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Relevant bibliographies by topics / Chilean education system

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Academic literature on the topic 'Chilean education system'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Chilean education system"

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Sobarzo Morales, Mario. "El currículum de las costumbres dóciles o de cómo Chile eliminó la ignorancia y aprendió a contener el desacuerdo en los estrictos bordes del mercado como verdad." Hermenéutica Intercultural, no. 29 (June 26, 2018): 61. http://dx.doi.org/10.29344/07196504.29.1294.

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ResumenEn este artículo se aborda la problemática que genera la comprensión del conflicto educativo chileno, el más persistente en la historia nacional a pesar de que sus actores y las ideas que los motivaron han cambiado radicalmente en el tiempo. De este modo, se intenta comprender la incógnita acerca de por qué este conflicto ha tenido tanta relevancia, a pesar de que los estándares internacionales muestran al sistema educa- tivo chileno como uno de los mejores a nivel latinoamericano. Se busca interpretar la contradicción entre un sistema que ha tendido a transfor- mar la sociedad chilena

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Pickett, Samuel Harris. "The Chilean Winter: A Student Revolution." IU Journal of Undergraduate Research 4, no. 1 (2018): 04–09. http://dx.doi.org/10.14434/iujur.v4i1.24207.

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The 2011 Chilean Winter was a student movement that fought to end the rampant inequality found in the nation’s neoliberal education policies, which found their origins in the reforms enacted during the 1980s by Chilean dictator General Augusto Pinochet. In response to the nation’s economic crisis, he attempted to cut government spending by decentralizing and privatizing the education system. The results were largely unfavorable; Chilean education came to be known for its socioeconomic stratification, unequal schools, and its exorbitantly expensive universities. Despite the undoubtedly negative

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Estrada-Muñoz, Carla, Dante Castillo, Alejandro Vega-Muñoz, and Joan Boada-Grau. "Teacher Technostress in the Chilean School System." International Journal of Environmental Research and Public Health 17, no. 15 (2020): 5280. http://dx.doi.org/10.3390/ijerph17155280.

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The expanded use of information technology in education has led to the emergence of technostress due to a lack of adaptation to the technological environment. The purpose of this study is to identify the levels of technostress in primary and secondary education in 428 teachers using a RED-TIC questionnaire, of which skepticism, fatigue, anxiety, and inefficiency are the main components. For the empirical analysis of the data, principal component analysis (PCA) and confirmatory factor analysis (CFA) were used. The results show that 12% of Chilean teachers participating in the study feel techno-

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Toro Blanco, Pablo Andrés. "Toy soldiers: The armed body of Chilean students. Military instruction and shooting lessons in schools (Ca. 1880-Ca.1930)." Encounters in Theory and History of Education 17 (November 29, 2016): 77–91. http://dx.doi.org/10.24908/eoe-ese-rse.v17i0.6376.

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In the late nineteenth and early twentieth centuries, different actors involved in education promoted the introduction of shooting (“Tiro Escolar” or “school shooting lessons”) as a discipline to be taught in Chile’s educational system, which was established in 1928 but was not yet a large or regular operation. In analysing arguments of those who promoted this activity, this article shows shooting lessons in schools as a realm where it is possible to notice some dimensions of intentions to train Chilean children and youth through educating the body and emotions in the period under study.

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Labraña, Julio, and Raf Vanderstraeten. "Functional Differentiation and University Expansion in Chile." Social and Education History 9, no. 3 (2020): 252. http://dx.doi.org/10.17583/hse.2020.4565.

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Over the last few decades, education has acquired a fairly robust social identity worldwide and participation in higher education has also become increasingly common. Building upon Luhmann’s theory of society, in this paper we analyze the expansion of higher education in Chile, specifically looking at the transformations the Chilean higher education system has undergone and the interactions between this system and its social environment. We will include statistics to clarify the extent of the changes to – and costs of – increasing inclusion. We will also focus on the ever-changing rationales f

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Sapelli, Claudio. "Some Thoughts on the Evaluation of the Chilean Voucher System." Journal of School Choice 4, no. 2 (2010): 222–31. http://dx.doi.org/10.1080/15582159.2010.483924.

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Donoso, Sebastián, and Gustavo Hawes. "The System of Student Selction in Chilean Universities." education policy analysis archives 8 (May 1, 2000): 21. http://dx.doi.org/10.14507/epaa.v8n21.2000.

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Chile has a peculiar centralised system for the selection of students to undergraduate programs; this is the case for the more traditional universities associated in the Council of Rectors. This process has been in operation for over thirty years, and its major instruments and procedures, as well as its foundations, are still in force. The contents of the different tests are currently under review; however, the system will continue to be the same in the future. Changes come from the new conditions created by the 1981 reform of the Chilean higher education system. Important modifications were i

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Jara Gómez, Osvaldo. "La evaluación estandarizada y el objetivo privatizador de gran escala: la polémica sobre el SIMCE y una mirada desde la visión de la economía." Foro Educacional, no. 24 (January 11, 2016): 101. http://dx.doi.org/10.29344/07180772.24.614.

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RESUMENLa Ley del Sistema de Aseguramiento de la Calidad (SAC) ha instalado con carácter legal y obligatorio la toma censal de pruebas estandarizadas a todos los establecimientos del sistema escolar chileno. El presente ensayo discute la forma en que los resultados de las pruebas estandarizadas, además, de informar a las familias sobre calidad de la educación de los colegios, podrían servir para informar sobre los flujos de caja de las instituciones a fin de permitir la evaluación de proyectos de inversión en gran escala en la industria educativa chilena.Palabras clave: privatización de la edu

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Amaya, Jorge, Dominique Peeters, Paula Uribe, and Juan P. Valenzuela. "Optimization Modeling for Resource Allocation in the Chilean Public Education System." International Regional Science Review 39, no. 2 (2015): 155–76. http://dx.doi.org/10.1177/0160017615571584.

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Gómez-Lobo, Andrés. "Institutional Safeguards for Cost Benefit Analysis: Lessons from the Chilean National Investment System." Journal of Benefit-Cost Analysis 3, no. 1 (2012): 1–30. http://dx.doi.org/10.1515/2152-2812.1102.

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This paper discusses some institutional and procedural designs that can strengthen CBA as a decision making tool within the public sector. Our discussion is based on Chile's National Public Investment System (SNI) the earliest and most consolidated investment appraisal system in Latin America. The objective of Chile's SNI is to provide a coherent framework for identifying, coordinating, evaluating and implementing public investments. Chile's SNI has several interesting institutional characteristics. For example, it standardizes project presentation formats, establishes explicit application and

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Dissertations / Theses on the topic "Chilean education system"

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Helgø, Camilla Tveteraas. "Sources of inequalities within the Chilean secondary education system." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624502.

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Araujo, Maria Daniela. "The influence of performance based incentives on the quality of the Chilean education system." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/455328553/viewonline.

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Lillo, Cea Pablo Antonio. "Inherited and Acquired Assets in the Chilean Higher Education Admission Process." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353951.

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The present study examines from a Bourdieusian perspective the relationship between the university admission process and the social structure in Chile by analysing the extent to which inherited and acquired assets relates to the educational performance and pathways of talented students. Geometric Data Analysis in the form of Specific Multiple Correspondence Analysis is used to map out the social space of the First-application Enrolees in higher education via the University Selection Test between 2005 and 2017. Special attention is given to the sub-space of the students who achieve a perfect sc

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Soto, Ramirez Pamela. "Validity Evidence of Internal Structure and Subscores Use of the Portfolio in the Chilean Teachers’ Evaluation System." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159316412299089.

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Troncoso, Ruiz Patricio Eduardo. "Beyond the traditional school value-added approach : analysing complex multilevel models to inform external and internal school accountability in Chile." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/beyond-the-traditional-school-valueadded-approach-analysing-complex-multilevel-models-to-inform-external-and-internal-school-accountability-in-chile(010e92ab-7eac-46f9-9f2d-cde3e62c1d18).html.

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In the last few decades, educational research has largely demonstrated the effects of the socio-economic background on academic performance. Traditionally, researchers have used the so-called contextualised value-added (CVA) concept, implemented via multilevel statistical models, to assess variation in learning outcomes arising from schools and pupils. Depending on the stakeholders they intend to inform, two basic types of CVA models can be defined: models for school accountability and models for school choice. School accountability models can be further distinguished according to the ‘recipie

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Sevilla, Encinas Alejandro. "Disentangling inequality of educational opportunities : the transition to higher education in Chile." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/disentangling-inequality-of-educational-opportunities-the-transition-to-higher-education-in-chile(a389cb7f-9a12-4760-b81e-e30b760673f6).html.

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This thesis examines inequality of educational opportunities (IEO) in the transition to higher education. IEO measures the difference in higher education entry rates across social groups. The theoretical framework lays on Boudon's decomposition of IEO into primary and secondary effects of stratification. Furthermore, the theoretical propositions of Maximally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI) were also assessed to gain further understanding of IEO. The longitudinal data for the empirical analysis was created for a student cohort by linking administrative re

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Baez-Olmeno, Maria Raquel. "Reproduction of cultural dependence into special education systems of Latin America with special reference to Chile." Thesis, Brunel University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310287.

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Guajardo, Munoz Teresa Isabel. "Permanent education : a comparative study of selected national systems of education and their relevance to Chile." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10020185/.

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It could be argued that since the 1950's and 1960's the need to re—examine the role of education in society has become an urgent task. The need for educational change includes the learning of new job skills, acceptance of new responsibilities, the knowledge of prospective manpower needs and job opportunities, etc. So, modern educational policy should above all be characterised by a deep understanding of the fact that in today's world there are and should be many more varied ways of providing instruction and that educational needs cannot be satisfied by the school alone. In other words, what mi

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Espinoza, León Paula Carolina. "Creencias de las educadoras de educación infantil sobre la evaluación de aprendizajes. Un estudio de casos de cuatro educadoras de Santiago de Chile." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/399381.

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El presente estudio trata de una investigación acerca de las creencias de las educadoras de párvulos, sobre la evaluación de aprendizajes. El propósito de esta investigación es comprender sus creencias acerca de la evaluación de los aprendizajes, cómo han llegado a establecer éstas creencias y qué factores se relacionan con ellas y sus prácticas. Por otro lado la investigación ha intentado promover un proceso de reflexión, para evidenciar la importancia de este proceso en la investigación educativa. La metodología utilizada es de corte cualitativo. Se trata de en un estudio de casos, cuya p

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Beranová, Marie. "The Student Movement in Chile: Origins, trajectory and impact." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-192713.

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Latin America cannot be conceived without acknowledging the social movements, which are often the engines of political and social changes on the continent. Until recently, Chile appeared to be the country where the social order was perceived as the most accomplished in relation to its politically unstable neighbouring countries, as well as in relation to its proper history. The 2011 student movement, which is the most significant social movement within the last twenty years of the Chilean history, can be completely understood only from a broader perspective of the 20th century. In order to und

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Books on the topic "Chilean education system"

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Carrasco, Rosario. Visualizing radical democratic citizenship in the Chilean higher education system. 2007.

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Kotzmann, Jane. Practical Approaches to Higher Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863494.003.0005.

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This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelih

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Chapman, David W. From data to action: Information systems in educational planning. Pergamon Press, 1993.

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Book chapters on the topic "Chilean education system"

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Alarcón López, Cristina, and Alejandra Falabella. "The Chilean Education System." In Global Education Systems. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-93443-3_4-1.

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Rodríguez, Juan Pablo. "Mapping the Neoliberal Education System: The 2011 Chilean Student Movement." In Resisting Neoliberal Capitalism in Chile. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32108-6_7.

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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.

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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.

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Zapata, Gonzalo, and Ivo Tejeda. "Higher Education Systems and Institutions, Chile." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_402.

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Zapata, Gonzalo, and Ivo Tejeda. "Higher Education Systems and Institutions, Chile." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_402-1.

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Weinstein, José, Gonzalo Muñoz, and Carlos Eugenio Beca. "Chile: Changing the Teaching Profession, the Most Challenging Reform." In Leading and Transforming Education Systems. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4996-0_6.

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Abarzúa, Andrea, and Johana Contreras. "Learning Progress Assessment System, SEPA: Evidence of Its Reliability and Validity." In Validity of Educational Assessments in Chile and Latin America. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78390-7_5.

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Santelices, María Verónica. "Validity of Assessment Systems for Admissions and Certification." In Validity of Educational Assessments in Chile and Latin America. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78390-7_12.

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Taut, Sandy, and Siugmin Lay. "Is Validation a Luxury or an Indispensable Asset for Educational Assessment Systems?" In Validity of Educational Assessments in Chile and Latin America. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78390-7_2.

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Quaresma, Maria Luísa, and Juan Pablo Valenzuela. "Evaluation and Accountability in Large-Scale Educational System in Chile and Its Effects on Student’s Performance in Urban Schools." In Second International Handbook of Urban Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_29.

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Conference papers on the topic "Chilean education system"

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Torres, Flavio, Juan Plana, Patricio Sellado, and Jose Martinez. "Intelligent instrumentation of a water tank system for education purposes." In 2017 CHILEAN Conference on Electrical, Electronics Engineering, Information and Communication Technologies (CHILECON). IEEE, 2017. http://dx.doi.org/10.1109/chilecon.2017.8229639.

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Medina, José Manuel, Tatiana Herreros, Pamela De Barca, and Carolina Crovetto. "PEDAGOGICAL INTERACTIONS IN PRIMARY SCHOOL REINTEGRATION PROCESSES: A CASE STUDY IN CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end046.

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In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete 12 years of compulsory education (Casen, 2015); moreover, among the countries that make up the OECD, Chile is in the first places of deschooling (TALIS, 2013). This marginalization from the school system is affecting a significant number of children and hindering areas of integration and social development, which accentuates processes of social exclusion and violation of rights in Chile (Casen, 2015; Mide-UC, 2016; Mineduc, 2017). This is reinforced by pedagog

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Gowdy, Paula Antoinette, Jaime Pizarro Aura, and Danisa Thamara Salinas. "How it started/ how it’s going’: Aligning Teacher Educators’ designs, approaches and identities in our new online reality." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13158.

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E-learning scholars have long predicted the conversion of conventional education to online learning spaces. That conversion has now happened. Regardless of what occurs in a post-pandemic era, teaching and learning will never be the same. Where does that leave teacher educators (TEs) who grapple with how to best prepare future teachers for the new era? The aim of our research was to determine the impact of supporting a small group of Chilean TEs in re-designing their online instructional approaches by aligning them with contemporary learning theories and goals. In the Chilean context, prior to

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MUJICA, FERNANDO. "Aircraft design education in Chile." In Aircraft Design, Systems and Operations Meeting. American Institute of Aeronautics and Astronautics, 1987. http://dx.doi.org/10.2514/6.1987-2869.

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Reports on the topic "Chilean education system"

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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, et al. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing s

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