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dc.contributor.author
Chiroleu, Adriana Rosa  
dc.contributor.author
Marquina, Monica Maria  
dc.date.available
2018-06-26T23:30:30Z  
dc.date.issued
2017-04  
dc.identifier.citation
Chiroleu, Adriana Rosa; Marquina, Monica Maria; Democratisation or credentialism? Public policies of expansion of higher education in Latin America; Routledge Journals, Taylor & Francis Ltd; Policy Reviews in Higher Education; 1; 2; 4-2017; 139-160  
dc.identifier.issn
2332-2969  
dc.identifier.uri
http://hdl.handle.net/11336/50222  
dc.description.abstract
In recent decades, many Latin American governments have implemented policies to expand opportunities in higher education, aiming at reducing discrimination and social inequalities. These policies have taken different forms, according to the peculiarities of the respective higher education systems. The purpose of this paper is to explore the scope and limitations of these policies. We develop our analysis of theoretical literature on the subject, and review empirical information available from secondary sources of recent experience in five countries: Argentina, Brazil, Chile, Mexico and Venezuela. Argentina has increased opportunities for disadvantaged social sectors by expanding the public sector. Brazil has attempted to improve access for ethnic and social minorities in both public and private institutions. Chile is a unique case because of the continuing commitment to allow market forces to shape higher education. In Mexico, increased opportunities for access have resulted from the creation of intercultural universities and technical institutions in the public sector, as well as through growth in the private sector. Finally, in Venezuela, expansion occurred through the creation of a new system of universities that operates in parallel to traditional public institutions. We note that, in all cases, the policies reflect an underlying belief that there are only benefits to unlimited expansion, without regard to possible consequences, such as an excess of university graduates in economies with limited job opportunities for them. Moreover, these policies do not take into consideration the deficit of cultural and educational capital of young people who come from the most marginalised social sectors, deficits that may hinder their success. Concepts such as ‘overeducation’ or ‘credencialism’ call into question that optimistic belief and explain the limitations of the coverage expansion in terms of real democratisation.  
dc.format
application/pdf  
dc.language.iso
eng  
dc.publisher
Routledge Journals, Taylor & Francis Ltd  
dc.rights
info:eu-repo/semantics/openAccess  
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/  
dc.subject
Higher Education Policy  
dc.subject
Democratization  
dc.subject
Latin America  
dc.subject.classification
Ciencia Política  
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Ciencia Política  
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CIENCIAS SOCIALES  
dc.title
Democratisation or credentialism? Public policies of expansion of higher education in Latin America  
dc.type
info:eu-repo/semantics/article  
dc.type
info:ar-repo/semantics/artículo  
dc.type
info:eu-repo/semantics/publishedVersion  
dc.date.updated
2018-06-26T22:33:46Z  
dc.journal.volume
1  
dc.journal.number
2  
dc.journal.pagination
139-160  
dc.journal.pais
Reino Unido  
dc.journal.ciudad
Londres  
dc.description.fil
Fil: Chiroleu, Adriana Rosa. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario; Argentina. Universidad Nacional de Rosario. Facultad de Ciencia Política y Relaciones Internacionales; Argentina  
dc.description.fil
Fil: Marquina, Monica Maria. Universidad Nacional de General Sarmiento. Instituto del Desarrollo Humano; Argentina  
dc.journal.title
Policy Reviews in Higher Education  
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/23322969.2017.1303787  
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1080/23322969.2017.1303787