 91% and the secondary level enrolment rate is just under 70%.

Sourced largely from the [http://www.anep.edu.uy/ National Public Education Administration, Uruguay].

== Schools in Uruguay ==

Schools in Uruguay cover all levels of general education up to the Bachillerato and non-university vocational education and training.

*'''Primary schools''': there is a total of 2556 primary schools (Establecimientos de Educación Primaria), of which 494 (19.3%) are in the capital, Montevideo. 84% are public (i.e. state) schools, whilst 16% are private establishments recognised by the Ministry. 150 are special schools (6%), and a relatively high percentage of these (45%) are private schools. In the Montevideo area a much higher proportion of schools are private than in the rest of the country - this applies to both general and special primary schools.
*'''Lower secondary schools''': at this level, the different tracks between general and vocational education emerge. There is a total of 682 lower secondary schools (Establecimientos de Educación Media Básica), with 237 (almost 35%) in Montevideo. The main track of general education is administered by the CES department and is represented by 548 schools: 366 are general state schools; 182 (27%) are private schools and 61 Escuelas con Ciclo Básico Rural offer a basic general education in rural areas - all except one of these are outside Montevideo. The CETP department administers a further 134 vocational establishments (25% in Montevideo) of three types: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are recorded as private schools.
*'''Upper secondary schools''': there is a total of 663 establishments (Establecimientos de Educación Media Superior) offering programmes, including 182 private schools (27.5%). 107 of the private schools are in Montevideo. 550 (83%) offer the Bachillerato, administered by the CES, and the remaining 113 are administered by the CETP and offer vocational programmes - 90 are Escuelas de C.B.T. y Técnica and the 23 Escuelas Agrarias offer higher courses, following on from the lower secondary programme.

Sourced from [http://educacion.mec.gub.uy/mecweb/container.jsp?contentid=927&site=5&chanel=mecweb&3colid=92 Ministry of Education & Culture - 2009 Statistical data]

== Further and Higher education ==
Tertiary education is provided in a range of universities, polytechnics and institutes - the latter are roughly equivalent to specialist colleges in western Europe.

=== Universities in Uruguay ===

Wikipedia lists just five universities (see http://en.wikipedia.org/wiki/List_of_universities_in_Uruguay):

*[http://www.ucu.edu.uy/ Universidad Católica del Uruguay Dámaso Antonio Larrañaga] - the only private university of the country for 11 years until 1996
*[http://www.um.edu.uy/universidad Universidad de Montevideo] - a private university
*[http://www.ort.edu.uy/index.php?cookie_setted=true ORT Uruguay] - said to be Uruguay's largest private university
*[http://www.universidad.edu.uy/ University of the Republic] - Uruguay's public university, and the country's largest, with a student body of more than 70,000 students; founded in 1849 in Montevideo, where most of its buildings and facilities are still located - several of the faculties have their own web portals which may appear to be separate universities [e.g. [http://www.eumus.edu.uy/ the School of Music]
*[http://www.universitario.edu.uy Instituto Universitario Autónomo del Sur] - founded in 1985

In addition to these main five, there now appear to be several others:
*[http://www.ude.edu.uy/ Universidad de la Empresa] (UDE - a private business university)
*[http://www.unifa.edu.uy/institucional/quienes_somos Francisco de Asis University] (UNIFA)
*[http://www.claeh.org.uy/html/index.php?option=com_content&view=frontpage&Itemid=6 CLAEH] - a small organisation dealing with arts and social sciences
*[http://www.utu.edu.uy/webnew/index.htm Labour University of Uruguay]

At least one of the newer 'universities' has had its status revoked by the Ministry - [http://www.upe.edu.uy/upe-mec.htm Universitario de Punta del Este]

The Association of Universities of the Montevideo Group - La [[Asociación de Universidades Grupo Montevideo]] (AUGM) - is headquartered in Uruguay.

=== Polytechnics in Uruguay ===
There appears to be one institution with this title [http://www.cpcs.edu.uy the Centro Politecnico del Cono Sur]

=== Colleges in Uruguay ===
Although listed in some directories as universities, there are a number of colleges and institutes undertaking vocational training similar to UK further education colleges. Examples of these include
*[http://www.aldey.com.uy/ Aldey Instituto]
*[http://www.isede.edu.uy/ ISEDE]
*[http://www.iav.edu.uy/ Instituto Agroveterinario]

Several of these offer distance learning programmes.

== Education reform ==

=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

== Quality assurance, inspection and accreditation ==
Uruguay has different bodies within the Ministry for accrediting and quality assuring general education in schools and technical and vocational education, whether this is undertaken in schools or training organisations. The diagram of the Uruguayan education system indicates their different areas of responsibility.
=== Schools ===

=== Post-secondary ===

== Information society ==

'''Broadband'''
(sourced from http://en.wikipedia.org/wiki/Communications_in_Uruguay)

Statistics of Internet:

* Internet users: 968,000 (2007)
* Internet Hosts: 480,593 (2007)
* Internet Service Providers (ISPs): 5 (1999)

In Uruguay, you can access the Internet mainly by using:

* DSL services, provided by the state owned telco company (ANTEL).
* One of the different Wireless ISP (which have a tendency to be more expensive because of high taxation and radio spectrum licenses costs).
* As an option, some shopping malls and other commercial business offer WiFi access at their location.
* Cyber cafes are very common throughout the whole country, and very inexpensive (from about U$S 0.4 an hour).
* 3G mobile internetm which is offered by all the mobile phone companies with rates of up to 3 Mbit/s - the 3G charges are similar to ADSL rates.
* Slower mobile internet service (EDGE and GPRS) is also offered by all mobile phone companies at very low flat rates.

ANTEL, a telco company owned by the government, charges U$S 50 a month (about U$S 600 a year) for a 1536 kbit/s/128 kbit/s ADSL service. That is one of the most expensive DSL services in the region (which includes Argentina, Brazil and Chile), while wages in Uruguay might be lower than in said countries. Also, the services dynamically changes the IP address of the customer every 12 hours, making it difficult to use for tele-working. Antel enjoys a monopoly in the basic telephony area, and has successfully prevented other competitors (such as Cable companies) from entering the Internet service provider business. ISP are then forced to use other technologies, such as radio, to get to customers. Usually, the taxation and licensees for radio spectrum are also very expensive, in a way to artificially not allow these ISP to be cost competitive with Antel DSL service.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===
[http://www.escuela20.com.uy/ Escuela 20 Uruguay]

=== Virtual initiatives in post-secondary education ===
[http://www.flacso.edu.uy/ Facultad Latinoamericana de Ciencias Sociales] (FLACSO) is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in Uruguay.

[http://www.cursos-distancia.com.uy/ Centro Nacional de Educacion a Distancia] offers a range of vocational training programmes online.

[http://industriales.utu.edu.uy/ The Labour University of Uruguay] offers a range of virtual training courses in industrial processes in association with local institutes and vocational training providers.

[http://www.psicosocial.edu.uy/foro/ucp.php?mode=login The School of Social Psychology of Montevideo] offers an online programme of graduate courses. The website shows links with universities and institutes in Mexico, Argentina, Brazil, Italy, Spain and Portugal but not all the weblinks are accessible.

[http://ctetbo.blogspot.com/2011/07/cursos-virtuales-scratch-y-etoys-2.html Centro CEIBAL Tecnología Educativa de Tacuarembó - Uruguay] offers two online programmes.

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===

== References ==

----
> [[Countries]]
 
>> [[Main Page]]

[[Category: Uruguay| ]]
[[Category:South America]]
[[Category:Spanish-speaking countries]]

[[Category:Countries of interest]]

Hispanic America

2011-08-19T14:55:28Z

Giles Pepler2: /* Quality assurance, inspection and accreditation in Hispanic America */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
=== Schools ===
=== Post-secondary ===

In [[Argentina]] the national state creates and funds the National Universities.
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate. In many cases the same body has responsibility for schools, colleges and higher education. An exception is [[Uruguay]] which has different branches of the Ministry overseeing general education in schools (CES) and vocational education (CETP), whether this is in schools, colleges and institutes or organised by professional bodies.
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====

Examples of government agencies responsible for quality assurance and monitoring include:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

[[Chile]] has a parallel body [http://www2.udec.cl/contraloria/docs/materias/principales_aspectos_esuperior.pdf?opc=40 Sistema Nacional de Aseguramiento de la Calidad de la Educacion Superior] - this detailed document sets out its functions.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Uruguay

2011-08-19T14:54:40Z

Giles Pepler2: /* Quality assurance, inspection and accreditation */

[[Category: VISCED]]

== Partners and Experts in Uruguay ==

None.

== Uruguay in a nutshell ==
(sourced from http://en.wikipedia.org/wiki/Uruguay)
[[Image:Uruguay.gif|right|thumb|250px|Source : http://www.cia.gov]]
Uruguay, officially the '''Oriental Republic of Uruguay''' (Spanish: '''República Oriental del Uruguay'''), is a country located in the southeastern part of [[South America]].

It is home to 3.46 million people, of whom 1.7 million live in the capital Montevideo and its metropolitan area.

An estimated 80-88% of the population are of mostly European and/or mixed descent.

Uruguay's only land border is with Rio Grande do Sul, [[Brazil]], to the north. To the west lies the Uruguay River, to the southwest lies the estuary of Río de la Plata, with [[Argentina]] only a short commute across the banks of either of these bodies of water, while to the southeast lies the South Atlantic Ocean.

Uruguay is the second smallest country in South America, larger only than [[Suriname]].

The economy is largely based on agriculture (making up 10% of GDP and the most substantial export) and the state sector. According to Transparency International, Uruguay is the least corrupt country in Latin America (along with Chile), with its political and labour conditions being among the freest on the continent.

Uruguay is one of the most economically developed countries in Latin America, with a high GDP per capita and the 47th highest quality of life in the world.

Uruguay consists of nineteen departments (departamentos, singular "departamento"). The first departments were formed in 1816 and the newest, Flores, dates from 1885. The departments are governed by an intendente municipal who is elected for five years. The members of the Departmental Assembly (Junta Departamental) form the legislative level of the department.

Uruguay is South America's most secular country. It has no official religion and church and state are separate.

== Education in Uruguay ==

[[Image:Uruguay education system.jpg|right]]

Compulsory education lasts for 10 years in Uruguay: one year of pre-primary [Inicial]; six years of primary school [Primaria] and three years of secondary [Medio]. The three compulsory years of secondary consist either of the Ciclo Básico [general education] or Formación Profesional Básica [basic vocational training].

Non-compulsory secondary and technical education may last a further two, three or five years: two years for the Formación Profesional Superior [higher level vocational training]; three years for the Bachillerato, which can be either a general or humanities-based programme [Diversificado] or specializing in STEM subjects [Tecnológico] and which forms the matriculation requirement for entrance to higher education [Terciario]; or five years for Técnico en Nivel Medio [intermediate level vocational training].

Tertiary education and training [Terciario] may involve four years of vocational or professional training [including teacher training, outside university [Técnico Nivel Medio y Superior or Formación de Maestros y Profesores]. University degree courses last from 3 to 6 years.

There are both public and private schools, technical institutes and universities – in public institutions education and training are free.

Each of the stages and pathways are administered by different departments of the [http://www.anep.edu.uy/ National Public Education Administration].

Literacy rates are high and Uruguay has one of the most developed and sophisticated education systems of Hispanic American countries. Education spending is 2.6% of GDP (9.6% of total government expenditure). The primary completion rate is 91% and the secondary level enrolment rate is just under 70%.

Sourced largely from the [http://www.anep.edu.uy/ National Public Education Administration, Uruguay].

== Schools in Uruguay ==

Schools in Uruguay cover all levels of general education up to the Bachillerato and non-university vocational education and training.

*'''Primary schools''': there is a total of 2556 primary schools (Establecimientos de Educación Primaria), of which 494 (19.3%) are in the capital, Montevideo. 84% are public (i.e. state) schools, whilst 16% are private establishments recognised by the Ministry. 150 are special schools (6%), and a relatively high percentage of these (45%) are private schools. In the Montevideo area a much higher proportion of schools are private than in the rest of the country - this applies to both general and special primary schools.
*'''Lower secondary schools''': at this level, the different tracks between general and vocational education emerge. There is a total of 682 lower secondary schools (Establecimientos de Educación Media Básica), with 237 (almost 35%) in Montevideo. The main track of general education is administered by the CES department and is represented by 548 schools: 366 are general state schools; 182 (27%) are private schools and 61 Escuelas con Ciclo Básico Rural offer a basic general education in rural areas - all except one of these are outside Montevideo. The CETP department administers a further 134 vocational establishments (25% in Montevideo) of three types: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are recorded as private schools.
*'''Upper secondary schools''': there is a total of 663 establishments (Establecimientos de Educación Media Superior) offering programmes, including 182 private schools (27.5%). 107 of the private schools are in Montevideo. 550 (83%) offer the Bachillerato, administered by the CES, and the remaining 113 are administered by the CETP and offer vocational programmes - 90 are Escuelas de C.B.T. y Técnica and the 23 Escuelas Agrarias offer higher courses, following on from the lower secondary programme.

Sourced from [http://educacion.mec.gub.uy/mecweb/container.jsp?contentid=927&site=5&chanel=mecweb&3colid=92 Ministry of Education & Culture - 2009 Statistical data]

== Further and Higher education ==
Tertiary education is provided in a range of universities, polytechnics and institutes - the latter are roughly equivalent to specialist colleges in western Europe.

=== Universities in Uruguay ===

Wikipedia lists just five universities (see http://en.wikipedia.org/wiki/List_of_universities_in_Uruguay):

*[http://www.ucu.edu.uy/ Universidad Católica del Uruguay Dámaso Antonio Larrañaga] - the only private university of the country for 11 years until 1996
*[http://www.um.edu.uy/universidad Universidad de Montevideo] - a private university
*[http://www.ort.edu.uy/index.php?cookie_setted=true ORT Uruguay] - said to be Uruguay's largest private university
*[http://www.universidad.edu.uy/ University of the Republic] - Uruguay's public university, and the country's largest, with a student body of more than 70,000 students; founded in 1849 in Montevideo, where most of its buildings and facilities are still located - several of the faculties have their own web portals which may appear to be separate universities [e.g. [http://www.eumus.edu.uy/ the School of Music]
*[http://www.universitario.edu.uy Instituto Universitario Autónomo del Sur] - founded in 1985

In addition to these main five, there now appear to be several others:
*[http://www.ude.edu.uy/ Universidad de la Empresa] (UDE - a private business university)
*[http://www.unifa.edu.uy/institucional/quienes_somos Francisco de Asis University] (UNIFA)
*[http://www.claeh.org.uy/html/index.php?option=com_content&view=frontpage&Itemid=6 CLAEH] - a small organisation dealing with arts and social sciences
*[http://www.utu.edu.uy/webnew/index.htm Labour University of Uruguay]

At least one of the newer 'universities' has had its status revoked by the Ministry - [http://www.upe.edu.uy/upe-mec.htm Universitario de Punta del Este]

The Association of Universities of the Montevideo Group - La [[Asociación de Universidades Grupo Montevideo]] (AUGM) - is headquartered in Uruguay.

=== Polytechnics in Uruguay ===
There appears to be one institution with this title [http://www.cpcs.edu.uy the Centro Politecnico del Cono Sur]

=== Colleges in Uruguay ===
Although listed in some directories as universities, there are a number of colleges and institutes undertaking vocational training similar to UK further education colleges. Examples of these include
*[http://www.aldey.com.uy/ Aldey Instituto]
*[http://www.isede.edu.uy/ ISEDE]
*[http://www.iav.edu.uy/ Instituto Agroveterinario]

Several of these offer distance learning programmes.

== Education reform ==

=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

== Quality assurance, inspection and accreditation ==
Uruguay has different bodies within the Ministry for accrediting and quality assuring general education in schools and technical and vocational education, whether this is undertaken in schools or training organisations. The diagram of the Uruguayan education system indicates their different areas of responsibility.
=== Schools ===

=== Post-secondary ===

== Information society ==

'''Broadband'''
(sourced from http://en.wikipedia.org/wiki/Communications_in_Uruguay)

Statistics of Internet:

* Internet users: 968,000 (2007)
* Internet Hosts: 480,593 (2007)
* Internet Service Providers (ISPs): 5 (1999)

In Uruguay, you can access the Internet mainly by using:

* DSL services, provided by the state owned telco company (ANTEL).
* One of the different Wireless ISP (which have a tendency to be more expensive because of high taxation and radio spectrum licenses costs).
* As an option, some shopping malls and other commercial business offer WiFi access at their location.
* Cyber cafes are very common throughout the whole country, and very inexpensive (from about U$S 0.4 an hour).
* 3G mobile internetm which is offered by all the mobile phone companies with rates of up to 3 Mbit/s - the 3G charges are similar to ADSL rates.
* Slower mobile internet service (EDGE and GPRS) is also offered by all mobile phone companies at very low flat rates.

ANTEL, a telco company owned by the government, charges U$S 50 a month (about U$S 600 a year) for a 1536 kbit/s/128 kbit/s ADSL service. That is one of the most expensive DSL services in the region (which includes Argentina, Brazil and Chile), while wages in Uruguay might be lower than in said countries. Also, the services dynamically changes the IP address of the customer every 12 hours, making it difficult to use for tele-working. Antel enjoys a monopoly in the basic telephony area, and has successfully prevented other competitors (such as Cable companies) from entering the Internet service provider business. ISP are then forced to use other technologies, such as radio, to get to customers. Usually, the taxation and licensees for radio spectrum are also very expensive, in a way to artificially not allow these ISP to be cost competitive with Antel DSL service.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===
[http://www.escuela20.com.uy/ Escuela 20 Uruguay]

=== Virtual initiatives in post-secondary education ===
[http://www.flacso.edu.uy/ Facultad Latinoamericana de Ciencias Sociales] (FLASCO) is a federation of online providers across the whole of South America, Central America, Mexico and the Spanish-speaking Caribbean which is active in Uruguay.

[http://www.cursos-distancia.com.uy/ Centro Nacional de Educacion a Distancia] offers a range of vocational training programmes online.

[http://industriales.utu.edu.uy/ The Labour University of Uruguay] offers a range of virtual training courses in industrial processes in association with local institutes and vocational training providers.

[http://www.psicosocial.edu.uy/foro/ucp.php?mode=login The School of Social Psychology of Montevideo] offers an online programme of graduate courses. The website shows links with universities and institutes in Mexico, Argentina, Brazil, Italy, Spain and Portugal but not all the weblinks are accessible.

[http://ctetbo.blogspot.com/2011/07/cursos-virtuales-scratch-y-etoys-2.html Centro CEIBAL Tecnología Educativa de Tacuarembó - Uruguay] offers two online programmes.

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===

== References ==

----
> [[Countries]]
 
>> [[Main Page]]

[[Category: Uruguay| ]]
[[Category:South America]]
[[Category:Spanish-speaking countries]]

[[Category:Countries of interest]]

Hispanic America

2011-08-19T14:40:43Z

Giles Pepler2: /* Post-secondary */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
=== Schools ===
=== Post-secondary ===

In [[Argentina]] the national state creates and funds the National Universities.
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate.

Examples of these are:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

[[Chile]] has a parallel body [http://www2.udec.cl/contraloria/docs/materias/principales_aspectos_esuperior.pdf?opc=40 Sistema Nacional de Aseguramiento de la Calidad de la Educacion Superior] - this detailed document sets out its functions.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T14:35:13Z

Giles Pepler2: /* Virtual initiatives in post-secondary education */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
=== Schools ===
=== Post-secondary ===

In [[Argentina]] the national state creates and funds the National Universities.
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate.

Examples of these are:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*'''Bolivia''' has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T14:32:43Z

Giles Pepler2: /* Virtual initiatives in post-secondary education */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
=== Schools ===
=== Post-secondary ===

In [[Argentina]] the national state creates and funds the National Universities.
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate.

Examples of these are:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
*[[Bolivia]] has relatively few examples of highly developed online learning: the best example is the [http://www.uasb.edu.bo/portal/ Universidad Andina Simón Bolivar].

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T14:29:35Z

Giles Pepler2: /* Quality assurance and inspection */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
=== Schools ===
=== Post-secondary ===

In [[Argentina]] the national state creates and funds the National Universities.
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate.

Examples of these are:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*In [[Bolivia]] there is a national accreditation agency which covers all the country's universities, both private and public. Its remit includes evaluation and accreditation of institutions and programmes, guaranteeing the quality of institutions and programmes as well as facilitating the development of a Higher Education system which is integrated, cooperative and supportive.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T14:05:24Z

Giles Pepler2:

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
In [[Argentina]] the State, the provinces and the Autonomous City of Buenos Aires are responsible for planning, organizing, supervising and financing the national education system, ensuring access to education at all levels and modalities, creating and managing state-run educational establishments.
=== Schools ===
=== Post-secondary ===

In [[Argentina]] the national state creates and funds the National Universities.
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate.

Examples of these are:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===

In [[Argentina]], under the ministry, [http://www.me.gov.ar/spu/tramites/Guia_de_Tramites_por_orden_alf/Guia_de_Tramites__Ingreso_de_d/guia_de_tramites__ingreso_de_d.html SPU], the Dirección Nacional de Gestión Universitaria (National Bureau of University Management) is responsible for coordinating the process of creation, modification and deletion of Private Universities Academic units; the licensing procedures and curriculum in connection with the [http://www.coneau.edu.ar CONEAU], the Comisión Nacional de Evaluación y Acreditación Universitaria (National Commission for University Evaluation and Accreditation)); developing proposals for minimum hourly charges, core curriculum and standards of professional practice; proposing criteria for national validity of academic degrees and titles; and performing the duties attached to the Technical Secretariat of the Council of Universities.

In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

[[Peru]] has a [http://www.coneau.gob.pe/ CONEAU] that operates in a similar way to the [[Argentina]] agency of the same name.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

In [[Argentina]] [http://www.diniece.me.gov.ar DiNIECE], the Ministry of Education department for quality assurance operates a Virtual Campus for internal training in evaluating educational policy, training education managers and teachers and facilitating public access to information. Its stated aims are improving quality and equity.

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]], [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.
Also in [[Argentina]] [http://campus.ort.edu.ar/ ORT Virtual Campus] offers virtual education at all levels from secundaria ciclo básico to higher education.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===

*'''Argentina''': [http://www.salvador.edu.ar Universidad del Salvador] and [http://www.maimonides.edu Universidad Maimónides] have interesting virtual campus initiatives.
== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T12:14:30Z

Giles Pepler2: /* Virtual initiatives in schools */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
=== Schools ===
=== Post-secondary ===
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate.

Examples of these are:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===
In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Argentina]] [http://www.facebook.com/pages/El-Surco-La-escuela-Virtual/307698962984?v=info#info_edit_sections El Surco Escuela Virtual, Mendoza] appears to be a virtual school, but from its Facebook page, the web address is inaccessible.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For [[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year. It is aimed primarily at expatriate families.

=== Virtual initiatives in post-secondary education ===

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Escuela 20 Uruguay

2011-08-19T12:12:50Z

Giles Pepler2:

[[Category: South America]]
[[Category: Spanish-speaking countries]]
[[Category: VISCED]]
[[Category: Uruguay]]
[[Category: Countries of interest]]
[http://www.escuela20.com.uy/ Escuela 20 Uruguay] offers a range of fully online courses across the secondary curriculum through its VLE. Courses start in February and August each year.

It is aimed primarily at expatriate families and its website states:

"Escuela 20" is a private venture formed with Uruguayan teachers. Uruguayan children living abroad should enroll in school by the educational system of the school of their country of residence. Before an eventual return to Uruguay, the years of study in foreign schools generally must be revalidated through appropriate documentation of courses studied. This usually means that a child in a grade in any country is usually incorporated into same grade level in Uruguay. The Uruguayan government has granted official recognition to interact with the formal educational systems anywhere in the world and details can be found on the websites of the Uruguayan government.

"Escuela 20", on the other hand, being a private, unofficial organisation and not binding on the government or the Uruguayan government in any way is in no way dependent on the Foreign Ministry or Department 20 - which gives those students returning to their homeland in Uruguay specific knowledge on the Uruguayan state itself.

"Escuela 20" provides distance learning in Uruguay History, Geography, Literature, Uruguayan Music, Uruguayan customs and language, etc. so as to give the basic tools to be an equal on return, with peers and teachers and not to be strangers in their own country. Usually migrant parents can not attend fully owing to lack of time, or knowledge of what is available. It is known that as time goes on, children are uprooted, losing their interest in the country of origin and leaning more to the history and customs of their country of residence.

Knowing the country, its history, its geography, its customs, its sayings, its cuisine, etc, are basic to being Uruguayan. Mathematics, social science, geometry, etc. may be (with some variation in how teaching is conducted) the same in all countries and are esential for entry to higher education in Uruguay.

Hispanic America

2011-08-19T11:53:01Z

Giles Pepler2: /* Virtual initiatives in schools */

== Regional overview ==
''Hispanic America'' is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see [[:Category:Central America]], [[:Category:South America]] and [[:Category:Spanish-speaking countries]].

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

# [[Argentina]]
# [[Bolivia]]
# [[Chile]]
# [[Colombia]]
# [[Costa Rica]]
# [[Cuba]]
# [[Dominican Republic]]
# [[Ecuador]]
# [[El Salvador]]
# [[Guatemala]]
# [[Honduras]]
# [[Mexico]]
# [[Nicaragua]]
# [[Panama]]
# [[Paraguay]]
# [[Peru]]
# [[Puerto Rico]]
# [[Uruguay]]
# [[Venezuela]]

It is a debatable point whether in cultural/political terms, [[Puerto Rico]] should be included - since it is effectively a colony of the [[US]].

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of [[Brazil]] and the minor exceptions of some former colonies of Netherlands, France and UK.
== Country reports from Hispanic America ==
This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:
*[[Colombia]]
*[[Mexico]]
*[[Paraguay]]
*[[Uruguay]]

Six are briefer reports:
*[[Argentina]]
*[[Bolivia]]
*[[Chile]]
*[[Panama]]
*[[Peru]]
*[[Venezuela]]

[http://www.virtualschoolsandcolleges.eu/ Re.ViCa] also has brief country reports, which have not yet been updated, for:
*[[Costa Rica]]
*[[Cuba]]
*[[Dominican Republic]]
*[[Ecuador]]
*[[El Salvador]]
*[[Guatemala]]
*[[Honduras]]
*[[Nicaragua]]
*[[Puerto Rico]]

== Partners and Experts in Hispanic America ==
== Education in Hispanic America ==

All the countries in the region profess to see education as a priority in achieving social and economic progress. Many countries have ambitious aspirational mission and vision statements on their Ministry websites - e.g. [[Paraguay]], where the vision specifically includes references to promoting both ICT and social media for educational purposes.

The table below compares a range of education indicators across Hispanic American countries - the data is drawn from [http://www.uis.unesco.org/Education/Pages/default.aspx UNESCO Institute for Statistics]:

{| class="prettytable" border="1"
|-
|
<center>'''Country'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ave_yea_of_sch_of_adu-education-average-years-schooling-adults Average years of schooling of adults''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_com_edu-education-duration-of-compulsory Duration of compulsory education'''] '''(years)'''</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_pri_lev-education-duration-of-primary-level Years of primary education ''']</center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_dur_of_edu_sec_lev-education-duration-of-secondary-level Years of secondary education ''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_pri_com_rat-education-primary-completion-rate Primary completion rate'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_enr_rat_sec_lev-education-enrolment-ratio-secondary-level Enrolment ratio > Secondary level'''] %</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_ter_enr-education-tertiary-enrollment Tertiary enrolment'''] %</center>

<center></center>

<center></center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe-education-spending-of-gdp Education spending (% of GDP)''']</center>

|
<center>'''[http://www.nationmaster.com/graph/edu_edu_spe_as_per_of_tot_gov_exp-education-spending-total-government-expenditure Education spending (% of total government expenditure)''']</center>

<center></center>

<center></center>

<center></center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Argentina Argentina''']

|
<center>'''8.8'''</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>99</center>

|
<center>'''79.1'''</center>

|
<center>'''48.8'''</center>

|
<center>4.0</center>

|
<center>13.8</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Bolivia Bolivia''']

|
<center>5.6</center>

|
<center>8</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>'''68.1'''</center>

|
<center>35.7</center>

|
<center>'''6.3'''</center>

|
<center>'''19.7'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Chile Chile''']

|
<center>7.5</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>95</center>

|
<center>74.5</center>

|
<center>35.7</center>

|
<center>4.2</center>

|
<center>18.7</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Colombia Colombia''']

|
<center>5.3</center>

|
<center>8</center>

|
<center>5</center>

|
<center>6</center>

|
<center>97</center>

|
<center>56.5</center>

|
<center>23.3</center>

|
<center>5.2</center>

|
<center>15.6</center>

|-
|
'''Costa Rica'''

|
<center>6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>49.2</center>

|
<center>16.0</center>

|
<center>5.1</center>

|
<center>'''22.4'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Ecuador Ecuador''']

|
<center>6.4</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>101</center>

|
<center>48</center>

|
<center>-</center>

|
<center>'''1.0'''</center>

|
<center>'''8.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/El_Salvador El Salvador''']

|
<center>5.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>87</center>

|
<center>'''39.3'''</center>

|
<center>17.5</center>

|
<center>'''2.9'''</center>

|
<center>'''20.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Guatemala Guatemala''']

|
<center>'''3.5'''</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''74'''</center>

|
<center>'''26.2'''</center>

|
<center>'''8.5'''</center>

|
<center>-</center>

|
<center>13.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Honduras Honduras''']

|
<center>4.8</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''79'''</center>

|
<center>-</center>

|
<center>14.7</center>

|
<center>-</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Mexico Mexico''']

|
<center>7.2</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>-</center>

|
<center>59.7</center>

|
<center>20.7</center>

|
<center>5.3</center>

|
<center>-</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Nicaragua Nicaragua''']

|
<center>4.6</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>'''76'''</center>

|
<center>'''35.5'''</center>

|
<center>11.5</center>

|
<center>3.1</center>

|
<center>15.0</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Panama Panama''']

|
<center>'''8.6'''</center>

|
<center>'''6'''</center>

|
<center>6</center>

|
<center>6</center>

|
<center>97</center>

|
<center>62.2</center>

|
<center>34.9</center>

|
<center>4.5</center>

|
<center>'''9.0'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Paraguay Paraguay''']

|
<center>6.2</center>

|
<center>9</center>

|
<center>6</center>

|
<center>6</center>

|
<center>89</center>

|
<center>46.7</center>

|
<center>'''10.1'''</center>

|
<center>4.4</center>

|
<center>11.4</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Peru Peru''']

|
<center>7.6</center>

|
<center>'''11'''</center>

|
<center>6</center>

|
<center>5</center>

|
<center>99</center>

|
<center>61.5</center>

|
<center>28.8</center>

|
<center>3.0</center>

|
<center>17.1</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Uruguay Uruguay''']

|
<center>7.6</center>

|
<center>10</center>

|
<center>6</center>

|
<center>6</center>

|
<center>91</center>

|
<center>'''69.9'''</center>

|
<center>36.1</center>

|
<center>'''2.6'''</center>

|
<center>'''7.9'''</center>

|-
|
'''[http://www.virtualschoolsandcolleges.eu/index.php/Venezuela Venezuela''']

|
<center>6.6</center>

|
<center>7</center>

|
<center>6</center>

|
<center>5</center>

|
<center>92</center>

|
<center>50.4</center>

|
<center>28.5</center>

|
<center>-</center>

|
<center>17.0</center>

|-
|
'''''Means'''''

|
<center>'''''6.3'''''</center>

|
<center>'''''8.7'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5.7'''''</center>

|
<center>'''''91.2'''''</center>

|
<center>'''''55.1'''''</center>

|
<center>'''''24.7'''''</center>

|
<center>'''''4.0'''''</center>

|
<center>'''''14.9'''''</center>

|-
|
'''''Range'''''

|
<center>'''''3.5-8.8'''''</center>

|
<center>'''''6-11'''''</center>

|
<center>'''''6'''''</center>

|
<center>'''''5-6'''''</center>

|
<center>'''''74-101'''''</center>

|
<center>'''''26.2-79.1'''''</center>

|
<center>'''''8.5-48.8'''''</center>

|
<center>'''''1.0-6.3'''''</center>

|
<center>'''''8.0-22.4'''''</center>

|}

In the table notably high and low scores are shown in bold type and the mean scores and ranges in bold italic.

*'''Average years of schooling for adults''': a useful measure of the country's starting point for current and future education development. Note the high scores for [[Panama]] and [[Argentina]] and the very low scores for three Central American countries - [[Guatemala]], [[Nicaragua]] and [[Honduras]].
*'''Duration of compulsory education:''' whilst most countries currently make this 8 - 11 years, note the high scores for [[Guatemala]] (starting from a very low adult base) and [[Peru]] and the low scores for three Central American countries ([[Honduras]], [[Nicaragua]] and [[Panama]]) and the below average score for [[Venezuela]].
*'''Years of primary education''': universally six years, except in [[Colombia]].
*'''Years of secondary education''': again, six years in the majority of countries, but in none of them are more than the first three years compulsory.
*'''Primary completion rate''': still below 80% in [[Guatemala]], [[Honduras]] and [[Nicaragua]], but around 90% or above in all other countries.
*'''Enrolment rate for secondary education''': there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: [[Guatemala]], [[Nicaragua]] and [[El Salvador]] contrasting with transition by more than two thirds of young people in [[Argentina]], [[Uruguay]] and [[Bolivia]].
*'''Tertiary enrolments''': again, there are wide variations, with scores of 10% or below in [[Guatemala]] and [[Paraguay]], contrasting with almost half the population involved in tertiary study in [[Argentina]]. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
*'''Education spending''': there are quite wide variations in education spending, both as a percentage of GDP and as a percentage of total government expenditure. Several countries have extensive provision of private schools, colleges and universities and it is not entirely clear from the statistical data how this is accounted for. Note, however, the low scores in both columns for [[Ecuador]], which is not one of the more economically advanced countries and [[Uruguay]], which is one of the most prosperous. By way of contrast, [[El Salvador]] only spends 2.9% of GDP on education, but this amounts to 20% of total govenment expenditure. [[Bolivia]] has notably high scores on both measures.

== Schools in Hispanic America ==
All countries in Hispanic America feature both state and private schools, though private education is not strongly advertised in [[Venezuela]], presumably for political reasons. Most private schools are Catholic foundations, reflecting the dominant religion across the region, but in some countries where there are significant immigrant populations from northern European countries and north America there a number of schools are sponsored by other Christian denominations - e.g. Lutheran and Evangelical schools in [[Uruguay]] and [[Paraguay]].

*'''Kindergarten and pre-primary''' education is available in many countries, much of it provided by private organisations. The '''''inicial''''' year in [[Uruguay]] is the only country where any of this is part of compulsory schooling.
*'''Primary schools''' are not divided into separate infant and junior schools in any of the Hispanic American countries. There are often considerable differences between the facilities in rural and urban schools and a greater concentration of private schools in urban areas - e.g. in [[Uruguay]], where there is also a significant number of private schools (both primary and secondary) for children with special educational needs.
*'''Secondary schools''' vary widely across the region, both in titles and organisation. As noted in the table of statistics in the section above, the end of compulsory schooling occurs from the end of the first year of secondary ([[Nicaragua]] and [[Panama]]) to the end of the third or fourth year of secondary in most countries (Only in [[Peru]] does compulsory education span the full secondary phase). In most countries there is a school leaving certificate at the end of the compulsory phase (see Qualifications and Accreditation) but the same secondary establishment provides continued optional schooling.

[[Uruguay]] is an exception: there are a number of lower secondary schools (Establecimientos de Educación Media Básica), with 237 of these (almost 35%) in Montevideo. Outside Montevideo there are also 61 Escuelas con Ciclo Básico Rural which offer a basic general education in rural areas. Vocational education also commences in separate schools at the start of the secondary phase, with three types of vocational establishments: 21 Centros de Ciclo Básico Tecnológico; 90 Escuelas de C.B.T. y Técnicas and 23 Escuelas Agrarias. None of these are private establishments.

Upper secondary schools in [[Uruguay]] (Establecimientos de Educación Media Superior) are largely housed i the same buildings as the Establecimientos de Educación Media Básica, but some are separate.

Secondary schools in [[Paraguay]] illustrate the wide variety of titles and organisations in secondary eduction across the region: they may be Colegios [or Colleges, in the case of the small number of foreign schools, notably US]; Escuelas Nacionales; Academies; High Schools; Centros de Educación Superior [these are secondary schools, in spite of appearing to provide tertiary education]; or Centros Educativos.

== Further and Higher education in Hispanic America ==
All the countries in Hispanic America have universities, both private and public. Some of these have close links with other countries within the region - e.g. [http://www.uia.mx/ Universidad Iberoamericano, Mexico]. Many also have strong links with USA and/or Spanish and Italian universities, reflecting two of the major cultural influences on the region - an example of this is the [http://www.eng.unibo.it University of Bologna] campus in [[Argentina]]. Several of them operate in more than one country - e.g. [http://www.uca.edu.sv/ Universidad Centroamericana "José Simeón Cañas"], which was founded in [[El Salvador]], also operates in [[Guatemala]], [[Honduras]], [[Nicaragua]], [[Costa Rica]] and [[Panama]].
=== Universities in Hispanic America ===
[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_by_country Wikipedia] lists a total of 477 separate universities in countries covered by this report.
*[[Argentina]] - 95;
*[[Bolivia]] - 11;
*[[Chile]] - 34;
*[[Colombia]] - 31;
*[[Costa Rica]] - 11;
*[[Ecuador]] - 16;
*[[El Salvador]] - 12;
*[[Honduras]] - 5;
*[[Mexico]] - 213;
*[[Nicaragua]] - 2, plus a further 44 HEIs operating in some parts of the country;
*[[Panama]] - 32, but this list is sourced from [http://www.webometrics.info/university_by_country.asp?country=pa Catalogue of World Universities] and includes a considerable number based in other countries. The Ministry of Education accredits 5, and there is a sixth which does not have its courses accredited by the Ministry.
*[[Paraguay]] - 6;
*[[Peru]] - 21;
*[[Uruguay]] - 5;
*[[Venezuela]] - 9.

=== Polytechnics in Hispanic America ===
Wikipedia does not show detailed lists of clearly defined Polytechnics in the region. The American website [http://www.braintrack.com/country.htm Braintrack] lists a number of Polytechnics: some of these are technological universities and some are specialised institutes within accredited universities. Removing these from the list, to avoid double counting, shows the following 18 institutions:
*[[Argentina]] - 2
#[http://www.ips.edu.ar/ Instituto Politécnico Superior -- Instituto Politécnico Superior "General San Martín"] - Rosario
#[http://www.itba.edu.ar/index.php Instituto Tecnológico de Buenos Aires] -- Buenos Aires Institute of Technology - Buenos Aires

*[[Bolivia]] - none listed

*[[Chile]] - 1
#[http://www.acapomil.cl/acapomil.cl/index.php Academia Politecnica Militar] -- Academia Politecnica Militar, Santiago

*[[Colombia]] - 1
#[http://www.eia.edu.co/site/ Escuela de Ingenieria de Antioquia] -- Escuela de Ingenieria de Antioquia, Medellin

*[[Costa Rica]] - 3
#[http://www.cefof.ac.cr CEFOF] -- Centro de Transferencia Tecnológical, Alajuela
#[http://newton.dgct.ice.go.cr/ Instituto Costarricense de Electricidad] -- Instituto Costarricense de Electricidad
#[http://www.cic.itcr.ac.cr/ Instituto Tecnológico de Costa Rica] -- Instituto Tecnológico de Costa Rica
None of these three websites appears acessible.

*[[Ecuador]] - 3
#[http://www.epn.edu.ec/ Escuela Politecnica Nacional] -- Escuela Politecnica Nacional, Quito
#[http://www.espoch.edu.ec/ Escuela Superior Politécnica de Chimborazo] -- Escuela Superior Politécnica de Chimborazo, Riobamba
#[http://www.espol.edu.ec/ ESPOL] -- Escuela Superior Politecnica del Litoral

*[[El Salvador]] - none listed

*[[Guatemala]] - none listed

*[[Honduras]] - 1
#[http://www.zamorano.edu/ Zamorano], Tegucigalpa -- Pan American School of Agriculture, Tegucigalpa

*[[Mexico]] - 5
#[http://www.ceti.mx/ Centro de Enseñanza Técnica Industrial] -- Technical and Industrial Teaching Centre (CETI) - Guadalajara
#[http://www.ipn.mx/WPS/WCM/CONNECT/IPN_HOME/IPN/ESTRUCTURA_PRINCIPAL/INDEX.HTM Instituto Politécnico Nacional] -- Instituto Politécnico Nacional
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=migration/GDA2/Guadalajara/ ITESM] -- ITESM Campus Guadalajara
#[http://portal.iteso.mx/portal/page/portal/ITESO ITESO] -- Instituto Tecnológico y de Estudios Superiores de Occidente, Guadalajara
#[http://www.itesm.edu/wps/portal?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/migration/MTY2/Monterrey/ ITESM Monterrey] - Instituto Tecnológico y de Estudios Superiores de Monterrey

*[[Nicaragua]] - none listed

*[[Panama]] - none listed

*[[Paraguay]] - none listed

*[[Peru]] - none listed

*[[Uruguay]] - 2
#[http://www.uni-tec.edu.uy Escuela Superior de Electrotecnia y Electrónica] -- Escuela Superior de Electrotecnia y Electrónica, Montevideo
#[http://www.itm.edu.uy/ ITM] - Instituto Tecnológico de Montevideo, Montevideo
Neither website is accessible

=== Colleges in Hispanic America ===
The title 'College' is used almost indiscriminately across the region to describe a wide range of institutions, most of which only display a partial similarity to UK colleges. 'Colleges' in Hispanic America range from small rural organisations providing agricultural training, through some upper secondary schools (particularly private schools), to both general and specialised vocational training providers, post-graduate schools of some universities, notably USA based and even a USA Community College [http://www.brookdale.edu.ec/ Brookdale Community College] in Guayaquil, [[Ecuador]].

Most countries have vocational and professional training organisations, with a large majority in the public sector. There is a well developed network of 32 '''''Instituciónes Técnicas Laborales''''' (Technical colleges) in [[Colombia]] providing "Education for Work and Human Development" - vocational education focusing on labour market competences. Their programmes include education and training provided by businesses to their employees. The Colombian government promotes this kind of education as an alternative for university education, which is not accessible for the majority. Several of the leading Instituciónes Técnicas Laborales provide an extensive range of virtual programmes, delivered entirely online. Some of these - e.g. [http://www.cesde.edu.co/ CESDE] bear a strong resemblance to UK FE colleges.

Vocational education and training is highly developed in [[Uruguay]]. There are several colleges, especially in the Montevideo area, which have the same likenesses to UK FE colleges as in [[Colombia]] - e.g. [http://www.aldey.com.uy/ Aldey Instituto], [http://www.isede.edu.uy/ ISEDE] and [http://www.iav.edu.uy/ Instituto Agroveterinario]. Although the Escuelas de C.B.T. y Técnica and the Escuelas Agrarias are classed by the Ministry as schools, their offer of higher level courses, following on from the lower secondary programme, are akin to the standard fare of vocational training in general FE and land-based colleges.

In [[Argentina]] there are 2129 'Superior no universitaria' (non-university colleges) providing tertiary education:
*572 providing teacher training only
*850 providing vocational training only
*639 providing both teacher training and vocational training
*68 providing general tertiary education.

Colleges along European lines providing further education and vocational training do not exist in [[Bolivia]]. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

In [[Panama]] there are around 80 Centros y Institutos Superiores providing tertiary level vocational programmes - Técnicos (technician and higher technician level training). Some of these offer programmes in a broad range of vocational areas, but most are specialised, providing training for one employment sector only.

[[Paraguay]] does not at present have a structure of colleges along the same lines as neighbouring countries and information about [[Peru]] is very sketchy.

== Education reform in Hispanic America ==
There has been rapid development of the education systems in most Hispanic American countries over the past 15 years. Key areas include:
*'''Extending the years of compulsory education''' in some countries
*'''Using ICT to transform education and training''' - see the section on ICT in education for a broad picture
*'''Improving educational provision in rural areas''' - ICT is seen as a transformational tool
*'''Improving quality assurance'''
*'''Decentralising management functions'''
*'''Expanding higher education and professional training'''
=== Schools ===

=== Post-secondary ===

== Administration and finance in Hispanic America ==
=== Schools ===
=== Post-secondary ===
In [[Chile]] the Secretary of State announced a [http://www.mineduc.cl/index2.php?id_contenido=15709&id_portal=1&id_seccion=10 package of reforms for higher education in August 2011]. These involve reducing the interest on student loans to 2% with retroactive effect to extend the benefits of student aid for the middle class through a combination of scholarships and loans, in addition to sending projects legislation to establish the demunicipalisation of public education and the creation of the Superintendency of Higher Education to enforce the law prohibiting for-profit universities.

== Quality assurance, inspection and accreditation in Hispanic America ==
=== Schools ===
==== Accreditation ====
Most countries have a school leaving certificate at the end of the compulsory phase of secondary education and most also use certificte the successful completion of upper secondary education with the '''''Bachillerato''''', which acts as the matriculation qualification for university entry - this is parallel to the system in [[Spain]].

==== Quality assurance and inspection ====
Most Ministry of Education websites give details of government agencies, either within the Ministry or linked to it, which are responsible for quality assurance and monitoring and effectively act as an Inspectorate.

Examples of these are:

*[http://www.me.gov.ar/diniece/ DiNIECE - Argentina], the Dirección Nacional de Información y Evaluación de la Calidad Educativa, which publishes annual education statistics covering a wide range of metrics; commissions and publishes reports on curriculum development, curricular and pedagogical issues; and has powers to intervene at regional, district and institutional level in case of problems.
*[http://www.simce.cl/ Sistema de Medición de Calidad de la Educación (SIMCE)] in [[Chile]], which performs similar functions.
*[http://www.icfes.gov.co ICFES (Colombian Institute for Educational Evaluation)] is the [[Colombia]] government department responsible for accreditation and monitoring of secondary schools. It offers educational assessment in all educational levels and supports the Ministry of National Education in the development and administration of state assessments and in systematic investigation about the factors that influence the quality of education, to provide useful and timely information that contributes in the improvement of the quality of education.
*In [[Paraguay]] The Consejo Nacional de Educacion y Cultura, part of the Ministry of Education and Culture, oversees development of school education and collects statistics. The Ministry directs the general curriculum and issues frequent circulars.
*In [[Uruguay]] the [http://educacion.mec.gub.uy/ Ministry of Education and Culture] takes direct responsibility for accreditation, inspection and quality assurance.

=== Post-secondary ===
In [[Paraguay]] accreditation and quality assurance of higher education is carried out by [http://www.aneaes.gov.py/moodle/ ANEAES - the National Agency for Assessment and Accreditation of Higher Education], an agency of the Ministry of Education and Culture. This body has technical and academic autonomy to produce
*technical reports on projects and institutions, at the request of the Ministry
*consultative documents on evaluation and accreditation
*accreditation of programmes that [[ANEAES]] itself has evaluated.

== Information society in Hispanic America ==
== ICT in education initiatives in Hispanic America ==

=== Virtual initiatives in schools ===
There have been many initiatives in the first decade of the 21st century in countries of the region. These have included:
*national ICT programes fo schools, often part-funded and provided by EU countries and the USA;
*commercial organisations establishing networks of telecentres;
*specific projects targted at remote and rural areas;
*online programmes and courses for expatriates.

In [[Bolivia]] there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is to be done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal [http://www.www.educabolivia.bo].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

For[[Colombia]] a journal article describes the founding in 1998 of the first virtual school in Bogotá -Colombia Virtual Ibero America, Virtual Century College XXI, with permission from the education authorities to certify students in primary and secondary education, who study at primary and secondary levels. Students may attend one day a week for tutorials and sports and cultural activities. It was accredited by ICFES, but there is no clear link to a current website. Source: [www.quadernsdigitals.net/index.php?accionMenu=hemeroteca...id...]

In [[Colombia]] Plataforma Escuela Virtual is the VLE for [http://evirtual.recintodelpensamiento.com/pt/blog/ Escuela Virtual de Caldas]. The last entry on the school blog is from 2008 and the VLE does not appear to have progressed beyond the first two stages of development.

=== Virtual initiatives in post-secondary education ===

== Lessons learnt ==
=== General lessons ===
=== Notable practices ===
== References ==

----
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

[[Category:Spanish-speaking countries| ]]
[[Category:VISCED]]

Hispanic America

2011-08-19T11:39:59Z

Giles Pepler2: /* Virtual initiatives in schools */

Bolivia

2011-08-19T11:38:55Z

Giles Pepler2: /* ICT in education initiatives */

== Partners and experts situated in Bolivia ==

None.

== Bolivia in a nutshell ==

[[Image:Bolivia.gif|right|thumb|120px]]
Bolivia, officially the Plurinational State of Bolivia (Spanish: Estado Plurinacional de Bolivia),is one of only two landlocked countries in South America - the other is [[Paraguay]]. It is bordered by Brazil to the north and east, Paraguay and Argentina to the south, and Chile and Peru to the west.

Its population is 9.8 million.

Its capital is Sucre but its largest city is Santa Cruz de la Sierra.

== Education in Bolivia ==

[http://www.minedu.gov.bo/minedu/start.do?notebook=1 Ministry of Education(Spanish)] Lic. Roberto Aguilar Gómez - Minister of Education and Culture. The website for the Bolivian Ministry of Education does not appear to be working at present (August 2011) - this applies to some other links below.

From [http://en.wikipedia.org/wiki/Education_in_Bolivia Wikipedia]:
Education in Bolivia, as in many other areas of Bolivian life, has a divide between Bolivia's rural and urban areas. Rural illiteracy levels remain high, even as the rest of the country becomes increasingly literate. This disparity stems partly from the fact that many children living in rural areas are forced to contribute economically to their family households and thus are much less likely to attend school. On average, children from rural areas attend school for 4.2 years, while children in urban areas receive an average of 9.4 years of education. A gender divide also exists. The country’s literacy level as a whole, 86.7%, is lower than in many other South American countries.

Chronic political instability has hindered the development of general education throughout Bolivia's history. In the colonial era, education was limited to a few clergy acting as tutors for the sons of elite families. Little effort was made to teach the Indians beyond the bare necessity to convert them. Happiness brought a series of ambitious decrees calling for universal, compulsory primary education and a public school system; nonetheless, little was accomplished. By 1900 schools existed primarily to serve urban elites. No vocational or agricultural institutes existed in the country. Only 17% of the adult population was literate.

Overall, however, little real expansion of educational opportunities occurred during the first half of the twentieth century. A 1947 law calling for an end to illiteracy drew attention to the government's limited capacity for action in this area. It required that every literate Bolivian teach at least one other to read and write and levied fines for adult illiteracy. On the eve of the 1952 Revolution, less than one-third of the adult population was literate.
Legislation in 1956 laid the foundation for the public education system in force towards the end of the twentieth century. The government established a six-year primary cycle followed by four years of intermediate schooling and two years of secondary school ending with the baccalaureate degree. Laws in 1969 and 1973 revised the curricula and instituted a five-year primary cycle, theoretically compulsory between the ages of seven and fourteen, followed by three years of intermediate school and four years of secondary education. The first two years of secondary instruction consisted of an integrated program that all students followed; the second two-year cycle permitted students to specialize in the humanities or one of several technical fields. All courses led to the baccalaureate degree, which was a prerequisite for entering the university.

Higher education consisted of the University of Bolivia and a variety of public and private institutes. The University of Bolivia—a consortium of eight public universities and one private university (the 1,500-student Bolivian Catholic University)--was the only postsecondary school that awarded degrees. At least four other private institutions were operating without legal authorization in 1989. Other schools offered technical training in the fine arts, commercial arts, and technical fields, as well as in teacher training.

The Ministry of Education and Culture of Bolivia organized adult literacy classes. By the mid-1980s, approximately 350 centres and more than 2,000 teachers were dedicated to children's literacy programs. More than half were in the department of La Paz, where more than one-third of the population died. The program had little impact, however; improvements in the adult literacy rate primarily resulted from increased primary school enrolment. From 1973 to 1987, the percentage of school-aged children enrolled in primary schools climbed from 76 to 87%.
Most educational expenditures went for operating budgets, especially personnel costs, leaving little for capital programs and expansion. Spending remained skewed in favor of the urban areas. Approximately 60% of Bolivia's 59,000 teachers were employed in urban schools. The economic crisis that beset the country in the early to mid-1980s had a severe impact on educational spending. Analysts estimated that real education expenditures in 1985 were less than 40% of the total recorded in 1980. Over the same period, the percentage of the gross domestic product devoted to education dropped from 3% to less than 2%.

Although the education system recorded some progress in enrolments in the 1970s and 1980s, serious problems remained. The number of secondary school students grew twice as fast as the population of that age-group; the university student population grew more than four times faster than the total population of 18- to 24-year-olds. Still, secondary education remained beyond the grasp of most Bolivians; only 35% of the eligible age-group attended secondary school. Significant disparities also existed between male and female enrolment rates. Efforts to increase female attendance ran up against the harsh economic realities faced by poorer families who relied on their daughters' help with chores and childcare.

Dropout rates also remained extremely high. Only one-third of first graders completed the fifth grade, 20% started secondary school, 5% began their postsecondary studies, and just 1% received a university degree. Dropout rates were higher among girls and rural children. Only about 40% of rural youngsters continued their education beyond the third grade. Spanish was the language of instruction at every level and critics blamed the absence of bilingual education (or intercultural bilingual education, respectively) for the high dropout rates among rural Indian schoolchildren. No public schools in Bolivia provide buses or any other form of transportation. Extra-curricular activities such as sports are virtually non-existent although most schools do promote social certain social gatherings and celebrate specific holidays. In addition, even though they are public schools, public education is not free. Parents must pay monthly for their children to attend school, in addition to uniforms (required at all public schools), books, supplies and materials are not provided by the state. Although over 80% of Bolivia's population attends all or part of elementary school, under 35% of the population advances to middle school or graduates from high school.
Various non-profit organizations (NGOs) have been working for years in rural areas with the public education system and curriculum, raising the necessary funds to build new schools, remodel existing ones, maintain buildings and classrooms, build restrooms, provide running water, and purchase furniture and materials. Several of these organizations also raise funds for community projects such as water pumps or latrines, drainage systems, solar panels for power, and community gardens the students and their parents cultivate, providing food for the families. In most of these schools the education level is much higher and drop-out rates are much lower than at public schools run by the government.

Other NGOs provide vocational training, business administration skills, product marketing and micro-credit programs to help parents, families and entire communities become self-sustaining. In general, the schools built and maintained by these organizations are in very good condition and have greatly improved access to educational opportunities for rural children. However, constant changes in government officials and authorities make it very hard for them to advance in their work as new authorities often disregard agreements that had been established and signed by their predecessors and the NGOs must start all over again each time new employees and officials are assigned to certain posts. This situation severely delays the improvements they can make in schools that are otherwise practically abandoned by the state system. From [http://www.boliviabella.com/public-education.html Bolivia.bella]

'''A comprehensive, education reform has made some significant changes'''. Initiated in 1994, the reform decentralized educational funding in order to meet diverse local needs, improved teacher training and curricula, formalized and expanded intercultural bilingual education and changed the school grade system. The government set a public education curriculum that all public schools (called "colegios fiscales") and private schools (called "colegios particulares") must follow. Resistance from teachers’ unions, however, has slowed implementation of some of the intended reforms.

The current socialist government is taking some steps it believes will lead to the provision of better quality public education in both rural and urban areas. President Evo Morales is highly influenced by Fidel Castro of Cuba and Hugo Chavez of Venezuela and is attempting to model Bolivia’s public education system (schools and universities) after the socialist systems in these countries, both of which boast high literacy rates and use literacy as the measurement of public education quality; however, literacy and education are not the same thing.
His government also attempted to completely do away with private schools altogether (as in Cuba) stating that all students should have access to the same level of education. Many parents believe that obligating private schools to conform to public education norms will not increase the quality of education, but rather will greatly decrease it (bring private schools down to a lower quality level rather than bringing public education up to par with private education in Bolivia).

The government requires all new teachers to work their first 2 years in a rural school (under the government of Evo Morales, this may be changed to 5 years). Teachers who do not teach in rural schools will not get jobs in urban schools.

[http://ves.minedu.gov.bo/ Viceministerio de Educación Superior (VES)(Spanish)] 
'''Deputy Minister of Higher Education''' 
The aim of the Deputy Minister of Higher Education (VES) is to manage, develop and establish policies and regulations of higher education; in leading executive, coordinating with the various educational institutions at national, departmental and local levels, thus ensuring the quality in the provision of educational services.
Minister Of Higher Education: Lic. Diego Pary Rodriguez

== Schools in Bolivia ==

'''Text not yet completely edited'''

Legislation in 1956 laid the foundation for the public education system in force in the late 1980s. The government established a six-year primary cycle followed by four years of intermediate schooling and two years of secondary school ending with the baccalaureate degree. Laws in 1969 and 1973 revised the curricula and instituted a five-year primary cycle, theoretically compulsory between the ages of seven and fourteen, followed by three years of intermediate school and four years of secondary education. The first two years of secondary instruction consisted of an integrated program that all students followed; the second two-year cycle permitted students to specialize in the humanities or one of several technical fields. All courses led to the baccalaureate degree, which was a prerequisite for entering the university.

Dropout rates remain extremely high. Only one-third of first graders completed the fifth grade, 20% started secondary school, 5% began their postsecondary studies, and just 1% received a university degree. Dropout rates were higher among girls and rural children. Only about 40% of rural youngsters continued their education beyond the third grade.

The government set a public education curriculum that all public schools (called "colegios fiscales") and private schools (called "colegios particulares") must follow. A large education reform program was initiated in an attempt to improve the quality of public education called the Reforma Educativa.

==Further and Higher Education==

=== Universities in Bolivia ===

[http://ves.minedu.gov.bo/ Guide to universities in Bolivia (Spanish)]

'''AUTONOMOUS PUBLIC STATE UNIVERSITIES IN BOLIVIA'''

• [http://www.usfx.edu.bo/ Universidad Mayor, Real y Pontificia de San Francisco Xavier] 
• [http://www.umsa.bo/ Universidad Mayor de San Andrés] 
• [http://www.umss.edu.bo/ Universidad Mayor de San Simón] 
• [http://www.uagrm.edu.bo/ Universidad Autónoma Gabriel René Moreno] 
• [http://www.uajms.edu.bo/ Universidad Autónoma Juan Misael Saracho] 
• [http://www.uabjb.edu.bo/uab/Universidad Autónoma del Beni “José Ballivián”] 
• [http://www.unsxx.edu.bo/ Universidad Nacional del Siglo XXI] 
• [http://www.uap.edu.bo/ Universidad Amazónica de Pando] 
• [http://www.upea.edu.bo/ Universidad Pública de El Alto] 

'''PUBLIC STATE UNIVERSITIES SPECIAL REGIME'''

• Universidad de las Fuerzas Armadas de la Nación 
• [http://www.universidad-policial.edu.ar/ Universidad Policial “Mcal. Antonio José de Sucre”] 
• [http://www.upedagogica.edu.bo Universidad Pedagógica Nacional Mariscal Sucre] 
• [http://universidadindigena.org/ Universidad Indígena “Tupak Katari”] 
• [http://universidadindigena.org/ Universidad Indígena “ Casimiro Huanca”] 
• [http://universidadindigena.org/ Universidad Indígena “Apiagûaiki Tûpa”] 

'''PRIVATE UNIVERSITIES AFFILIATED WITH THE BOLIVIAN UNIVERSITY SYSTEM'''

• [http://www.ucb.edu.bo/ Universidad Católica Boliviana “San Pablo”] 
• [http://www.uacucb.org/ Unidades Académicas Campesinas] 
• [http://www.emi.edu.bo/ Escuela Militar de Ingeniería] 

'''PRIVATE UNIVERSITIES OF BOLIVIA'''

• [http://www.uab.edu.bo/ Universidad Adventista de Bolivia] 
• [http://www.unibeth.edu.bo/ Universidad Bethesda] 
• [http://www.ubi.edu.bo/ Universidad Boliviana de Informática] 
• [http://www.ubi.edu.bo/ Universidad Boliviana de Informática (Subsede El Alto)] 
• [http://www.ubi.edu.bo/ Universidad Boliviana de Informática (Subsede La Paz)] 
• [http://www.usp.edu.bo/ Universidad CEFI Saint Paul] 
• [http://www.usp.edu.bo/ Universidad CEFI Saint Paul Universidad CEFI Saint Paul (Subsede Cochabamba)] 
• [http://www.unicen.edu.bo/index2.php Universidad Central] 
• [http://www.usp.edu.bo/ Universidad Central (Subsede La Paz)] 
• [http://www.ucebol.edu.bo/ Universidad Cristiana de Bolivia] 
• [http://www.udabol.edu.bo/ Universidad de Aquino Bolivia] 
• [http://www.udabol.edu.bo/ Universidad de Aquino Bolivia (Subsede Cochabamba)] 
• [http://www.udabol.edu.bo/ Universidad de Aquino Bolivia (Subsede Santa Cruz)] 
• [http://www.udabol.edu.bo/ Universidad de Aquino Bolivia (Subsede Oruro)] 
• Universidad de la Amazonía Boliviana 
• Universidad de la Amazonía Boliviana (Subsede Guayaramerín) 
• [http://www.ucordillera.edu.bo/ Universidad de la Cordillera] 
• [http://www.udelosandes.edu.bo/ Universidad de los Andes] 
• [http://www.ueb.edu.bo/ Universidad Evangélica Boliviana] 
• [http://unisalle.lasalle.edu.co/ Universidad La Salle] 
• [http://www.lasallemorelia.edu.mx/ Universidad La Salle (Subsede El Alto)] 
• [http://www.ula.edu.mx/ Universidad Latinoamericana] 
• [http://www.loyola.edu.bo/ Universidad Loyola] 
• [http://www.uno.edu.bo/ Universidad Nacional del Oriente (Subsede Montero)] 
• [http://www.uecologica.edu.bo/ Universidad Nacional Ecológica] 
• [http://www.unslp.edu.bo/ Universidad Nuestra Señora de la Paz] 
• [http://www.nur.edu/ Universidad Nur] 
• [http://www.nur.edu/ Universidad Nur (Subsede Cochabamba)] 
• [http://www.nur.edu/ Universidad Nur (Subsede La Paz)] 
• [http://www.nur.edu/ Universidad Nur (Authorized programs in other departments and that have no Academic sub headquarters)] 
• [http://www.upieb.edu.bo/ Universidad para la Investigación Estratégica en Bolivia] 
• [http://www.upal.edu/ Universidad Privada Abierta Latinoamericana] 
• [http://www.upal.edu/ Universidad Privada Abierta Latinoamericana (Subsede Oruro)] 
• [http://www.upb.edu/ Universidad Privada Boliviana] 
• [http://www.upb.edu/acerca/lapaz_sedes.html Universidad Privada Boliviana (Subsede La Paz)] 
• [http://www.upb.edu Universidad Privada Boliviana (Authorized programs in other departments)] 
• [http://www.cumbre.edu.bo/Universidad Privada Cumbre] 
• [http://www.unior.edu.bo/ Universidad Privada de Oruro] 
• [http://www.upsa.edu.bo/ Universidad Privada de Santa Cruz de la Sierra] 
• Universidad Privada del Chaco 
• [http://www.univalle.edu/ Universidad Privada del Valle] 
• [http://www.univalle.edu/ Universidad Privada del Valle (Subsede La Paz)] 
• [http://www.univalle.edu Universidad Privada del Valle (Subsede Sucre)] 
• [http://www.univalle.edu Universidad Privada del Valle (Subsede Trinidad)] 
• [http://www.upds.edu.bo/ Universidad Privada Domingo Savio] 
• [http://www.upds.edu.bo/web_trj/inicio.htm Universidad Privada Domingo Savio (Subsede Tarija)] 
• [http://www.unifranz.edu.bo/ Universidad Privada Franz Tamayo] 
• [http://www.unifranz.edu.bo/ Universidad Privada Franz Tamayo (Subsede Cochabamba)] 
• [http://www.unifranz.edu.bo/ Universidad Privada Franz Tamayo (Subsede Santa Cruz)] 
• [http://www.unifranz.edu.bo/ Universidad Privada Franz Tamayo (Subsede El Alto)] 
• Universidad Privada Indígena Tawantinsuyo Ajlla-Uta 
• [http://www.ureal.edu.bo/ Universidad Real] 
• [http://www.usalesiana.edu.bo/ Universidad Salesiana de Bolivia] 
• [http://www.usalesiana.edu.bo/ Universidad Salesiana de Bolivia (Subsede Camiri)] 
• [http://www.usfa.edu.bo/ Universidad San Francisco de Asís] 
• [http://www.usfa.edu.bo/ Universidad San Francisco de Asís (Subsede Tupiza)] 
• [http://www.unitepc.edu.bo/ Universidad Técnica Privada Cosmos] 
• [http://www.unitepc.edu.bo/ Universidad Técnica Privada Cosmos (Subsede El Alto)] 
• [http://www.utb.edu.bo/ Universidad Tecnológica Boliviana] 
• [http://www.utepsa.edu/ Universidad Tecnológica Privada de Santa Cruz] 
• Universidad Unidad 
• [http://www.ub.edu.bo/ Universidad Unión Bolivariana] 
• [http://www.ucatec.edu.bo/ Universidad Privada de Ciencias Administrativas y Tecnológicas] 
• [http://www.usip.edu.bo/ Universidad Simón I. Patiño] 

=== Polytechnics in Bolivia ===

=== Colleges in Bolivia ===
Colleges along European lines providing further education and vocational training do not exist in Bolivia. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

== Education reform ==

=== Schools ===

The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT. Key activities are:
*Enhancing access to ICT for teaching and learning. This is done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the education portal www.educabolivia.bo

'''Impacts''': The programme addresses access and quality of primary and secondary education. ICT is expected to increase access to on-line education materials and to promote the development of local content . The government considers the programme as a chance to combine advanced ICTs with recuperating local indigenous knowledge. Furthermore, the programme enhances capacities of teachers and prepare students for their professional future.

Teachers and students of 1,000 primary and secondary schools are the main focus of the programme. Parents and the wider community also benefit from ICT facilities outside school hours. Hitherto 121 educational community telecentres are implemented and an education portal is operational. The satisfaction and impact of the programme is assessed by the IICD monitoring and evaluation approach. An evaluation is made of ICT training for staff members of the Ministry, members of the telecentre committees and teachers.

'''Managemen'''t: Initially the national ICT for education programme has been implemented as a seprate program of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

=== Post-secondary ===

==== The Bologna Process ====

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

== Quality Assurance ==

=== Schools ===

=== Post-secondary ===
'''NATIONAL AGENCY FOR ACCREDITATION'''
The national accreditation agency will cover all the country's universities, both private and public. Under the policies of globalization and transformation of Bolivian higher education, evaluation and accreditation of institutions and programs is essential to promote, recognize and guarantee the quality of institutions and programs as well as aiding in the construction of Higher Education system integrated, cooperative and supportive.

== Information society ==

== ICT in education initiatives ==

=== Virtual initiatives in schools ===
#In Bolivia there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT.

'''Key activities are''':
*Enhancing access to ICT for teaching and learning. This is done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
*Providing digital educational content through the [http://www.educabolivia.bo/ education portal].

The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

Initially the national ICT for education programme has been implemented as a separate programme of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

In the 2010 programme, the Bolivian Ministry of Education plans to set up telecentres in schools throughout the country. The programme is based on an ICT policy plan that the Ministry created between 2003 and 2005 in collaboration with IICD. In 2006, the Knowledge Society (GESCI) assisted the Ministry in the final formulation of the national ICT programme for primary education 2006-2010.

'''Key components of the programme are:'''
*Enhanced access to ICT by means of the set up of telecentres in primary/secondary schools;
*Establishment of administrative committees to manage telecentres;
*Training of teachers in basic ICT and technical and pedagogic integration of ICT in the regular school teaching programme;
*The provision of digital educational content through the [http://www.educabolivia.bo/ education portal];

The total programme is funded through basket funding by the Government of Bolivia, the Netherlands, Sweden and Denmark and agreements with IDRC, IICD and Spain. IICD provides strategic advice, training of Ministerial staff, advice on capacity development and monitoring and evaluation. This is done by staff of IICD, external experts and project partners in Bolivia.

'''The programme has produced the following activities''':
*The implementation of 250 educational community telecentres with computers using open source applications;
*The training of 500 telecentre administrative committee members;
*The training of 2,500 teachers in basic ICT (digital literacy);
*The setting up of the [http://www.educabolivia.bo/ education portal].

'''IICD has provided:'''
*Regular strategic advice by staff of IICD and input from project partners in Bolivia;
*Advice on the capacity development curriculum and connectivity solutions for the programme by IICD and local partner organisations organised in TiC Bolivia;
*Provision of localised education content for intercultural education through partner APCOB;
*Provision of training and support to 25 educational telecentres through partner Educatic in the department of Oruro and partner CEPAC in the department of Santa Cruz;
*Training of 20 members of the ICT team in connectivity issues, telecentre management, group facilitation skills;
*Training of 120 staff members of the Ministry in basic ICT skills;
*Joint evaluation of the satisfaction of the capacity development programme for 500 telecentre committees and 2,500 teachers and educational impact of 122 telecentres on the basis of questionnaires and focus group meetings.

The programme addresses access and quality of primary and secondary education. ICT is expected to increase access to on-line education materials and to promote the development of local content . The government considers the programme as a chance to combine advanced ICTs with recuperating local indigenous knowledge. Furthermore, the programme enhances capacities of teachers and prepare students for their professional future.

Teachers and students of 1,000 primary and secondary schools are the main focus of the programme. Parents and the wider community also benefit from ICT facilities outside school hours. Hitherto 121 educational community telecentres are implemented and an education portal is operational. The satisfaction and impact of the programme is assessed by the IICD monitoring and evaluation approach. An evaluation is made of ICT training for staff members of the Ministry, members of the telecentre committees and teachers.

'''Lessons learned include:'''
*In agreement with the planned focus, a strong participation of rural schools in low-income areas (80%)
*High overall satisfaction levels with training courses (90%)
*A need to improve coordination between the Ministry, local governments and participating schools
*The necessity to offer training only to schools where ICT facilities - computers and Internet- are present and functional
*A need to train teachers in the use and development of teaching materials and integration of ICT in the class room

'''General lessons learned:'''
*It is very important to dedicate sufficient time to explain IICD's methodologies to ensure buy in by government agencies;
*It is very important to find a clear niche area of assistance, avoiding duplication and competition with other supporting agencies. This all the more when other agencies have permanent staff working locally, wth more access to the partner organisation. It is better to select a one or two areas in which IICD provides advice on an exclusive basis (strategic advice, training, M&E, networking, etc.);
*It is important to achieve short-term and concrete gains for government agencies. This creates goodwill and interest to work on a more longer term basis. It will also create more interest in co-funding of activities by the government;
*To secure support and continuity in the support activities it is key to interact directly with decision makers and project team members, combining a bottom-up with top-down approach to partnering.

#[http://www.porvenir.solarquest.com/schoolhouse/school.asp?id=434 '''Escuela Porvenir''']The goal of this Village Power 2000 project is to provide electricity and an Internet connection to a school in deep rural Porvenir, Bolivia. Porvenir is a village of 600 indigenous people living in the Amazon rainforest. Services are limited -- a diesel generator provides electricity sporadically, there is one satellite telephone and there is a small village school. The school provides education to grade 6. Geographically isolated, youth do not travel to another village or town to continue their education. Educational opportunities literally end at grade 6.

=== Virtual initiatives in post-secondary education ===

==== Virtual Campus ====
[http://books.google.co.uk/books?hl=en&lr=&id=Zh09X8OodyoC&oi=fnd&pg=PA93&dq=campus+virtual+en+bolivia&ots=v2l6KtrehQ&sig=Q3wVje4jIA26O6H6_iR4hETu3kQ#v=onepage&q=campus%20virtual%20en%20bolivia&f=false The virtual higher education in Latin America and the Caribbean (Spanish) By ANUIES-unesco]

Virtual higher education in the Bolivian universities is a recent innovative experiment, not yet evaluated, that occurs in very few universities, including:

- A regional university status above international organization that receives government subsidies of the 5 Andean countries (the [[Universidad Andina Simón Bolívar]])
- A private university (nonprofit)
- Two public universities (which have significant international support: one of UNESCO and other cooperation from European Union countries).

==== Distance Learning====
[http://www.uasb.edu.bo/portal/index.php?option=com_content&view=article&id=66&Itemid=20 Universidad Andina Simon Bolivar (Spanish)]

'''Distance Education''' 
For over 15 years, the Headquarters of the UASB apply new educational technologies in academic programs that use distance education mode. The operating environment for this purpose is the Center for Distance Education (CEADIS), which supports the implementation of programs partially or entirely at a distance.

==== e-Learning====
[http://es.wikipedia.org/wiki/Educaci%C3%B3n_a_distancia#cite_note-1 Wikipedia (Spanish)] 

Although many countries have more experience in what we call e. learning, in Bolivia there are several experiences in distance education. Most institutions work via moodle, ie platform, however the UNSXX has extensive experience in distance education through a distance education program for regular teachers.

In Bolivia many state-owned universities are conducting classes of Distance Education, among which are: Technical University of Oruro (http://www2.dpicuto.edu.bo/) and the [http://www.uasb.edu.bo/portal/index.php?option=com_weblinks&view=category&id=2&Itemid=112 Universidad Andina Simón Bolívar ].

==== Other====
[http://www.educabolivia.bo/Portal.Base/Web/VerContenido.aspx?GUID=5eec02c4-bf1e-4cff-9797-3e01a49a61ee&ID=162237 The new technology in Indian universities (Spanish)] 

The new technology will be essential part of the operation of Indian Universities recently opened in our country. The University Aymara Tupac Katari (Warisata - La Paz), the University Casimiro Huanca Quechua (Chimore - Cochabamba) and the University Bolivian Guarani and Lowland Villages (Machareti - Chuquisaca) Internet service will also be networked and digitally between them, thanks to technical initiatives of the staff of New Technologies of Information and Communication from the Ministry of Education.

Furthermore, another link was also made via the Internet between the Minister Aguilar and Mr. Andoni Mujika, representative of the University of Mondragon (Basque Country - Spain). In the opportunity this university has committed to cooperate fully in the implementation of the Bolivian Indian Universities, as the Basque university has advanced experience of a trilingual education model -Euskera, Castilian, English- and heavy use of new information technologies and communication.

==== Interesting Programmes ====

There is the [[Universidad Andina Simón Bolívar]].

==== Re.ViCa Case-study ====

None.

== Lessons learnt ==
From the National ICT in Education programme, some of the lessons include:
*In agreement with planned focus, a strong participation of rural schools in low-income areas (80%)
*High overall satisfaction levels with training courses (90%)
*A need to improve coordination between the Ministry, local governments and participating schools
*The necessity to offer training only to schools where ICT facilities - computers and Internet- are present and functional
*A need to train teachers in the use and development of teaching materials and integration of ICT in the class room
*It is very important to dedicate sufficient time to explain IICD's methodologies to ensure buy in by government agencies;
*It is very important to find a clear niche area of assistance, avoiding duplication and competition with other supporting agencies. This all the more when other agencies have permanent staff working locally, wth more access to the partner organisation. It is better to select a one or two areas in which IICD provides advice on an exclusive basis (strategic advice, training, M&E, networking, etc.);
*It is important to realize short-term and concrete support activities to government agencies. This creates goodwill and interest to work on a more longer term basis. It will also create more interest in co-funding of activities by the government;
*To secure support and continuity in the support activities it is key to interact directly with decision makers and project team members, combining a bottum-up with top-down approach to partnering.

== References ==
[http://www.iicd.org/about/publications/summary-learning-report-2009-bolivia-country-programme-english/view '''IICD Summary Learning Report 2009''']
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