Literaturnachweis - Detailanzeige
| Autor/in | Alvarez-Mendiola, German |
|---|---|
| Titel | The "New Educational Model": More Promises than Results? Little Effort toward Lifelong Learning in Mexican Higher Education |
| Quelle | In: Journal of Adult and Continuing Education, 14 (2008) 2, S.168-189 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-9714 |
| DOI | 10.7227/JACE.14.2.5 |
| Schlagwörter | Foreign Countries; Lifelong Learning; Higher Education; Models; Educational Policy; Educational Change; Educational Practices; Educational Development; Faculty Development; Faculty Recruitment; Accreditation (Institutions); Program Evaluation; Tutoring; Teaching Methods; Instructional Innovation; Graduation Rate; Continuing Education; Distance Education; Mexico Ausland; Life-long learning; Lebenslanges Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Politics of education; Bildungspolitik; Bildungsreform; Bildungspraxis; Bildungsentwicklung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Programme evaluation; Programmevaluation; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Weiterbildung; Distance study; Distance learning; Fernunterricht; Mexiko |
| Abstract | In Mexico there is no policy of lifelong learning; however, the idea of focusing on students and learning--especially on appropriate knowledge-acquisition skills at various points in one's life--is spreading through post-secondary education. Since about ten years ago, institutions of higher learning, mostly universities, have initiated reforms--dubbed the "new educational model"--which were designed to combine professional specialisation with general training. Additionally, this model aimed to provide common formative areas, establish counselling programmes, and open free complementary courses. Theoretically, this model prepares capable individuals to face the challenges that a knowledge-based economy and society require: to keep continually informed, to find and solve problems, to get or generate employment, and to promote a freer society with plenty of possibilities for culture and leisure. Despite the efforts invested in these reforms, little is known of their results. Using available new information, this paper shows that the new model has not produced the desired results, but rather has had unintended consequences. The improvement in some performance indicators, such as graduation rates, seems to be related more to changes in the requirements to obtain the undergraduate degree than to the impact of the new educational model. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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