OER in Argentina: Edition 2 Iris Velazquez Noguera, May 2014
Table of Contents 0. Executive Summary: changes from Edition 1 ...... 3 1. Argentina overview ...... 4 2. Education in Argentina ...... 6 2.1 Overview ...... 6 2.1.1 Highlights ...... 6 2.1.2 Educational modalities ...... 8 2.1.3 Students by level of education 2007 – 2012 ...... 8 2.2 General Basic Education (EGB) ...... 10 2.2.1 Pre-school education ...... 10 2.2.2 Primary and Secondary School ...... 10 2.3 Further Education: Secondary Education and Technical Schools ...... 14 2.3.1 Secondary education Specialities, modalities and degrees ...... 14 2.3.2 Enrolled students and graduation rates ...... 15 2.3.3 Outstanding Secondary Education Colleges ...... 16 2.4 Higher education ...... 17 2.4.1 Non-university higher education ...... 17 2.4.2 Universities ...... 18 2.4.3 Special Programmes of the Secretary of University Policies ...... 21 2.5 Lifelong Learning ...... 22 2.5.1 National System of Continuous Training ...... 22 2.6 Distance Education and E-learning in Argentina ...... 23 2.6.1 History of Distance Education in Argentina ...... 23 2.6.2 Associations of distance education in Argentina ...... 25 3. Internet in Argentina ...... 28 3.1 Overview ...... 28 3.1.1 Digital user profile in Argentina ...... 28 3.2 Educational Internet ...... 30 3.2.1 Innova Red ...... 30 3.2.2 High Performance Computing National System SNCAD ...... 33 3.2.3 RedCLARA Latin American Advanced Networks Cooperation ...... 34 4. Copyright laws in Argentina ...... 36 4.1 The Law ...... 36 4.2 National Copyright Directorate ...... 37 4.3 Piacet Foundation ...... 38
OER in Argentina: Edition 2 (country report for POERUP)
4.4 Creative Commons ...... 38 4.4.1 Wikimedia Argentina ...... 39 4.4.2 Fundación Vía Libre ...... 39 4.5 GNU Free Documentation License ...... 40 5. OER Initiatives in Argentina (REA) ...... 41 5.1 International initiatives ...... 41 5.1.1 Oportunidad Project ...... 41 5.1.2 MIT OpenCourseWare ...... 42 5.1.3 CLACSO’s Virtual Library Network of Social Sciences in Latin America and the Caribbean ...... 42 5.1.4 Virtual Campus of Public Health...... 43 5.1.5 La Referencia. Latin American Federated Network of Scientific Documentation ...... 44 5.2 National or regional initiatives ...... 45 5.2.1 Main Portal of the National System of Digital Repositories ...... 45 5.2.2 Electronic Library of Science and Technology...... 47 5.2.3 UNESCO / International Institute for Educational Planning – Buenos Aires ... 49 5.2.4 Evolution Foundation – Fundacion Evolucion (FE) ...... 50 5.2.5 Open Access Week in Argentina...... 51 5.2.6 Scientific Electronic Library Online SciELO ...... 52 5.2.7 RICABIB: the Digital Repository of Atomic Centre Bariloche and The Balseiro Institute – Institutional Repository ...... 53 5.2.8 MOOC in the Distance Learning Programme of the Universidad del Salvador (USAL): Programa de Educacion a Distancia (PAD) ...... 53 5.2.9 School of Education at the Argentine University of Enterprise ...... 54 5.2.10 Argentinean Society of Paediatrics ...... 54 5.2.11 Gleducar – Civil Association ...... 55 5.2.12 Possible Worlds ...... 57 5.2.13 Other OERs or organizations in Argentina ...... 57 6. Law 26899 for creation of Open Access Institutional Repositories ...... 62
Iris Velazquez, for Sero Consulting 2 May 2014 OER in Argentina: Edition 2 (country report for POERUP)
0. Executive Summary: changes from Edition 1
1. New OERs: Virtual campus of Public Health, Educational Virtual Clinic, La Referencia, Main Portal of the National System of Digital Repositories SNRD, Electronic Library of Science and Technology, and Argentinean Society of Paediatrics
2. New MOOCs: Distance Learning Programme of the USAL and UADE
3. New OER-related policy: Law 26899 for the creation of open access digital institutional repositories owned or shared
4. General information about Argentina’s population update
5. General basic education and further education academic structure
6. Basic education figures up to 2012
7. Higher education figures up to 2011
8. Update in programs of the Secretary of University policies
9. National System of continuous training
10. Digital user profile in Argentina, update 2013
11. Innova Red and SNCAD update
12. MIT OpenCourseWare update
13. Evolution Foundation, BIBHUMA’s Academic Memory, Intellectual Creation Dissemination Service at the UNLP, SciELO, Cartapacio, Digital Library UNCuyo, and RICABIB update
14. Other OERs and organizations in Argentina update.
As with all public reports and files from POERUP, this document is released under a Creative Commons license: CC-BY-SA 4.0.
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1. Argentina overview
Official name: Republica Argentina President: Cristina Fernández, 2011–2015 Capital: Buenos Aires Language: Spanish Main cities: Córdoba, La Plata, Mar del Plata, Mendoza, Rosario Estimated Population: 40.117.096 inhabitants, 20.593.330 women and 19.523.766 men (INDEC, Census 2010) Annual population growth per 1000 inhabitants 2001-2010: 11.4 Literacy rate: 98.1% Currency: Peso ($) Area: 3.761.274 Km2 Political System: Republican, Representative, and Federalist “The Argentinean nation adopts for its government the federal republican representative form according to this Constitution.” Article 1 Source: Constitution of the Argentinean Republic, 1994. Life expectancy: 76 years old GDP per capita (PPP US$) 14.561 Political division: 23 autonomous provinces and the Autonomous City of Buenos Aires. Time zone: GMT-03:00
The Argentine Republic is located in the South and West Hemisphere. To the North it is bordered by Bolivia and Paraguay, to the south by Chile and the Atlantic Ocean, to the east by Brazil, Uruguay and the Atlantic Ocean, and to the West by Chile.
In surface area, Argentina is the fourth-largest country in America (after Canada, the United States of America, and the Federative Republic of Brazil). Worldwide, it is the seventh- largest country.
By signing the Treaty of Asuncion, Argentina, the Federative Republic of Brazil, the Republic of Paraguay, and Uruguay established the Southern Common Market agreement (MERCOSUR http://www.mercosur.int), on 26 March 1991. Argentina is a member of the G- 20 (https://www.g20.org) and a founding member of the World Trade Organization WTO (http://www.wto.org).
The Republic of Argentina experienced strong economic growth during the decade 2000- 2010. In fact, its GDP per capita has steadily grown 63% from 2003 (IMF, 2012).
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A significant improvement was also observed in the distribution of wealth among the entire population, as reflected in the decline in value of the GINI index (ECLAC, 2012).
This encouraging picture is reinforced by the observation that over the last decade, the probability of dying during the first five years of life has been greatly reduced, and life expectancy at birth has increased (SIPI, 2012). Also the proportion of the population who do not have enough income to cover basic food basket and services strongly decreased (8.6%) (ECLAC, 2012).
In educational terms, the net attendance rate at primary level is 95% and at the secondary level, is around 84% (SITEAL, 2012).
Infrastructure and Communications Highest density of fixed and mobile telephone lines in Latin America (World Bank, 2010), 86% of the population has a mobile phone (INDEC, Census 2010) 47% of homes own computers. The provinces with highest computer ownership are: Tierra del Fuego, Antartida, and Islas del Atlantico Sur, 73,7%; Ciudad Autonoma de Buenos Aires 68.6%; and Santa Cruz 63.8% (INDEC, Census 2010) 16th greatest Internet penetration worldwide, with six million users (CIA Factbook, 2010). Well-developed transport and infrastructure system: 35,000 kilometres (21,700 miles) of national roads; one of the longest railroad networks in the world (36,000 kilometres / 22,000 miles); 43 ports; and 54 airports. The second highest-ranking country in Latin America in the Logistics Performance Index (World Bank, 2010).
Sources: http://www.siteal.iipe-oei.org/sites/default/files/perfil_argentina_0.pdf http://www.argentina.gob.ar/advf/documentos/4ec4cdea5f34b.pdf http://www.argentina.gob.ar/advf/documentos/4e5ced44183aa.pdf http://www.inversiones.gov.ar/en/why-argentina http://www.censo2010.indec.gov.ar/index_cuadros_2.asp
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2. Education in Argentina
2.1 Overview
2.1.1 Highlights
The State, the provinces and the Autonomous City of Buenos Aires, are responsible for planning, organizing, and financing the national education system, and ensure access to education at all levels and modalities, creating and managing educational establishments run by the State. At the same time, the national state creates and funds the National Universities.
Education Act in force: National Education Act Nº 26.206, 2006 (http://portal.educacion.gov.ar/consejo/files/2009/12/ley_de_educ_nac1.pdf)
Education Minister: Alberto Sileoni
Section of compulsory education according to law on Education:
“The mandatory schooling across the country is from the age of five (5) years old until the end of secondary education.” Article 16. (Ministry of Education of Argentina)
Illiterate population 15 years and over: 1.0% (only urban areas).
Net rates by level: Primary 95.0%, Secondary 84.5% and Higher Education 32.3% (SITEAL based on ECH INDEC, 2011).
Provinces with the largest enrolment in the private sector: Buenos Aires, Cordoba, Province of Buenos Aires, Santa Fe, and Entre Rios. (CIPPEC, 2009) Provinces with the lowest proportion of enrolment in the private sector: Chaco, Formosa, La Rioja, Jujuy and Chubut. (CIPPEC, 2009) The percentage of students who have repeated a grade during primary, lower secondary or upper secondary school is one of the highest among PISA-participating countries and economies: 36.2 %, rank 5/64. The difference in quality of educational resources between socio-economically advantaged and disadvantaged schools is one of the largest among PISA-participating countries and economies: 0.77 PISA Index, rank 10/62. (PISA 2012).
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Educational trajectories Socioeconomic Total % status High % Low % Late enrolment Highest age to enrol compulsory education 7 y/o 8 y/o 6 y/o Rate of school attendance 99 99 99 Early enrolment 5 y/o children enrolled 94 76 97 Access to primary education 10 y/o children enrolled 99 99 99 Backlog in primary education 15 y/o enrolled in primary education 1 4 (a) Deschooling Age at which for the first time the percentage of out-of-school 15 y/o 13 y/o 17 y/o population exceeds the 5% 11 y/o not attending school (a) (a) (a) 17 y/o not attending school 17 63 5 17 y/o not attending school that dropout primary school 7 21 2 Access to secondary education 17 y/o enrolled in Secondary school 93 64 98 Backlog in secondary education 20 y/o attending secondary school 10 13 6 Secondary school graduation rates 20 to 22 y/o who graduated secondary school 64 49 81 Access to higher education 20 and 21 y/o enrolled in higher education 38 27 54 Higher education graduation rates 30 to 33 y/o who graduated higher education 29 9 50 (a) Value less than 1% Source: SITEAL based on ECH INDEC, 2011 More information at: 2010 Report on Social and Educational Trends in Latin America
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Schools by level and stage of education Level and Stage of education Pre-School Primary Secondary * Non- Only Only university Only Only 7 Both 6 years Basic Specialized Both higher nursery kindergarten years cycle cycle education
Total 387 15,120 2,528 13,537 8,719 2,745 294 9,116 2,164
State-funded schools 246 12,038 1,341 11,054 7,475 2,592 230 5,490 992
Private Schools 141 3,082 1,187 2,483 1,244 153 64 3,626 1,172 Source: Annual Survey 2012. DiNIECE. The Ministry of Education. * Universe of secondary educational units 2.1.2 Educational modalities
Professional Technician education (Secondary, non-university higher education, and vocational training) Arts education (Secondary and non-university higher education) Special education for persons with temporary or permanent disabilities (Pre-school, primary, and secondary education) Continuing education for youth and adults (Primary, secondary, and higher education) Rural education (Regular and special education: pre-school, primary, and secondary levels; Youth and adults education: primary and secondary levels) Bilingual intercultural education for indigenous people. (Pre-school, primary and secondary levels) Education for prisoners (Pre-school, primary, secondary and higher education) Home and hospital schooling (Pre-school, primary and secondary levels).
Source: http://www.argentina.gob.ar/informacion/educacion/129-sistema-educativo.php
2.1.3 Students by level of education 2007 – 2012
Students by year of survey and by education level 2007 2008 2009 2010 2011 2012 Total 11,262,362 11,476,515 11,723,830 11,890,980 11,974,311 12,108,740 Regular 10,113,916 10,280,289 10,445,772 10,561,516 10,641,971 10,795,510 Education Pre-School 1,425,895 1,485,899 1,526,915 1,553,418 1,563,013 1,610,845 Primary 4,645,843 4,664,025 4,643,430 4,637,463 4,620,306 4,603,422 Secondary 3,471,738 3,523,132 3,619,231 3,679,628 3,731,208 3,813,545
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Non-university higher education 570,440 607,233 656,196 691,007 727,444 767,698
Special 122,232 123,274 125,000 127,508 127,250 131,625 Education 27,638 27,982 27,952 26,445 25,634 Pre-School 26,431 Primary 66,974 61,855 61,583 63,622 62,175 63,034 Secondary 2,812 9,988 10,874 11,219 11,647 13,706 Integral 26,015 23,793 24,561 24,715 26,983 29,251 Education Workshop Adult Education 1,026,214 1,072,952 1,153,058 1,201,956 1,205,090 1,181,605 Primary 238,688 249,640 256,808 246,020 229,295 204,701 Secondary 422,455 430,595 475,943 522,289 536,571 519,140 Higher 365,071 392,717 420,307 433,647 439,224 457,764 Education Source: Annual Surveys 2007-2012. DiNIECE. The Ministry of Education.
Students in State-funded schools by year of survey and by education level
2007 2008 2009 2010 2011 2012 Total 8,381,150 8,475,584 8,632,961 8,768,529 8,830,641 8,866,480 Regular Education 7,350,638 7,402,294 7,485,142 7,575,558 7,637,220 7,696,658 Pre-School 965,643 994,617 1,013,590 1,035,641 1,043,448 1,073,669 Primary 3,579,528 3,550,088 3,509,259 3,484,217 3,459,809 3,414,473 Secondary 2,493,214 2,528,547 2,599,336 2,657,956 2,693,598 2,735,306 Non-university higher education 312,253 329,042 362,957 397,744 440,365 473,210 Special Education 99,358 100,100 99,716 100,925 100,214 103,469 Pre-School 23,000 24,032 24,065 24,171 22,939 22,182 Primary 54,823 50,182 49,152 50,397 48,814 49,245 Secondary 1,328 7,179 7,823 7,783 8,217 9,698 Integral Education 20,207 18,707 18,676 18,574 20,244 22,344 Workshop Adult Education 931,154 973,190 1,048,103 1,092,046 1,093,207 1,066,353 Primary 235,466 246,279 253,946 243,139 226,746 202,485 Secondary 380,320 384,176 430,261 478,704 488,199 466,757 Higher Education 315,368 342,735 363,896 370,203 378,262 397,111 Source: Annual Surveys 2007-2012. DiNIECE. The Ministry of Education.
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Students in private schools by year of survey and by education level 2007 2008 2009 2010 2011 2012 Total 2,881,212 3,000,931 3,090,869 3,122,451 3,143,670 3,242,260 Regular Education 2,763,278 2,877,995 2,960,630 2,985,958 3,004,751 3,098,852 Pre-School 460,252 491,282 513,325 517,777 519,565 537,176 Primary 1,066,315 1,113,937 1,134,171 1,153,246 1,160,497 1,188,949 Secondary 978,524 994,585 1,019,895 1,021,672 1,037,610 1,078,239 Non-university higher education 258,187 278,191 293,239 293,263 287,079 294,488 Special Education 22,874 23,174 25,284 26,583 27,036 28,156 Pre-School 3,431 3,606 3,917 3,781 3,506 3,452 Primary 12,151 11,673 12,431 13,225 13,361 13,789 Secondary 1,484 2,809 3,051 3,436 3,430 4,008 Integral Education 5,808 5,086 5,885 6,141 6,739 6,907 Workshop Adult Education 95,060 99,762 104,955 109,910 111,883 115,252 Primary 3,222 3,361 2,862 2,881 2,549 2,216 Secondary 42,135 46,419 45,682 43,585 48,372 52,383 Higher Education 49,703 49,982 56,411 63,444 60,962 60,653 Source: Annual Surveys 2007-2012. DiNIECE. The Ministry of Education.
2.2 General Basic Education (EGB)
2.2.1 Pre-school education
According to the National Education Act (LEN) 2006, pre-school education includes children from 45 days to five years inclusive, being mandatory in the last year. The gross enrolment rate is 71% for boys and 73% for girls in 2007-2010 (UNICEF).
State-funded and private Pre-schools Pre-school stage Total Kindergarten Nursery 3 years olds 4 year olds 5 year olds % Student % % % % Students Students Students Students Girls s Girls Girls Girls Girls 1,610,84 49. 91,73 49. 273,45 50. 552,04 49. 693,61 49. Total 5 6 9 0 0 2 0 6 6 3
State-funded 1,073,6 49. 40,68 49. 159,29 50. 377,36 49. 496,32 49. schools 69 3 3 4 8 0 0 3 8 0
50. 51,05 48. 114,15 50. 174,68 50. 197,28 50. Private schools 537,176 1 6 6 2 5 0 2 8 1 Source: Annual Survey 2012. DiNIECE. The Ministry of Education.
2.2.2 Primary and Secondary School
Primary School Primary education lasts 6 or 7 years. According to the 2006 National Education Act (LEN) it is compulsory from the age of 6. The provinces and the Autonomous City of Buenos Aires
Iris Velazquez, for Sero Consulting 10 May 2014 OER in Argentina: Edition 2 (country report for POERUP) must choose between two possible structures for the levels of primary and secondary education (6 years for primary education and 6 years for secondary, or 7 years for primary and 5 years to secondary). National Educational Act N° 26206
Provinces Academic Structure 2012
7 years for primary and 5 years for secondary Province Regulation Ciudad de Buenos Aires (1) Without regulation Chaco Law Nº 6478_10 Jujuy Decree Nº 8509_07 La Rioja Education Act Nº 8678_09 Mendoza (2) Without regulation Misiones Resolution Nº 289_07 Neuquén (2) Without regulation Río Negro Education Act Nº 2444_91 Salta Education Act Nº 7546_08 Santa Cruz Education Act 3305_12 Santa Fe Decree Nº 2885_07 Santiago del Estero Education Act Nº 6876_07
6 years for Primary and 6 years for secondary Province Regulation Education Act Nº Buenos Aires 13688_07 Catamarca Without regulation Córdoba Education Act Nº 9870_10 Corrientes Decree Nº 222_08 Chubut Education Act Nº 91_10 Entre Ríos Education Act Nº 9890_08 Formosa Resolution Nº 5476_07 La Pampa Education Act Nº 2511_09 San Juan Resolution Nº 5641_07 San Luis Decree Nº 154_08 Tierra del Fuego Resolution Nº 2484_07 Tucumán Education Act Nº 8391_10 Source: Federal Counsel of Education. The Ministry of Education – December 2012 Notes: (1) Since the jurisdiction didn’t apply the Federal Education Act, its structure is maintained in accordance with current legislation. (2) Proposed draft of a new education law.
Attendance in primary school At the primary level, the rate of effective promotion is 93%; the repetition amounts to 5.77%; dropouts 1.18%; and those older than the age category 22.43% (Cimientos, 2010)
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Secondary school The 2006 Act introduced a compulsory secondary education. Secondary education is divided into two cycles: a basic cycle (general education), and a specialized cycle, (diversified education according to different areas of expertise).
The Federal Council on Education No. 84/09 (Consejo Federal de Educación, CFE) defines the educational offerings at secondary level as specialized, technical professional, arts, and continuing education for young people and adults.
Basic cycle schools: schools that offer the 7, 8 and 9 study years of secondary education.
Specialized cycle schools. schools that offer the 10, 11, 12 and 13 years of study. Technical schools are included.
Basic and specialized cycle schools: schools offering both cycles. Some have as a primary requirement of entry at 6 years old and other at 7 years old. Technical schools are included.
In recent surveys a decrease in schools at the secondary level corresponds to the national trend to unify basic and specialized secondary cycles.
Equivalences in years of study for both cycles Year 5 6 7 8 9 10 11 12 13 14 1 2 3 4
Before the 1 2 National Prim Prim 3 4 5 6 1 2 3 4 5 6 7 Education ary ary Prim Prim Prim Prim Seco Seco Seco Seco Sec Sec Sec Act, 6-6 ary ary ary ary ndar ndar ndar ndar ond ond ond Option y y y y ary ary ary National 1 Education Prim 2 3 4 5 6 7 1 2 3 4 5 6 7 Act, 7-5 ary Prim Prim Prim Prim Prim Prim Seco Seco Seco Sec Sec Sec Sec Option ary ary ary ary ary ary ndar ndar ndar ond ond ond ond y y y ary ary ary ary
Schools by level and stage of education in state-funded and private schools
Primary Secondary
Only Only basic 6 years 7 years specialized Both cycle cycle
Total 13,537 8,719 2,745 294 9,116
State-funded schools 11,054 7,475 2,592 230 5,490
Private Schools 2,483 1,244 153 64 3,626 Source: Annual Surveys 2007-2012. DiNIECE. The Ministry of Education
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Students by level and stage of education in state-funded and private schools
Secondary
Primary Basic cycle (1 a 6) Specialized cycle (from 10 to last Total 7 8 9 one)
Total 4,603,422 2,330,757 808,580 836,928 685,249 1,482,788
State-funded schools 3,414,473 1,728,407 606,490 626,779 495,138 1,006,899
Private Schools 1,188,949 602,350 202,090 210,149 190,111 475,889 Source: Annual Surveys 2007-2012. DiNIECE. The Ministry of Education
Students by year of study in state-funded and private schools Year of study 1 2 3 4 5 6 7 Total 788,556 785,798 772,770 766,845 747,134 742,319 808,580
State- funded schools 575,224 576,532 571,645 572,166 560,655 558,251 606,490
Private schools 213,332 209,266 201,125 194,679 186,479 184,068 202,090
Year of study 8 9 10 11 12 13 Total 836,92 8 685,249 606,563 469,952 389,636 16,637 State- funded 626,77 schools 9 495,138 427,070 314,553 249,607 15,669 Private 210,14 schools 9 190,111 179,493 155,399 140,029 968 Source: Annual Surveys 2007-2012. DiNIECE. The Ministry of Education
Attendance in secondary school Secondary school attendance from children of lower income families starts to drop significantly after age 13: it is 94% at 14 years, 74% at 16 years, 66% at 17 and less than 50% to 18.
At the secondary level, the rate of effective promotion is 78.42%; the repetition rate is 10%; and drop out almost reaches 11.51% (Cimientos, 2010)
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Evolution of graduation, repetition, and abandonment rates in secondary education Basic cycle Specialized cycle 2002 2003 2004 2007- 2008- 2002 2003 2004 2007- 2008- 2008 2009 2008 2009 - 82.2 81.1 79.67 79.39 - 74.2 72.6 74.36 74.88 Graduation rate % Repetition % 8.3 9.3 10.4 11.66 12.28 5.6 6.8 6.8 7.62 7.73 Dropouts % 7.5 8.4 8.4 8.67 8.43 15.5 18.9 18.9 18.02 17.38 Source: Cimientos. Based on the Annual Surveys 2002-2009 by DiNIECE, The Ministry of Education.
2.3 Further Education: Secondary Education and Technical Schools
The Educational Act No 26.206 regulates Secondary Education. Primary and secondary education lasts 12 years in total. According to this, Secondary education lasts 5 or 6 years. It could last one more year if it is studied in the Professional Technician or the Arts modality. 2.3.1 Secondary education Specialities, modalities and degrees
Secondary education, regardless of its modality, is divided into two cycles:
Basic cycle: included in all modalities and lasts 2 or 3 years. Specialized cycle: lasts 3 years or 4 if it is studied in the Professional Technician or the Arts modality.
Specialized cycle: specialities, modalities and degrees Specialized Secondary Education Professional Technician Secondary Education Artistic Secondary Education Continuing Education for Youth and Adults Secondary Education
Specialized Secondary Education The specialized cycle of secondary education is organized into these specialties: Social Sciences, Science, Computer, Arts (music, theatre, dance and visual arts), Languages, Agricultural, Tourism Management and Economics, Communication, Physical Education, literature, Physics and Mathematics and education.
Jurisdictions are not required to offer all specialities, but those they consider relevant and pertinent to their context. For each speciality, each jurisdiction defines a unique training plan that will be valid in the province. It is certified with title “Bachiller” with references to the corresponding orientation.
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Professional Technician Secondary Education Intends to meet the demands and needs of the productive environment in which it develops, providing the student with specific trades skills and enabling him to access any type of higher education offering. The title achieved is “Technician” with references to the relevant area of specialization.
Artistic Secondary Education Guarantees students a comprehensive education in various art languages and disciplines and contemporary art production. This training allows entry to any offer of Higher Education. This modality offers these specialities: music, theatre, dance, visual arts, design, multimedia and others. The title achieved could be: “Art Bachiller”, or “Bachiller” or “Technician” with references to the relevant area of specialization.
Continuing Education for Youth and Adults Secondary Education Ensures comprehensive training aimed at the development of skills in human interactions in various contexts, the world of work in relation to the cultural and political environment of the society and the strengthening of the citizenship. The title achieved is “Bachiller” with references to the relevant area of specialization.
Source: The Ministry of Education, Secondary Education National Plan. http://portal.educacion.gov.ar/secundaria/plan-nacional-para-la-educacion-secundaria/plan-nacional-de- educacion-obligatoria/ 2.3.2 Enrolled students and graduation rates
Students in Secondary Education Specialized cycle Year of study Total 7° 8° 9° % % % % Students Students Students Students women women women women 1,482,78 606,56 469,95 389,63 Total 8 53.8 3 52.7 2 54.4 6 56.0
State-funded 1,006,89 427,07 314,55 249,60 schools 9 52.7 0 51.5 3 53.5 7 55.2
179,49 155,39 140,02 Private schools 475,889 56.2 3 55.6 9 56.1 9 57.4 Source: Annual Survey 2012. DiNIECE. The Ministry of Education.
Graduated students from Secondary Specialized cycle
Sciences Health Basic Social applied to Humanities Total Sciences Sciences Sciences Technology Total 285,699 2,028 49,036 51,797 167,258 15,580
State-funded schools 9,038 33 566 1,926 5,804 709
Private schools 110,362 639 18,474 9,891 75,078 6,280
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Source: Annual Survey 2012. DiNIECE. The Ministry of Education. It includes students in years of study 10, 11 and 12, and up to 13 and 14.
Percentage of female graduate students from Secondary Specialized cycle in state-funded and private schools
Sciences Health Basic Social applied to Humanities Total Sciences Sciences Sciences Technology Total 58.2 64.4 62.1 38.3 62.4 65.8
State-funded schools 57.2 65.6 63.4 37.6 63.1 66.4
Private schools 59.7 61.8 60.1 41.2 61.6 65.0 Source: Annual Survey 2012. DiNIECE. The Ministry of Education.
2.3.3 Outstanding Secondary Education Colleges
State-funded colleges These three colleges are dependent on the University of Buenos Aires and are located at Buenos Aires.
Nacional Buenos Aires CNBA. http://www.cnba.uba.ar Carlos Pellegrini High School of Commerce, ESCCP, first business school in the country. http://www.cpel.uba.ar Instituto Libre de Segunda Enseñanza ILSE, it is financed by its own resources thus students have to pay a monthly fee. http://www.ilse.esc.edu.ar
Private colleges Cardenal Newman. Bilingual religious College. Located at Buenos Aires. http://www.cardenal-newman.edu Northlands. British college. Located at Buenos Aires. http://www.northlands.org.ar St George’s College. Optional boarding school. Located at Quilmes and Los Polvorines, Buenos Aires. http://www.stgeorges.edu.ar Cristoforo Colombo. Italian college. Bilingual (Spanish and Italian) and bicultural. Located in Buenos Aires. http://www.cristoforocolombo.org.ar Liceo Franco Argentino Jean Mermoz. Bilingual (Spanish and French) and bicultural. Located at Buenos Aires. http://www.lyceemermoz.edu.ar
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St. Andrew’s Scots School. Bilingual and bicultural. Located at Buenos Aires. http://www1.sanandres.esc.edu.ar Centro Educativo Latinoamericano. Located at Rosario, Santa Fe. http://www.centroeducativolatinoamericano.com Colegio San Pedro Apóstol. Bilingual. Located at Cordoba. http://www.sanpedroapostol.com Instituto Nuestra señora del Carmen. Located at Cordoba. http://www.insc.org.ar Colegio Los Olivos. Christian school only for boys. Located at Mendoza. http://losolivos.edu.ar Instituto Privado San Pablo. Located at Tucumán http://www.instprivsanpablo.com.ar ORT Argentina, Technical Schools. Trilingual (Spanish, English and Hebrew) Located at Almagro and Belgrano, Buenos Aires. http://www.ort.edu.ar St John’s School. Bilingual. Located at Beccar, Martinez and Pilar, Buenos Aires http://www.stjohns.edu.ar
Source: http://www.lingbuenosaires.com/2013/08/los-10-mejores-colegios-de-argentina/ http://www.infobae.com/2013/02/16/696783-colegios-secundarios-excelencia-donde-se-forma-la-elite
2.4 Higher education
2.4.1 Non-university higher education
Teacher training Teachers are trained in the Teacher Training Institutes. It consists of initial teacher training and continuing teacher training. Professional Technician Professional Technical Education covers the following educational institutions a) Institutions of professional technical education at the secondary education level b) Institutions of professional technical education at the higher education level c) Vocational training institutions Area of Higher Education in the Humanities and Social Tecnicaturas Called Tecnicaturas in Spanish, these are part of the Higher Education level together with colleges and universities, public or private, authorized by the National Education Law No. 26.206 and the Higher Education Act (Ley de Educacion Superior LES) No. 24.521
Source: http://portal.educacion.gov.ar/superior/
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Students and percentage of women in non-university higher education
Non-university higher education Total Only teacher Only Professional Both training Technitian % % % % students students students students women women women women Total 767,698 69.0 421,682 76.6 330,019 59.6 15,997 65.9
State-funded schools 473,210 71.1 322,014 77.2 142,127 57.9 9,069 57.7
Private schools 294,488 65.8 99,668 74.4 187,892 60.9 6,928 76.5 Source: Annual Survey 2012. DiNIECE. The Ministry of Education.
2.4.2 Universities
The regional Planning Councils of Higher Education (Consejos de Planificación Regional de la Educación Superior, CPRES, http://portales.educacion.gov.ar/spu/cpres/) were created by the Higher Education Act (LES) Article 10 of Law 24.521. They bring together all the players in Argentina’s higher education: national and private universities, national government, and provincial governments.
After the approval of the Higher Education Law No. 24.521 in Argentina, the Ministry of Education of the Nation transferred accreditation procedures to the National Commission for University Evaluation and Accreditation (Comisión Nacional de Evaluación y Acreditación Universitaria, CONEAU). CONEAU has institutionalized the functions assigned by law: since 1996, it has evaluated institutional projects; since 1997, it has evaluated universities’ annual reports, and performs external evaluations and accredits postgraduate courses; since 1999, it has evaluated requests for final certifications and authorized private agencies for evaluation.
CONEAU has the legal mandate to perform the following tasks:
External evaluations. Accreditation of degree courses. Accreditation of undergraduate courses in the framework of MERCOSUR. Accreditation of postgraduate courses. Assessment of institutional projects. Monitoring of private universities with interim authorization and final recognition. Assessment of new offers from universities and in the installation of foreign institutions’ campuses in the country. Recognizing private entities for evaluation and accreditation (EPEAUS).
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CONEAU consists of twelve members of recognized academic and scientific seniority, with experience in university management. They serve in their own capacity, with independent judgment and without assuming any institutional representation.
CONEAU members are appointed by the National Executive Branch on proposals from the following agencies and in the amount indicated in each case: Three by the National University Council (Consejo Interuniversitario Nacional. CIN http://www.cin.edu.ar/) One by the Council of Rectors of Private Universities (Consejo de Rectores de Universidades Privadas CRUP) One by the National Academy of Education (Academia Nacional de Educación http://www.acaedu.edu.ar/) Three by the National Senate (Honorable Senado de la Nación Argentina HSN http://www.senado.gov.ar/) Three of the Chamber of Deputies (Honorable Cámara de Diputados de la Nación http://www.diputados.gov.ar/) One by the Ministry of Education (Ministerio de Educación http://portal.educacion.gov.ar/) Source: http://www.coneau.gov.ar/CONEAU/
Higher education institutions Total Universities University Institutes Total 114 95 19 Public 55 48 7 Private 57 46 11 Provincial 1 1 - International 1 - 1 Source: University Statistics Yearbook 2011. Department of University Information, Ministry of University Policies.
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Undergraduate and graduate students Students New Enrolees Graduates Total Women Men Total Women Men Total Women Men % % % % % % Total 1,808,415 57.1 42.9 412,916 56.5 43.4 109,360 60.2 38.8 State- 1,441,845 57.4 42.6 307,894 56.9 43.1 73,442 60.8 39.2 funded schools Private 366,570 56.1 43.9 105,022 55.8 44.2 35,918 61.9 38.1 schools Source: University Statistics Yearbook 2011. Department of University Information, Ministry of University Policies.
Postgraduate students Total Public Private International Foreign
Level Institution 124,655 93,415 25,342 5,762 136 PhD Total 21,246 17,817 3,371 58 - University Institute 303 - 303 - - University 20,943 17,817 3,068 58 - Master Total 45,173 31,671 12,677 689 136 University Institute 853 312 571 - - University 44,320 31,359 12,136 689 136 Specialty Total 58,236 43,927 9,294 5,015 - University Institute 1,607 750 857 - - University 56,629 43,177 8,437 5,015 - Source: University Statistics Yearbook 2011. Department of University Information, Ministry of University Policies.
Postgraduate students graduating Total Public Private International Foreign Level Institution 11,795 6,973 3,306 1,587 29 PhD Total 1,674 1,476 174 24 - University Institute 26 - 2 24 - University 1,674 1,476 172 - - Master Total 2,807 1,236 1,458 84 29 University Institute 164 34 46 84 - University 2,643 1,202 1,412 - 29 Specialty Total 7,314 4,261 1,574 1,479 - University Institute 1,768 138 151 1,479 - University 5,546 4,123 1,423 - -
Source: University Statistics Yearbook 2011. Department of University Information under the Ministry of University Policies. http://informacionpresupuestaria.siu.edu.ar/DocumentosSPU/Anuario%20de%20Estad%C3%ADsticas%20Unive rsitarias%20-%20Argentina%202011.pdf
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2.4.3 Special Programmes of the Secretary of University Policies
Secretaría de Políticas Universitarias, SPU:
National Bicentennial Scholarship Program University Scholarships National Program University and Secondary School The university in the neighbourhoods, neighbourhoods in the university The university with National Oilfields (YPFB) University Program and the Argentine labour in the World Program toward a consensus in the South to national development with social inclusion University Program, Science and territory in the won decade Completion of postgraduate theses program Program for the Promotion of the Argentinean University in the World
Source: University Policies Secretariat of the Ministry of Education http://portales.educacion.gov.ar/spu/
International Cooperation The Internationalization Program of Higher Education and International Cooperation (Programa de Internacionalización de la Educación Superior y Cooperación Internacional PIECSI) aims to maximize educational and academic cooperation at regional, national, and international level. This function is carried out mainly through the National University Council (Consejo Interuniversitario Nacional CIN http://www.cin.edu.ar/), in particular through the International Cooperation Network of National Universities (Red de Cooperación Internacional de Universidades Nacionales RedCIUN http://www.redciun.edu.ar/).
PIECSI represents Argentina in the meetings with the MERCOSUR’s Regional Coordinating Commission for Higher Education (CRC-ES http://www.mercosur.int/edu/) and the meetings of the UNASUR’s South American Council of Education, Culture, Science, Technology and Innovation (COSECCTI) through the Higher Education Subgroup. Another regional multilateral space where the program is participating is the Ibero-American Knowledge Space (Espacio Iberoamericano del Conocimiento EIC http://www.oei.es/espacioiberoamericanodelconocimiento.htm)
Source: Program of Internationalisation of Higher Education and International Cooperation http://portales.educacion.gov.ar/spu/cooperacion-internacional/
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2.5 Lifelong Learning
2.5.1 National System of Continuous Training
Sistema Nacional de Formación Continua: http://www.trabajo.gob.ar/formacioncontinua/
Ongoing training for workers The Ministry of Labour, Employment and Social Security of the Nation promotes the continuing education of workers as a tool to achieve high employment and the competitiveness of Argentina’s economy.
These actions achieved from 2003 to October 2013 the following results:
2,400,000 workers trained in high technical level professional courses. 100,000 workers certified according to competitive standards. 381 offices standardized by sector. 188 syllabus designs with teaching materials based on competitive standards. 900,000 workers who completed his primary and secondary education in the context of these policies. 480 professional educational institutions strengthened and incorporated in the Lifelong Learning Network. 58 professional educational institutions certified its Quality Management according to The Argentine Institute of Standardization and Certification and The Ministry of Labour, Employment and Social Security, IRAM – MTEySS. (Instituto Argentino de Normalización y Certificación IRAM y Ministerio de Trabajo, Empleo y Seguridad Social MTEySS) 2,330 companies accessed Tax Credit system for training/certification of employees.
Lifelong Learning Network institutions http://www.trabajo.gob.ar/redformacioncontinua/?cat=7
Certification of Labour Competencies in the next sector organizations: agriculture, agro industrial, goat farming, construction, electrical, gas stations, forestry, freezers, fruits, vegetable and olive growing, hospitality and tourism, garments, wool textiles, wood, janitorial, fire management, automotive mechanics, metallurgy, metallurgical, baking, pizza making, fruits and vegetables and livestock farming, telecommuting, building, and wine. http://www.trabajo.gob.ar/certcompetencias/normas.asp
Contact: Av Leandro N. Alem 650 (C1001AAO) Ciudad Autónoma de Buenos Aires – República Argentina
E-mail:[email protected]
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2.6 Distance Education and E-learning in Argentina
2.6.1 History of Distance Education in Argentina
1937 The “School of the Air” (State Radio). The programs were developed by the Ministry of Education and transmitted to all State-funded schools in the country.
1940 The marketing of adults’ courses such as “self-improvement” or training for a trade began. The institution that distributed these courses was the Panamerican School of Art (formerly American School of Art), which also dictated face-to-face lessons.
1956 and 1957 Educational television was born within the field of informal education such as questions and answers programmes: “ODOL Pregunta por Cien Mil Pesos” and “Justa del saber”
1960s “Primera Telescuela Técnica”, “Universidad del Aire”, “Enciclopedia en TV” y “Telescuelas Primaria y Secundaria”. Some of these programmes were broadcast by Channel 7 and promoted by the CONET (National Council of Technical Education).
1968-1972 “Telescuela” First Official School of CBC Television (Basic Common Cycle) in the Province of Santa Fe approved by the Ministry of Education and Culture (Resolution 02828, 27 April 1967), broadcast by Channel 5.
1970-1983 Educational and cultural radio programmes were produced, such as “Ciclo radial para escuela elemental: Un poco más acerca del mundo” (1971) and “La radio va a la escuela” (1977)
1971 and 1975 The Ministry of Education included in the National Development and Safety Plan various distance courses. Thus was created the training plan and updating of the Armed Forces cadres, and the National Continuing Education, at the University of Buenos Aires. The National University of Lujan was founded, which was an important development in this regard, and the National Technological University (UTN), which broadcast its programmes on television.
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1979 The Argentinean Association of Distance Learning (AAED) was founded.
1985 Distance Education System was established at the National University of Mar del Plata (UNMdP).
1987 The National University of Misiones (UNaM) started the Secondary Open Education Project (ESA)
1988 The Open and Permanent Education Regional Centres (CREAP) by the National University of Mar del Plata (UNMdP) were created, being the basis for distance courses and degrees.
1990 Distance Learning Universities of Argentina Network (RUEDA) supported by National Universities was founded.
1998 The FORMAR project was launched, broadcasting on television and creating Internet computer courses. The Adult Education Project 2000 was released. It is a distance education programme designed for young and adults to complete their secondary education without the obligation to attend lessons. It is administered by the Department of Education, under the Ministry of Education of the Government of the Autonomous City of Buenos Aires. On 22 January 1998, the Ministry of Culture and Education of Argentina approved the Implementation of Distance Education Authority in Argentina (Decree 081/98), to establish that the Ministry will be responsible for recognizing and authorizing the creation of universities that adopt distance education as their exclusive or complementary teaching mode. (http://www.portalbioceanico.com/re_legnac_educacion_adistancia_decerto_docd01. htm)
1999 The Distance Education Service of the Argentine Army is established. (SEADEA http://www.seadea.ejercitoargentino.mil.ar)
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2004 The University of Salvador (USAL) signed an agreement with Intercable Education Connection to spread a Cinema, TV and Comic screenplay workshop in six television programs which complemented the course in the virtual campus of the university. On 29 December of 2004, the 1717/04 decree, provided guidelines for the submission and evaluation of distance education courses. It underlines that postgraduate courses, taught in public and private universities in Argentina, must submit the accreditation of distance learning to the National Commission for University Evaluation and Accreditation (CONEAU), and they cannot start postgraduate enrolment until it is fully approved and accredited by the National Bureau of University Management, also under the Ministry of National Education.
Sources: Marchisio, S., Ferrara, S., Juárez, S., Von Pamel, O., Watson, M.T, Investigación Histórica de la Educación a Distancia en Argentina. http://unr.edu.ar/descargar.php?id=4062 Nieto, Haydée and De Majo, Oscar. La educación a distancia en la Argentina http://www.salvador.edu.ar/vrid/ead/NietoDeMajo.pdf 2.6.2 Associations of distance education in Argentina
National distance education associations University Network of Distance Education in Argentina (Red Universitaria de
Educación a Distancia de Argentina RUEDA http://www.rueda.edu.ar/ [the website is not
working] RUEDA was formed on 10 August 1990 and it is an interuniversity organization of CIN (Interuniversity National Council http://www.cin.edu.ar). Its full members are representatives of the National Universities appointed by their respective bodies. RUEDA does not have any funding for its operation. Association of Distance Education and Educational Technology of Argentina (Asociación de Educación a Distancia y Tecnologías Educativas de la República
Argentina EDUTIC www.edutic.org.ar [the website is not working]) Founded in 2001, EDUTIC promotes research and brings together educational institutions and technology companies such as civil servants, teachers, headmasters, the CEOs of technology companies, and content and platforms developers. The International Congress of Distance Education and Educational Technologies have taken place on 2004 and 2007 (Edutic 04 and Edutic 07). Federal Commission of Distance Learning Assessment (Comisión Federal de Evaluación de Estudios a Distancia http://portal.educacion.gov.ar/consejo/comision- federal-de-educacion-a-distancia/) The Commission consists of two technical representatives per region, and four technical representatives of the Ministry of Education. The Federal Council of Education coordinates it.
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Current record of approved courses 2014: (pdf in Spanish) http://portal.educacion.gov.ar/consejo/files/2014/02/ofertas_vigentes.pdf Distance Education Service (Servicio de Educación a Distancia SEAD http://www.me.gov.ar/curriform/sead.html) Serves the educational needs of the children of Argentines who for various reasons are temporarily residing abroad. It provides basic general education to enable language practice, to maintain a sense of belonging to the country of origin, and to facilitate their return to the Argentine educational system. Inter-American Consortium for Distance Education (Consorcio red de Educación a Distancia CREAD http://www.creadargentina.com.ar/). CREAD is a non-profit organization founded in 1990.
International distance learning associations where Argentina participates Ibero-American Network of Educational Computing (Red Iberoamericana de Informática Educativa RIBIE) founded by Ibero-American Programme for Science, Technology And Development (Ciencia y Tecnología para el Desarrollo CYTED http://www.cyted.org/) Latin American Network of Educational Portals (Red Latinoamericana de Portales Educativos RELPE http://www.relpe.org/) Founded in 2004, RELPE is a project supported by the Institute for Connectivity in the Americas (ICA). Only five countries contribute actively with educational content. It aims to facilitate the exchange of content produced with public resources, and it involves administrators of the various national portals when new content is uploaded. The achievement of this network is that countries with little experience in the creation of digital educational content have a portal with a variety of applications from the first day of operation http://www.relpe.org/tag/argentina/. Educar is the educational portal in Argentina http://www.educ.ar CUEDISTANCIA (CUED-L) is a discussion list sponsored by the UNESCO Chair in Distance Education. It was put into operation on 23 February 2001 to become the vehicle through which relevant information is exchanged and debated about Distance Education (DL). Currently, about 1800 students of distance education are members of CUEDISTANCIA, the majority being Spanish, Mexican and Argentinean. http://www.uned.es/catedraunesco-ead/cuedis.html Association for the development of Educational Technology and New Technologies applied to Education (Asociación para el Desarrollo de la Tecnología Educativa y Nuevas Tecnologías en la Educación EDUTEC http://www.edutec.es/) EDUTEC X
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International Congress on digital inclusion in higher education took place in Argentina in 2007. Ibero-American Association of Distance Higher Education (Asociación Iberoamericana de Educación Superior a Distancia AIESAD http://www.aiesad.org/) is an entity established to promote development in Ibero-America, through distance education. Among its aims are: research, exchange of information and experience. Ibero-American Review of Distance Education (Revista Iberoamericana de Educación a Distancia RIED http://www.utpl.edu.ec/ried/) Since 2006, RIED is available in printed and electronic versions with identical contents. At the moment, all volumes are digitized and are indexed in the following bibliographical documentation, databases and catalogues: http://utpl.edu.ec/ried/?q=en/node/720 Latin American Council of Social Sciences (Consejo Latinoamericano de Ciencias Sociales CLACSO http://www.clacso.org.ar) CLACSO is a network of public and private institutions which carries out academic research, training and related activities in the field of Social Sciences. CLACSO’s Electronic Academic Network (RAEC http://www.clacso.org.ar/institucional/1g.php) seeks to democratize information access, and to encourage the construction and effective interaction among members of the Council’s network with the aim of planning alternative and complementary distance learning and communication methods. RAEC is entirely developed under the Free Software philosophy (SL), derived from the cooperative work of a global community. Regional Inventory of ICT Projects and Professionals in Latin America and the Caribbean (Inventario Regional de Proyectos y Profesionales de Información y Comunicación en América Latina y el Caribe PROTIC http://www.protic.org/) PROTIC is aimed at decision makers and anyone who works in the ICT environment. The database currently contains about 1700 projects implemented in Latin America and the Caribbean. International Council for Open and Distance Education (ICDE, http://www.icde.org/) ICDE is the leading global membership organization for the open and distance education community. In 2011, the ICDE International Conference took place in Argentina.
Sources: García Aretio, L. (2007) DOCUMENTOS DE TRABAJO No 02 Concepción y Tendencias de la Educación a Distancia en América Latina. Aecid García Aretio, L. (1992) Asociaciones y redes de educación a distancia. Revista Iberoamericana de Educación Superior a Distancia. Vol 5 No 1
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3. Internet in Argentina
3.1 Overview
The first Internet connections in Argentina were made in 1987, through the Chancellery. The following year the Ministry of Science and Technology of Argentina signed an agreement with ENTel by which the telecommunications company ceded the use of a data channel of exclusive use. From that agreement, institutions like the National University of La Plata and the University of Buenos Aires agreed to email service.
In Argentina, the first commercial connections were sold in 1995, when the first Internet service provider, Startel, part of Telefónica and Telecom Company, started operating using the existing phone wiring network. Within months, thousands of users and Argentine companies started navigating bringing together 30 million people. By 1996, around 300 national companies provided online services such as banks, supermarkets, and industrial companies. Along with Colombia, Argentina was the Latin American country with the highest growth in Internet access.
In late 1996 and early 1997 came the first flat rates and affordable 0610, and thus, Internet access to significant portions of the population.
Since then, the level of Internet access has grown considerably, exceeding 16 million users.
Today, with 3 million broadband connections (cable modem, DSL, Wi-Max, satellite, etc.) and a penetration of the total population of 7.8%, Argentina is one of the countries with the highest rate of connections for high-speed Internet in Latin America.
The National Communications Commission (Comisión Nacional de Comunicaciones CNC http://www.cnc.gov.ar) has the authority to manage, monitor, and control telecommunications systems and services such as telephone, Internet, audio, text, satellite, maritime communications services and aviation among others.
Source: Comisión Nacional de Comunicaciones CNC http://www.cnc.gov.ar/ciudadanos/internet/index.asp 3.1.1 Digital user profile in Argentina
Internet has been in Argentina for 20 years. Argentina is among the three countries with more Internet development in the region together with Peru and Brazil. Its users are 50% women and 50% men 56% of the total population in Argentina are able to connect to the Internet. 77% of them get connected from their homes.
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In 2011 34% of the Internet users were from high socioeconomic status, 30% from medium SES and 36% low SES 57% are teenagers aged 15 to 24 years old 57% of the population connects to the Internet every day 51% uses the Internet as a first option to look for information 47% of the Argentinean users have created a blog or shared videos in YouTube 99 minutes per month is the average that an Argentinean spends reading news online, against 42 minutes in the rest of Latin America. Grupo Clarín is the main entity of News/Information, with 82% penetration. Twitter and Facebook are the information networks most used by Argentineans to share their opinions and interests. In 2011 Smartphone use increased by 80% reaching 6 million phones. Android is the leading operating system while Apple is the leader in tablets. Argentina is the country with most connectivity in the region. 46% of the phones have Internet. The Argentinean online population tends to be older than the regional average, with nearly 25 percent of Internet users age 45 and older. Users age 55 and older spend the most time online, with nearly 24 hours on average per user in August 2013. Half of Argentina’s online population accessed Sports sites in August, ahead of both the regional average (44%) and worldwide average (39%). Online Retail Sites continue to grow in Argentina, reaching nearly 74 percent of its total online audience in August 203. Alibaba.com was the fastest gaining property of the top 10 most-visited Retail websites, growing 96 percent in the past year. Argentina is the third most highly engaged social networking market worldwide, with users spending an average of 9 hours in the category in August 2013. Mobile phones and tablets continue to account for a growing amount of digital traffic. Argentina now sees 7.9 percent of all web-based page views consumed beyond the personal computer, predominantly on smart phones and tablets. Internet users in Argentina are the most likely in Latin America to view online video content, with more than 95 percent of Argentina’s internet population doing so in August 2013.
Source: Bcentrik (2011) Argentinean digital user keys and trends in 2012. http://www.infotechnology.com/internet/El- perfil-del-usuario-digital-argentino-20120907-0002.html ComScore, 2013 Argentina Digital Future in Focus http://www.comscore.com/Insights/Presentations_and_Whitepapers/2013/2013_Argentina_Digital_Future_in_Fo cus
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3.2 Educational Internet
3.2.1 Innova Red
Innova Red, the Argentinean National research and education network (Red Nacional de Investigación y Educación de Argentina www.innova-red.net/) is a project of Innova-T, an NGO founded by the CONICET (http://www.conicet.gov.ar/).
On 18 December 2006 the Ministry of Communications of the Nation (SECOM), the Ministry of Science, Technology and Innovation (SECYT), and the National Council for Scientific and Technical Research (CONICET) signed an agreement entrusting Innova-T to carry out the necessary steps to get the Internet 2 connection and to take charge of its national operation through Innova Red.
Innova Red’s purpose is to provide the educational and research community with the most modern means to perform tasks that require data transmission. It keeps the academic and scientific community of Argentina connected and communicated with the international academic community and research centres. It services are: IPv6 access, E-mail, DNS, Data Storing, Housing, Multicasting, NTP, Mail relay, Linux Repositories, Videoconference Room, Streaming, and Web hosting.
The SNRA, National System of Advanced Networks, supports Innova Red. It provides connectivity infrastructure needed to build a platform for coordination among research groups in order to achieve efficient utilization of their complex equipment and better organization and access to databases of existing scientific data in different institutions of science and technology across the country.
In the future, the SNRA aims to become the National system that transversely pass through the rest of the systems, providing the connectivity infrastructure required to consolidate a joint platform between research groups that have large equipment and databases. The SNRA will favour the development of research lines that promote the advancement of science through the use of advanced networks.
For more information about National Systems: http://sistemasnacionales.mincyt.gob.ar/
Innova Red’s Technological Scientific Community in Argentina Innova Red’s research centres and public and private non-commercial organizations: Pierre Auger Observatory (Observatorio Pierre Auger) http://www.auger.org.ar/ National Atomic Energy Commission (Comisión Nacional de Energía Atómica CNEA) http://www.cnea.gob.ar/ Latin American Council of Social Sciences (Consejo Latinoamericano de Ciencias Sociales CLACSO) http://www.clacso.org.ar/
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National Commission of Aerospace Activities (Comisión Nacional de Actividades Aeroespaciales CONAE) http://www.conae.gob.ar/ National Scientific and Technical Research Council (Consejo Nacional de Investigaciones Científicas y Técnicas CONICET) http://www.conicet.gob.ar/ Foundation for Innovation and Technology Transfer (Fundación para la Innovación y Transferencia de Tecnología Innova-T) http://www.innovat.org.ar/ National Agricultural Technology Institute (Instituto Nacional de Tecnología Agropecuaria INTA) http://www.inta.gob.ar/ National Weather Service (Servicio Meteorológico Nacional SMN) http://www.meteofa.mil.ar/ National Health Ministry of Argentina (Ministerio de Salud de la Nación MSAL) http://www.msal.gov.ar/ Ministry of Science, Technology and Productive Innovation (Ministerio de Ciencia, Tecnología e Innovación Productiva MINCyT) http://www.mincyt.gob.ar/ Argentine Museum of Natural Sciences (Museo Argentino de Ciencias Naturales MACN) http://www.macn.secyt.gov.ar/
Innova Red’s Universities 1. University Interconnection Networks Association (Asociación Redes de Interconexión Universitaria ARIU) http://www.riu.edu.ar/ 2. Universidad de Buenos Aires (UBA) http://www.uba.ar/ 3. Universidad Católica Argentina (UCA) http://www.uca.edu.ar/ 4. Universidad Nacional de Córdoba (UNC) http://www.unc.edu.ar/ 5. Alma Mater Studiorum Universitá di Bologna (UNIBO) http://www.unibo.edu.ar/ 6. Universidad Nacional del Litoral (UNL) http://www.unl.edu.ar/ 7. Universidad Nacional de la Matanza (UNLaM) http://www.unlam.edu.ar/ 8. Universidad Nacional de General San Martín (UNSAM) http://www.unsam.edu.ar/ 9. Universidad Nacional de Tres de Febrero (UNTREF) http://www.untref.edu.ar/ 10. Universidad Nacional de Rosario (UNR) http://www.unr.edu.ar/ 11. Facultad de Ciencias Exactas, Ingeniería y Agrimensura (FCEIA) http://www.fceia.unr.edu.ar/
The University Interconnection Networks Association ARIU The University Interconnection Networks Association (Asociación Redes de Interconexión Universitaria ARIU http://www.riu.edu.ar/) emerged in 1994 as a project of the Ministry of Education funded by the University Policies Secretariat and the World Bank, to give international interconnection and data output to all National Universities. Some of the ARIU’s
Iris Velazquez, for Sero Consulting 31 May 2014 OER in Argentina: Edition 2 (country report for POERUP) universities are part of Innova Red’s Technological Scientific Community in Argentina. For the full list access http://www.riu.edu.ar/instituciones.html
Universidad Nacional de Catamarca (UNCa) http://www.unca.edu.ar/ Universidad Nacional de Cuyo (UNCUYO) http://www.uncu.edu.ar/ Universidad Nacional de Entre Ríos (UNER) http://www.uner.edu.ar/ Universidad Nacional de Formosa (UNF) http://www.unf.edu.ar/ Universidad Nacional de General Sarmiento (UNGS) http://www.ungs.edu.ar/ Universidad Nacional de Jujuy (UNJu) http://www.unju.edu.ar/ Universidad Nacional de La Pampa (UNLPam) http://www.unlpam.edu.ar/ Universidad Nacional de La Patagonia Austral (UNPA) http://www.unpa.edu.ar/ Universidad Nacional de La Patagonia San Juan Bosco (UNPSJB) http://www.unp.edu.ar/ Universidad Nacional de La Plata (UNLP) http://www.unlp.edu.ar/ Universidad Nacional de La Rioja (UNLAR) http://www.unlar.edu.ar/ Universidad Nacional de Lanús (UNLA) http://www.unla.edu.ar/ Universidad Nacional de Lomas De Zamora (UNLZ) http://www.unlz.edu.ar/ Universidad Nacional de Luján (UNLU) http://www.unlu.edu.ar/ Universidad Nacional de Mar Del Plata (UNMDP) http://www.mdp.edu.ar/ Universidad Nacional de Misiones (UNaM) http://www.unam.edu.ar/ Universidad Nacional de Quilmes (UNQ) http://www.unq.edu.ar/ Universidad Nacional de Río Cuarto (UNRC) http://www.unrc.edu.ar/ Universidad Nacional de Salta (UNSa) http://www.unsa.edu.ar/ Universidad Nacional de San Luís (UNSL) http://www.unsl.edu.ar/ Universidad Nacional de Santiago Del Estero (UNSE) http://www.unse.edu.ar/ Universidad Nacional de Tucumán (UNT) http://www.unt.edu.ar/ Universidad Nacional de Villa María (UNVM) http://www.unvm.edu.ar/ Universidad Nacional del Centro De La Pcia. De Bs.As (UNICEN) http://www.unicen.edu.ar/ Universidad Nacional del Comahue (UNCOMA) http://www.uncoma.edu.ar/ Universidad Nacional del Nordeste (UNNE) http://www.unne.edu.ar/ Universidad Nacional del Noroeste de la Pcia. de BsAs (UNNOBA) http://www.unnoba.edu.ar/ Universidad Nacional del Sur (UNS) http://www.uns.edu.ar/ Universidad Tecnológica Nacional (UTN) http://www.utn.edu.ar/
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3.2.2 High Performance Computing National System SNCAD http://www.supercalculo.mincyt.gob.ar
The High Performance Computing National System (Sistema Nacional de Computación de Alto Desempeño SNCAD) is an initiative of the Ministry of Scientific Research & Technology and the Interagency Council on Science and Technology (CICyT) with the Program of major instruments and databases.
Its purpose is to build a National network of high performance computing system belonging to the scientific and academic interconnected system, to meet the growing demand for the scientific and technological community in the areas of storage, grid computing, high performance and high throughput, visualization, and other emerging technologies.
The SNCAD today
17 centres are attached to SNCAD with Resolution of the Ministry of Scientific Technological Articulation 36 large facilities are adhered to SNCAD $ 2,124,695 is the total amount disbursed
Data as of 20/05/2014
Current members of SNCAD Institute of Astronomy and Space Physics (Instituto de Astronomia y Fisica del Espacio) Universidad de Buenos Aires UBA – CONICET http://www.iafe.uba.ar/HOPE Research Center of the Sea and the atmosphere (Centro de Investigaciones del Mar y la Atmosfera UBA CONICET) http://www.cima.fcen.uba.ar CECONEA (Universidad Nacional del Nordeste UNNE) http://gica.exa.unne.edu.ar GFC / GEMA (Universidad Nacional de La Plata UNLP) http://www.gfc.ing.unlp.edu.ar/ Faculty of Physical, Mathematics and Natural Sciences (Facultad de Ciencias Físico, Matemáticas y Naturales LIDIC) http://www.lidic.unsl.edu.ar UnCaFiQT- Calculation Unit for physical and Theoretical Chemistry (Unidad de Cálculo para Física y Química Teórica, Universidad Nacional de La Plata UNLP- CONICET) http://calculo.inifta.unlp.edu.ar Veterinary Institute of Genetics (Instituto de Genética Veterinaria IGEVET), CCT La Plata CONICET – Facultad de Ciencias Veterinarias (UNLP) http://igevet.fcv.unlp.edu.ar/index.php/IGEVET Cluster ICB-ITIC. Mendoza http://itic.uncu.edu.ar/formulario_solicitud.pdf
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Research Center of computational methods (Centro de Investigación de Métodos Computacionales, CIMEC.Universidad Nacional del Litoral CONICET) http://www.cimec.santafe-conicet.gov.ar/ Institute of Physics of fluids and Biological Systems (Instituto de Física de Líquidos y Sistemas Biológicos IFLYSIB CONICET) – Departamento de Química – Ciencias Exactas (UNLP). www.iflysib.unlp.edu.ar Center for High Performance Computing (Centro de Cálculo de Alto Desempeño, Universidad Nacional de Río Cuarto UNRC) www.unrc.edu.ar Institute for Research in Computer Science (Instituto de Investigación en Informática LIDI) http://weblidi.info.unlp.edu.ar/wp/ Faculty of Natural Sciences (Facultad de Ciencias Exactas y Naturales FCEyN-UBA) http://cecar.fcen.uba.ar/formulario.php HPC Cluster Rosario (CONICET) http://www.rosario- conicet.gov.ar/servicios/cluster.php Center for High Performance Computing (Centro de Cálculo Alto Desempeño UNC) http://ccad.unc.edu.ar GTIC Argentine Atomic Energy Commission CNEA http://www.cnea.gov.ar CAB-Gf http://fisica.cab.cnea.gov.ar/cluster
Source: http://www.supercalculo.mincyt.gob.ar/pdfs/Adheridos_SNCAD.pdf
3.2.3 RedCLARA Latin American Advanced Networks Cooperation www.redclara.net
RedCLARA Latin American Cooperation of Advanced Networks (Cooperación Latino Americana de Redes Avanzadas) is a non-profit International Law Organisation, which came into existence on 23 December 2003.
The RedCLARA vision is to serve as a Latin American collaboration system by means of telecommunications advanced networks for research, innovation, and education.
RedCLARA develops and operates the only Latin-American advanced Internet network that was established for regional interconnection and linked to GÉANT2 (pan European advanced network) via the ALICE Project (which – until March 2008 – was co-funded by the European Commission through its @LIS Programme) in 2004.
Its members are: Bolivia, Argentina, Brazil, Colombia, Costa Rica, Chile, Ecuador, El Salvador, Guatemala, Mexico, Panama, Paraguay, Peru, Uruguay and Venezuela.
RETINA was the Argentinean National research and education network until early 2007, when InnovaRed was created. RETINA was a project of the Asociación Civil Ciencia Hoy. Its
Iris Velazquez, for Sero Consulting 34 May 2014 OER in Argentina: Edition 2 (country report for POERUP) mission was to satisfy the communications necessities of the Argentine academic community.
It operated from 1990 until 2006 and it connected the scientific and academic sector to the Internet in March of 1994. At the end of its period RETINA served 80% of the research Argentinean community. From 2001 until its end, RETINA administered the RETINA2 project, implementing access to Internet2 and to the Advanced Academic Networks of the world, and promoting the development of these networks in Argentina.
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4. Copyright laws in Argentina
4.1 The Law
The Constitution of the Argentine Nation Section 17 introduced the first copyright law in 1853: “Every author or inventor is the exclusive owner of his work, invention or discovery for the term granted by law.” http://www.senado.gov.ar/web/interes/constitucion/english.php
Law No. 11.723 of September 28, 1933 – Legal Intellectual Property Regime http://www.wipo.int/wipolex/en/text.jsp?file_id=124710 (pdf file in English)
Article No. 5 states:
Ownership of intellectual works shall fall to the authors thereof during their lifetime, and to their heirs or legal successors for 70 years starting from January 1 of the year following the author’s death.
In cases of works of collaboration, this period shall begin from January 1 of the year following the death of the last collaborating party. For posthumous works, the 70 year period shall begin from January 1 of the year following the death of the author.
In cases where an author dies without leaving any heirs, and his estate is declared to be vacant, the rights to which the author is entitled over his works shall pass to the State for the whole of the relevant legal period, without prejudice to the rights of third parties.
Article 8:
The ownership of anonymous intellectual works belonging to institutions, corporations or legal persons shall last for 50 years from the date of publication of those works.
Article 34:
For photographic works, the duration of the right of ownership shall be 20 years from the date of first publication.
Without prejudice to the conditions and protection of the original works reproduced or adapted for films, the duration of the right of ownership for cinematographic works shall be 50 years from the date of first publication. The date and place of publication, and the name or mark of the author or publisher, shall be inscribed on the photographic work or film, while the reproduction of a photographic or cinematographic work may not be subject to the criminal action established in this Law.
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4.2 National Copyright Directorate
National Copyright Directorate (Dirección Nacional del Derecho de Autor DNDA http://www.jus.gob.ar/derecho-de-autor.aspx)
The DNDA invites any public or private entity with a cultural role in the different provinces of Argentina, to register their work through their National Programme Approach to Authors.
Legislation: http://www.jus.gob.ar/derecho-de-autor/legislacion.aspx
Services: http://www.jus.gob.ar/tramites-y-servicios/derecho-de-autor.aspx
Copyright International agreements Montevideo Treaty on Literary and Artistic Property, 1889 (Ratified by Law 3192). unesdoc.unesco.org/images/0015/001554/155495eb.pdf Buenos Aires Convention, 1910 (Ratified by Law 13.585). Inter-American Convention on the Rights of the Author in Literary, Scientific and Artistic Works, Washington, 1946 (Ratified by Law 14.186). http://www.wipo.int/wipolex/en/other_treaties/text.jsp?file_id=215229 Universal Copyright Convention, Ginebra, 1952 (Ratified by Decree – Law 12.088/57). http://www.wipo.int/wipolex/en/other_treaties/text.jsp?file_id=172836 Berne Convention for the Protection of Literary and Artistic Works, Berna, 1886 – Acta de Bruselas, 1948 (Ratified by Law 17.251). http://www.wipo.int/treaties/en/ip/berne/trtdocs_wo001.html Paris Act, 1971 (Ratified by Law 22.195). http://www.wipo.int/treaties/en/notifications/berne/treaty_berne_34.html Convention Establishing the World Intellectual Property Organization, París, 1971. Enmendado en 1979 (Ratified by Law 22.195). http://www.wipo.int/treaties/en/convention/trtdocs_wo029.html Convention for the Protection of Producers of Phonograms Against Unauthorized Duplication of Their Phonograms, Ginebra 1971 (Ratified by Law 19.963). http://www.wipo.int/treaties/en/ip/phonograms/trtdocs_wo023.html The Rome Convention for the Protection of Performers, Producers of Phonograms and Broadcasting Organisations, Rome, 1961; Ginebra, 1987 (Ratified by Law 23.921). unesdoc.unesco.org/images/0008/000844/084433EB.pdf Treaty on the International Registration of Audiovisual Works, Ginebra 1989 (Ratified by Law 24.039). http://www.wipo.int/treaties/es/ip/frt/trtdocs_wo004.html The Agreement on Trade Related Aspects of Intellectual Property Rights (TRIPS) (Ratified by Law 24.425). http://www.wto.org/spanish/docs_s/legal_s/27-trips.pdf
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WIPO Copyright Treaty, Ginebra, 1996 (Ratified by Law 25.140). http://www.wipo.int/treaties/en/ip/wct/trtdocs_wo033.html WIPO Performances and Phonograms Treaty (WPPT), Ginebra, 1996 (Ratified by Law 25.140). http://www.wipo.int/treaties/en/ip/wppt/trtdocs_wo034.html
4.3 Piacet Foundation
(Foundation for Intellectual Property applied to the development of Arts, Culture, Enterprise and Technology) The Piacet Foundation is the first in north-eastern Argentina of its kind and will be based in Resistencia where various non-profit activities are conducted. The society was officially launched on 26 April of 2011, on the World Intellectual Property Day, in celebration of the entry into force in 1970 of the agreement establishing the World Intellectual Property Organization (WIPO).
The foundation promotes the maximum utilization of intangible assets available to traders and businessmen, from human resources and knowledge to inventions, trademarks, designs and other products of creativity and innovation that are often more valuable than physical assets.
In 2012 it looked for its inclusion into DNDA’s National Programme Approach to Authors.
Source: http://www1.hcdn.gov.ar/proyxml/expediente.asp?fundamentos=si&numexp=2314- D-2011
4.4 Creative Commons
Creative Commons is a non-profit organization that enables the sharing and use of creativity and knowledge through free legal tools.
Creative Commons licences are not an alternative to copyright. They work alongside copyright and enable people to modify their copyright terms to best suit their needs.
The Argentinean team (http://www.creativecommons.org.ar/), is headed up by Beatriz Busaniche and Patricio Lorente out of institutional partners Wikimedia Argentina and Fundación Vía Libre. Wikimedia Argentina (http://www.wikimedia.org.ar/wiki/Portada) supports the local Wikimedia community and promotes projects for the dissemination of free content and wiki-culture. Meanwhile, the non-profit Fundación Vía Libre works closely with the free software community and is committed to spreading knowledge and sustainable development (http://www.vialibre.org.ar/).
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4.4.1 Wikimedia Argentina http://www.wikimedia.org.ar/
Wikimedia Argentina is a private non-profit organization that shares the goals of the Wikimedia Foundation and promotes its action in Argentina. It was formed in 2007. The Wikimedia Foundation is a non-profit organization located in the United States that operates and maintains collaborative projects like Wikipedia, Wiktionary, Wikiquote, Wikibooks, Wikisource, Wikimedia Commons, Wikispecies, Wikinews, and Wikiversity.
Wikimedia Argentina is a legal entity and financially independent of the Wikimedia Foundation. It does not represent the Foundation, it does not host their projects, nor has any right of publication or copyright on them.
4.4.2 Fundación Vía Libre http://www.vialibre.org.ar/
Free Path Foundation maintains contact with media to reach the general public with updated information on aspects of new technologies that affect their lives and their rights as citizens. It works with legislators in various countries of Latin America, talking with them about the social, political, and economic implications of computing and communications technologies, and supporting them in developing bills that are appropriate to their nature, defending the rights of citizens and the principles of democracy.
Fundación Vía Libre’s projects FLOSSWorld: The project, funded by the European Union, aims to strengthen Europe’s leadership in the investigation of FLOSS (Free / Libre / Open Source Software – better known in Latin America simply as “Free Software”), building a comprehensive partnership with partners in Argentina, Brazil, Bulgaria, China, Croatia, India, Malaysia and South Africa. Artificial monopolies on Intangible Assets (Monopolios Artificiales sobre Bienes Intangibles MABI) is a Fundación Vía Libre project that has the support of the Heinrich Boell Foundation of Germany and Argentina’s Sustainable Programme, through its counterpart CTERA, Confederation of Education Workers of Argentina. Science, Education and Learning in Freedom, SELF, was funded by the European Union. It is an international project that plans to provide a platform to share and create free materials for education and training in Free Software and Open Standards. Communications for Sustainable Southern Cone (Comunicaciones para Cono Sur Sustentable). The Southern Cone Programme addresses social, environmental, and
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sustainable development policies, studies and debates on agriculture, energy, trade, and social equity. The programme is an initiative of citizen organizations in Brazil, Chile, Uruguay and most recently, Argentina.
4.5 GNU Free Documentation License http://www.gnu.org/copyleft/fdl.html
GNU was launched by Richard Stallman (rms) in 1983; he remains the Chief GNUisance today. The purpose of this Licence is to make a manual, textbook, or other functional and useful document “free” in the sense of freedom: to assure everyone the effective freedom to copy and redistribute it, with or without modifying it, either commercially or no commercially. Secondly, this Licence preserves for the author and publisher a way to get credit for their work, while not being considered responsible for modifications made by others.
GNU in Argentina Argentina’s administrative territory is divided into twenty-three political autonomous states called provinces. These provinces develop their own educational policy, attending just to certain basic guidelines from the National Government. This allows educational institutions to adapt their curricula to their local needs.
One educational institution in Argentina is using Free Software according to the GNU website: in the Evangelical Christian School Neuquén (ECEN), an elementary teacher with little technical skills manages to get her school to completely migrate to Free Software on the grounds that proprietary software is against the moral and ethical values promoted by the school. More information: http://www.gnu.org/education/edu-cases-argentina-ecen.html
In early June 2012, thanks to Fundación Via Libre (http://www.vialibre.org.ar/) and the Centro de Estudiantes “Nuevo Espacio” (http://www.cece.org) Dr. Stallman went to Rio Negro, Argentina, where he provided support for the initiative of the provincial government to pass a Law of Free Software. Then, on Friday, June 8th he gave a conference at the Facultad de Ciencias Económicas of the Universidad de Buenos Aires (UBA).
Source: http://blog.gnusolidario.org/2012/06/richard-stallman-in-argentina.html
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5. OER Initiatives in Argentina (REA)
5.1 International initiatives
5.1.1 Oportunidad Project http://oportunidadproject.eu
The project’s overall objective is contributing to strengthen and sustain the EU-LA Common Higher Education Area by the increasing use of open educational practices and resources (OEP & OER). This publication has been produced with the financial assistance of the European Union.
Specific objectives are:
Raise awareness and widen HEI participation in open educational practices and resources Define the OER Agenda for the re-use of OER at HE institutional level Define a mid-term strategic roadmap for the implementation of the OER Agenda at local-institutional level according to the local, cultural and institutional needs and strategies Teach how to use and reuse OER in a pedagogically-rich context and improve their digital competences Pilot start-up open educational practices and offer to students flexible and up to date open contents and learning paths, with a linkage to the international community and the needs of the job market.
Argentinean universities that are in the Oportunidad project’s network:
Universidad Austral www.austral.edu.ar/ Universidad Católica de Santa Fé www.ucsf.edu.ar/ Universidad de Palermo www.palermo.edu/ Universidad del Salvador www.usal.edu.ar/ Universidad Nacional de San Luis www.unsl.edu.ar/ Universidad de Ciencias Empresariales y Sociales www.uces.edu.ar/
Other fellow universities: http://oportunidadproject.eu/resources/fellows
Duration of the action: from1 January 2012 to 30 June 2014
Conference:
“Open education strategies and principles to encourage innovation in teaching” 9 and 10 June 2014 in Monterrey, Nuevo Leon, Mexico.
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5.1.2 MIT OpenCourseWare http://mit.ocw.universia.net/index.htm
The Massachusetts Institute of Technology MIT, its team OpenCourseWare, and Universia have created a new website that aims to facilitate access to educational resources to Spanish and Portuguese speaking academics to promote free access to knowledge via the Internet. Students, self-learners, and teachers can access these valuable materials translated into their respective languages.
MIT OpenCourseWare is a publication of materials from the Massachusetts Institute of Technology study. It is free and open to all. It is not a programme offering a degree and it is not equivalent to an education at MIT.
List of courses: http://mit.ocw.universia.net/all-courses.htm
Licence: CC BY-NC-SA
Contact: http://mit.ocw.universia.net/feedback.htm
Website in English: http://ocw.mit.edu
5.1.3 CLACSO’s Virtual Library Network of Social Sciences in Latin America and the Caribbean http://www.biblioteca.clacso.edu.ar
Located in Buenos Aires, Argentina, CLACSO (Latin American Council of Social Sciencies), in collaboration with 324 members in 25 countries in Latin America and the Caribbean, promotes open access to results of publicly funded research.
Currently, it has more than 30,000 full-text articles, papers, books, and lectures published by CLACSO network using Greenstone.
CLACSO has signed the Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities.
CLACSO Campaign CLASCO campaign was launched during the Assembly in Cochabamba (October 2009). It supports the open access of academic and scientific knowledge, aiming to increase awareness among members and centring on the impact, visibility and accessibility of research results in the repositories and digital libraries.
List of activities: http://www.biblioteca.clacso.edu.ar/accesoabierto (In Spanish)
Media types: Books, presentations, dissertations, magazines, articles, and multimedia.
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Contact: Estados Unidos 1168, C1101AAX, Ciudad de Buenos Aires, Argentina, [email protected]
Licence: CC BY-NC-ND 3.0
5.1.4 Virtual Campus of Public Health
Campus Virtual de Salud Publica CVSP http://www.campusvirtualsp.org
The Virtual Campus of Public Health has three major projects: The Virtual Classroom of Health for the development of educational processes (courses), the Virtual Library of Health as a network of Open Educational Resources, and The Educational Virtual Clinic as decentralized collaborative space to develop clinical skills, that uses the tools and services of telemedicine with teaching purposes.
Virtual Classroom http://cursos.campusvirtualsp.org/
The Virtual Campus of Public Health is available to all in the health community specializing in public health. Any professional can use it to support his activity and can participate in the virtual classroom, see learning objects, create courses, presentations, or videos (using Moodle Elluminate, MyMLE-Moodle Móvil and eXelearning), and add them to the Campus.
This area contains a series of courses on various topics, supported on the Moodle platform:
Information Technology Epidemiology and Public Health Project Management Resource Management Methodologies Management Programs
Virtual Library http://argentina.campusvirtualsp.org/
OER Network OER Network (Red REA) is a project of the Pan American Health Organization, led by the Virtual Campus of Public Health (CVSP) and the Virtual Health Library (BVS) and supported by the Global Health Workforce Alliance (GHWA), Canadian International Development Agency (CIDA), the Spanish Agency for International Cooperation (AECID) and the Health Network of Cuba (INFOMED).
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The countries involved in this project are Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Spain, Mexico, Paraguay, Peru, and Uruguay.
Its repository has around 5723 OER objects (articles and dissertations): http://search.bvsalud.org/cvsp/index.php
Educational Virtual Clinic Clinica Virtual Docente http://clinica.campusvirtualsp.org
The Virtual Campus of Public Health through the Educational Virtual Clinic project (CVD) is aimed at strengthening clinical competencies of family health teams in indigenous and difficult to reach areas in the Americas.
The Educational Virtual Clinic (CVD) is one of the main projects of the Virtual Campus of Public Health. It is itself a tool of technical cooperation of the Pan American Health Organization (OPS)
The project requires an initial test designed to assess their feasibility in organizational, methodological, technological, and financial terms. A pilot in selected countries has been implemented during 2012 and 2013, to provide the information and experience needed before its implementation in 2014. The countries involved are Argentina, Brazil, Colombia, and Cuba. Experts from Canada and the United States would contribute as well.
Contact: http://www.campusvirtualsp.org/?q=en/contact Twitter: @campusvirtualsp
Licence: CC BY-NC 3.0 IGO
5.1.5 La Referencia. Latin American Federated Network of Scientific Documentation http://lareferencia.redclara.net/rfr/
The project, “Regional Strategy, Interoperability and Management framework for a Latin American Network of Institutional Science Repositories”, aims to contribute to share and give visibility to the scientific production in the institutions of higher education and scientific research, enabling regional search for scientific publications from repositories from eight Latin American countries: Argentina, Brazil, Chile, Colombia, Ecuador, El Salvador, Mexico, Peru, and Venezuela.
The potential people who will directly benefit the project are the academics and research community in Latin America. In 2004 the figure reached 700,000 teachers, of which 10% were researchers. The student population was estimated at 15 million in 2005.
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Agreements
Declaration on Open Access: signed in Mexico in October 2011, it adheres itself to the Berlin Declaration on Open Access. Regional Technical Agreement: signed in Colombia in 2012, it agreed to adopt the DRIVER 2.0 guidelines, enabling incremental harvest, as specified in the OAI-PMH. Regional Cooperation Agreement: signed in Argentina in 2013, it accorded political support in the development of regional strategies for Open Access.
It has more than 200,000 articles, 200,000 MA dissertations and 90,000 PhD dissertations in Spanish, English, Portuguese, French, German and others.
Licence: Mostly Open Access and Creative Commons
Sponsored by: Interamerican Development Bank (BID) and RedCLARA Latin American Cooperation of Advanced Networks (Cooperacion Latino Americana de Redes Avanzadas)
Contact: [email protected]
Twitter: @RepositoriosLA
5.2 National or regional initiatives
5.2.1 Main Portal of the National System of Digital Repositories
Portal del Sistema Nacional de Repositorios Digitales (SNRD) http://repositoriosdigitales.mincyt.gob.ar:8380/dnet-web-generic/
SNRD promotes open access and sharing of scientific and technological production generated in the country. The scientific community and the general public can access the academic research funded by the National Government, over 20,000 documents in 12 Argentinean repositories.
The SNRD is member of Confederation of Open Access Repositories COAR (https://www.coar-repositories.org/) and La Referencia, Latin American Federated Network of Scientific Documentation (http://lareferencia.redclara.net/rfr/)
The SNRD is an initiative of the Ministry of Productive Science, Technology and Innovation, and the Inter Ministerial Council for Science and Technology (CICyT) through the Advisory Council of the Electronic Library of Science and Technology.
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Repositories included in SNRD: Digital Library of the Faculty of Natural Sciences of the University of Buenos Aires http://digital.bl.fcen.uba.ar/gsdl-282/cgi-bin/library.cgi Academic Memory http://www.memoria.fahce.unlp.edu.ar/ Universidad Nacional de Mar del Plata UNMdP Nülan – Promotion and Public Outreach of Academic and Scientific Knowledge Portal from the Faculty of Economics and Social Sciences. http://nulan.mdp.edu.ar/ SEDICI Institutional Repository of the National University of La Plata http://sedici.unlp.edu.ar/ FAUBA Digital, Scientific and Academic Institutional Repository of the Faculty of Agronomy of the University of Buenos Aires http://ri.agro.uba.ar/cgi-bin/library.cgi Naturalis, Institutional repository of the Library Florentino Ameghino, which promotes the scientific and technical production of the Faculty of Natural Sciences and Museum (FCNyM) of the National University of La Plata. http://naturalis.fcnym.unlp.edu.ar/ The Digital Library of the National University of Cuyo http://bibliotecavirtual.unl.edu.ar/ National Administration of Laboratories and Health Institutes in Argentina ANLIS http://repositorio.anlis.gov.ar/xmlui/ Institutional Digital Repository Jose Maria Rosa of the National University of Lanus http://www.repositoriojmr.unla.edu.ar/ RepHypUNR Hypermedia Repository of the National University of Rosario http://rephip.unr.edu.ar/
Resources: Presentations, articles, BA, MA and PhD dissertations, documents, and books.
Interface languages: Spanish and English
Resources languages: Spanish, English, Portuguese, French, German and Catalan
Contact: Godoy Cruz 2320, 2º piso, (C1425FQD) Autonomous City of Buenos Aires
Email: Paola A. Azrilevich, [email protected]
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5.2.2 Electronic Library of Science and Technology
Biblioteca Electrónica de Ciencia y Tecnología http://www.biblioteca.mincyt.gob.ar/
The Electronic Library of Science and Technology provides access to full text of over 17,000 scientific and technical journals, 9000 books, 5000 standards, and valuable databases.
The Argentinean Open Access Repositories included in the Electronic Library of Science and Technology are:
Bdu2 Repositorios Institucionales http://bdu.siu.edu.ar/cgi-bin/query.pl Central Library Dr. Luis Federico Leloir, Faculty of Natural Sciences, University of Buenos Aires http://digital.bl.fcen.uba.ar/ The Digital Library of the University of Aconcagua http://bibliotecadigital.uda.edu.ar/ The Digital Library of the Catholic University of Argentina http://bibliotecadigital.uca.edu.ar/greenstone/cgi-bin/library.cgi The Digital Library of the National University of Cuyo http://bibliotecavirtual.unl.edu.ar/ Cor-Science is a digital platform for the scientific production of the province of Córdoba, developed by the Agreement of University Libraries of Cordoba (ABUC) and funded by the Ministry of Science and Technology of the same province. http://www.corciencia.org.ar/ FAUBA Digital, Scientific and Academic Institutional Repository of the Faculty of Agronomy of the University of Buenos Aires http://ri.agro.uba.ar/cgi-bin/library.cgi Memoria Academica de la FaHCE-UNLP, Academic Memory, institutional repository of the Faculty of Humanities and Education (FaHCE) of the University of La Plata http://www.memoria.fahce.unlp.edu.ar/ Naturalis is the institutional repository of the Library Florentino Ameghino, which promotes the scientific and technical production of the Faculty of Natural Sciences and Museum (FCNyM) of the National University of La Plata. http://naturalis.fcnym.unlp.edu.ar/ Nülan is the institutional repository of the Faculty of Economics and Social Sciences of the National University of Mar del Plata http://nulan.mdp.edu.ar/
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Ocean Docs provides access to the scientific output of researchers at the National Institute of Fisheries Research and Development http://iodeweb1.vliz.be/odin/handle/1834/1355 REDI Digital Repository at FASTA University http://redi.ufasta.edu.ar/ RepHypUNR Hypermedia Repository of the National University of Rosario http://rephip.unr.edu.ar/ RICABIB Digital Repository of Atomic Centre Bariloche and The Balseiro Institute http://ricabib.cab.cnea.gov.ar/ SciELO is an electronic library that forms a network of Latin American collections of open access full-text journals. http://www.scielo.org.ar/ SEDICI Institucional Repository of the National University of La Plata http://sedici.unlp.edu.ar/
The International Open Access Repositories included are: Aquatic Commons, arXiv, Australian Research Online, El Banco Mundial, Bielefeld Academic Research Engine BASE, BioMedCentral, Cogprints, Copernicus Publications, Digital Access to Scholarship at Harvard, DiVA, Directory of Open Access Journals DOAJ, Digital Repository Infrastructure Vision for European Research DRIVER, E-prints in Library and Information Science E-LIS, FlacsoAndes, Ibero-American Forum of Radiological and Nuclear Regulatory Agencies FORO, MIT OpenCourseWare OCW, NASA Technical Reports Server NTRS, Networked Digital Library of Theses and Dissertations NDLTD, AOAlster, OpenDOAR, Open J-Gate, Organic eprints, Oxford Journals, Public Library of Science PLoS, PubMed Central, Recolecta, Redalyc, Latin American Council of Social Sciences CLACSO, Royal Society Publishing, SciELO, Social Science Research Network SSRN, Registry of Open Access Repositories ROAR, RePEc, Scientific Commons, HighWire Stanford University, PQDT Open, and Project Euclid.
Access Primary Data portals in Argentina: National Biological Data System of Argentina Sistema Nacional de Datos Biológicos SNDB http://datos.sndb.mincyt.gob.ar/portal/welcome.htm National Ocean Data System of Argentina Sistema Nacional de Datos del Mar SNDM http://datosdelmar.mincyt.gob.ar/
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Resources: Regular publications, databases, standards, and books.
Interface languages: Spanish
Resources languages: Spanish and English
Contact: Godoy Cruz 2320, 2º piso, (C1425FQD) Autonomous City of Buenos Aires
Email: Paola A. Azrilevich, [email protected]
5.2.3 UNESCO / International Institute for Educational Planning – Buenos Aires
Instituto Internacional de Planeamiento de la Educación IIPE http://www.iipe-buenosaires.org.ar
IIPE’s mission is to strengthen the capacity of countries to plan and manage their education systems through training to fit different needs. A variety of possibilities are provided: full-year courses, shorter intensive training, and distance education. It also does research to provide methodological and technical support to policy-makers, and gives technical assistance with tailored programmes to meet countries’ specific needs.
IIEP does not provide fellowships, grants, or other direct support to individuals.
IIEP – Buenos Aires is the first regional headquarters created by IIEP. Its creation is based on the specifics of the Latin American situation and it has particular interest in the process of educational transformation being carried out by most of the countries of the region. The primary role of IIEP Buenos Aires is to promote the development of a quality education for all.
Virtual IIPE http://www.virtual.iipe.unesco.org/
Through its technology platform, Virtual IIEP offers various training strategies for governmental officials, managers, supervisors, and others involved in the education system, such as researchers, experts, and journalists.
The training offered by IIEP Virtual is institutional. It takes place through agreements between IIEP-UNESCO Buenos Aires and the organization / institution concerned.
IIEP Virtual can develop training offers completely online or with varying degrees of face-to- face meetings and evaluation (blended learning). The technological tools of the virtual platform IIEP-UNESCO Buenos Aires also can be used as support strategies for courses, seminars, and discussion forums
Some of the IIEP-UNESCO Buenos Aires publications are:
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Integration of Information Technology and Communication in Education Systems. Co published with the Ministry of Education, Science and Technology/PROMSE Argentina, 2006 Public policies for the inclusion of ICT in education systems in Latin America – Results of the @lis INTEGRA. Co published with @lis EuropeAid – Cooperation Office, Argentina, 2007 Tools for managing ICT educational projects. Co published with @lis EuropeAid – Cooperation Office. Buenos Aires. 2007 “ICT in the classroom to the political agenda.” Co UNICEF publication. 2008. Papers from the International Seminar “How to transform schools ICT”, which took place in Buenos Aires on 25 and 26 April 2007 The 1-1 model: a commitment to quality and educational equality. Managing ICT in school: new institutional formats. María Teresa Lugo; Valeria Kelly. Published jointly with the Ministry of Education of Argentina, Argentina, 2011.
Courses: http://www.virtual.iipe.unesco.org/course/index.php
The publications seem to be free of charge, but some courses aren’t and it doesn’t mention any open source licence.
Contact: Sede Regional, Agüero 2071, C1425EHS, Buenos Aires, Argentina E-mail: [email protected]
Twitter: @IIPEVirtual and @IIPEUNESCO_BA
5.2.4 Evolution Foundation – Fundacion Evolucion (FE) http://fundacionevolucion.org.ar iEARN-Argentina – Red TELAR has been active since 1989 (http://www.telar.org). Starting in Patagonia, iEARN-Argentina has worked with the Ministry of Education to expand iEARN to hundreds of schools up to secondary education across the country. iEARN Argentina provides teachers with ongoing face to face and online professional development opportunities and support to help them expand their teaching skills and learning opportunities for their students. iEARN Argentina – Red TELAR, is administered and sponsored by Fundación Evolución, NGO which works to promote equal educational opportunities by integrating new technologies in Argentine classrooms, through teacher training, research initiatives, and students competitions. With support from the Ministry of Education, iEARN-Argentina hosted the first annual iEARN International Teachers Meeting in 1994.
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Evolution Foundation (FE) promotes pedagogical integration of Information Technology and Communication (ICT) in educational settings. It is registered with the General Inspectorate of Justice (IGJ) in Argentina under the number 0097/94.
Nearly 20,000 students and 1,200 teachers in Argentine schools annually participate in one or more of the FE projects. Since 2001, more than 80,000 teachers have been trained in the pedagogical use of ICT.
Among other honours, in 2006 FE won the Encouraging Education Award from the Harvard Club-Argentina.
Evolution Foundation carries out its work in four lines of action:
Training for Educators http://fundacionevolucion.org.ar/sitio/acciones/capacitacion-a-educadores/ Red TELAR: projects for schools http://fundacionevolucion.org.ar/sitio/acciones/red-telar-proyectos-para-escuelas/ Research in Education and ICT http://fundacionevolucion.org.ar/sitio/acciones/investigacion-en-educacion-y-tic/ Community Education http://fundacionevolucion.org.ar/sitio/acciones/educacion-comunitaria/
Partner organizations: http://fundacionevolucion.org.ar/sitio/sobre-nosotros/organizaciones- socias-y-colaboradoras/
Virtual campus: http://capacitacion.fundacionevolucion.org.ar/
Publications: http://fundacionevolucion.org.ar/sitio/publicaciones/
Tutorials: http://fundacionevolucion.org.ar/sitio/tutoriales/
Forum: http://proyectosenred.fundacionevolucion.org.ar/
Licence: Copyright © Fundación Evolución. They did not process OA license, but all its content is REA.
Contact: Maipú 1210. Piso 8, C1006AAS, Ciudad Autónoma de Buenos Aires, Argentina [email protected]
5.2.5 Open Access Week in Argentina
(Semana de Acceso Abierto en Argentina) http://accesoabiertoargentina.caicyt.gov.ar
The Argentine Representation of the Pan-American Health Organization – World Health Organization (OPS-OMS), the Argentine Centre of Scientific and Technological Information
Iris Velazquez, for Sero Consulting 51 May 2014 OER in Argentina: Edition 2 (country report for POERUP) of the National Council of Scientific and Technical Research (CAICYT – CONICET) and the Electronic Library of Science and technology, from the Ministry of Science, Technology, and Innovation, organize annually the Open Access Virtual Day in Argentina. The Open Access Week is celebrated annually worldwide in October.
The event first took place on 1 November 2012 presenting Open Access’ theoretical analysis, experiences, and national initiatives via Elluminate virtual platform (Blackboard), enabling the participation of researchers, technologists, scholars, officials and decision- makers, scientific publishers, librarians, teachers, undergraduate, and postgraduate students nationwide.
Videos and presentations of the Open Access Week in Argentina, 24 October 2013: http://accesoabiertoargentina.caicyt.gov.ar/index.php?option=com_content&view=article&id= 37&Itemid=9
Videos 2012: http://www.youtube.com/playlist?list=PL6hS8Moik7kvQ_4Qr83G6wdQWR8AdvsiP
5.2.6 Scientific Electronic Library Online SciELO http://www.scielo.org.ar
SciELO is an electronic library that forms a network of Latin American collections of open access of full-text journals. SciELO has over 100 magazines and 900 articles using Open Journal Systems.
It is a BIREME initiative (Brazil), funded by the Foundation for Research Support of São Paulo (FAPESP). In Argentina the National Council for Scientific and Technical Research (CONICET) and the Argentine Centre of Scientific and Technological Information (CAICYT http://www.caicyt.gov.ar/) contribute to its management and evaluation.
Language: Spanish
Licence: CC-BY-NC
Contact: Saavedra 15 – Piso 1, (C1083ACA) Ciudad Autónoma de Buenos Aires – Argentina Email: [email protected] and [email protected]
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5.2.7 RICABIB: the Digital Repository of Atomic Centre Bariloche and The Balseiro Institute – Institutional Repository
Repositorio Institucional del Centro Atómico Bariloche y el Instituto Balseiro http://ricabib.cab.cnea.gov.ar
RICABIB is an open access digital collection of scientific and technological research developed by the Leo Falicov Library to centralize, preserve, and disseminate the scholarly works of students and researchers.
RICABIB is part of a major global system of distributed linked repositories, based on the OAI Open Archives Initiative-Protocol for Metadata Harvesting (OAI-PMH), providing the foundation for a new model of scientific communication.
The site is powered by EPrints 3, free open source software, developed by the University of Southampton distributed under the GNU license.
The contents covers all the research fields carried out in the institution and published in various types of documents.
It has around 180 items.
Resources: Articles, books, presentations, conference transcripts, dissertations, patents, research projects, technical reports, images, videos, audio files, databases, teaching resources, and reviews.
Licence: RI Open Access
Interface language: English and Spanish
Resources languages: Spanish, English, Italian, French, and Portuguese
Contact: Biblioteca Leo Falicov, Centro Atómico Bariloche, Av. Bustillo 9500 (R8402AGP), San Carlos de Bariloche, R.N, Argentina
Email: [email protected]
5.2.8 MOOC in the Distance Learning Programme of the Universidad del Salvador (USAL): Programa de Educacion a Distancia (PAD) http://campus.usal.edu.ar/course/index.php?categoryid=50 MOOC in Buenos Aires, Argentina that trains on further education, by offering update- courses and university extension activities for adults. It started in September 2013 by the Vice-Chancellor of Research and Development of the USAL. At the moment it offers 3 courses.
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Interface and resource language: Spanish
Licence: OA
Contact: Rodríguez Peña 770, 2° piso C1020ADP, Ciudad de Buenos Aires, Argentina. Gladys Cid, [email protected]
5.2.9 School of Education at the Argentine University of Enterprise
Escuela de Educación de la Universidad Argentina de la Empresa (UADE) http://virtual.uade.edu.ar/mod/page/view.php?id=23
The UADE provides training and updating courses on new technologies for education to secondary and higher education teachers. It’s been offering the course “How to Teach in the Digital Age” since 2013.
Interface and resource language: Spanish
Licence: GNU GPL
Contact: Lima 775, Lima 3, PB, C1073AAO – Buenos Aires
Email: [email protected]
5.2.10 Argentinean Society of Paediatrics
Sociedad Argentina de Pediatria SAP http://ttcampus2.com/educasap/
The Argentinean Society of Paediatrics (SAP) is committed to the health and wellbeing of children and adolescents recognizing Continuing Medical Education (Educacion Medica Continua EMC) as a key to maintaining and improving the quality of the paediatric care.
Paediatricians across the country can access updated information through congresses, regional conferences, the Centre for Paediatric Information (library), publications, discussions, and courses, via face to face and distance education.
Some contents are fee-based and other open access. In all cases the user should be registered to the Virtual Campus.
Face to face activities:
Regular courses, intensive courses, workshops, seminaries, teleconferencing, and conferences.
Distance activities:
PRONAP 2014: National updating program course Certified online course: Issues of paediatric infectology (TIPs)
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Elluminate – Blackboard collaboration platform Forums
Open access resources:
Courses, videos, articles, congresses videos, repository, working groups, and case studies.
Publications: http://www.sap.org.ar/publicaciones.php123
Licence: CC BY-NC-ND 3.0
Contact: Av. Coronel Díaz 1971/75 (C1425DQF) – Ciudad Autónoma de Buenos Aires – Argentina. http://www.sap2.org.ar/contacto.php
5.2.11 Gleducar – Civil Association http://www.gleducar.org.ar is now being redirected to http://wiki.gleducar.org.ar/
Gleducar was a community of teachers, students, and education activists interested in collective work, cooperative knowledge construction and their free distribution. They suspended their activities in the 2013 Annual Meeting in May (http://wiki.gleducar.org.ar/index.php/Categor%C3%ADa:Propuestas_de_proyectos_2013 and https://www.facebook.com/groups/40248897618/).
Nowadays Gleducar’s website consist of:
Wiki: http://wiki.gleducar.org.ar/ Community: http://comunidad.gleducar.org.ar/ Chat (the link is not working) Virtual campus: http://campus.gleducar.org.ar/
Gleducar worked in the field of free education and supported:
Creating Open Educational Resources, and developing platforms for their production. Intellectual Property, discussing its implications, promoting discussion in the field of education, and spreading the ideas of Copyleft, open licences and open content. Free Technologies, promoting the use of free Software, free hardware, and open file formats in education. Education Policy, encouraging citizens to participate in official educational policy discussions on ICTs. Open Access, promoting the production and distribution of unrestricted scientific and academic knowledge.
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Distributed Networks, supporting and promoting peer networks (P2P) to share all kinds of information. Educational Innovation, practising and discussing teaching practices such as Critical Pedagogy, Popular Education, self-training, etc.
Gleducar’s resources: Chat: http://chat.gleducar.org.ar/old/irc.cgi (the link is not working) Email lists: http://www.gleducar.org.ar/comunidad/listas-de-correo/ (the link is not working) Gleduwiki: http://wiki.gleducar.org.ar/index.php/P%C3%A1gina_Principal Community: Gleduwiki: http://wiki.gleducar.org.ar/index.php/P%C3%A1gina_Principal Training: http://www.gleducar.org.ar/recursos/capacitacion/ (the links is not working) Photos: http://fotos.gleducar.org.ar/ Virtual campus: http://campus.gleducar.org.ar/
Gleducar’s projects: Sowing Liberty, currently working on the development of a popular book on Free Software for children, whose authors are teachers from Argentina, Chile, Uruguay, Ecuador, Mexico and Spain. http://www.sembrandolibertad.org.ar/ Project 3. This project started at 2008, as a joint initiative of Gleducar, the San Cayetano School of Crafts and the Equity Foundation. The goal is to provide schools and libraries with recycled computers with free software and to create a paradigm shift in the use, acquisition and generation of technology. http://www.gleducar.org.ar/proyectos/proyecto-3/ (the link is not working) My First Robot 2.0 seeks to form a forum for exchange of knowledge and experience in robotics and electronics. www.miprimerrobot.org.ar (the link is not working) Forbidden Education is a project by young people who have embarked on an investigation covering 8 countries by interviewing more than 90 educators of educational alternatives. http://www.educacionprohibida.com Free Schools. The website focuses on the main news in the field of free education and free software for educational use. http://www.escuelaslibres.org.ar (This project is still running) In mid-2004, Educ.Ar (the Argentinean official education portal) approached Gleducar and SoLAr authorities to realize a CD for the series “Educ.ar Collection”, with free software for teachers. Activities with Free Software CD is an interactive CD where teachers can explore texts about the Free Software movement in computing,
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internet and education, incorporating suggestions for classroom activities at all levels of the education system. http://proyectos.gleducar.org.ar/cd7-educar/ ArgenClic is a project with the aim of forming a Latin American network of collaboration and exchange between teachers and students using educational software Clic 3.0 and JClic. http://argenclic.org.ar/
Gleducar was linked to Educalibre in Chile (http://educalibre.cl/), Free Software Users Argentina USLA (http://drupal.usla.org.ar/) and Free Path Foundation (http://www.vialibre.org.ar/)
5.2.12 Possible Worlds
(Mundos Posibles) http://mundosposibles-ale.blogspot.com.ar This blog supports and works in parallel to the group “Possible Worlds”. This group is composed of some pre-school to high school education teachers that have a desire to learn the use of some tools offered by the Web to try to grasp the changes that the new knowledge society imposes on them.
The blog has had very little activity in recent months, as its founder says in her last post: “With the daily rhythm of life, one loses the ability to post”. Mundos Posibles is still open to contribution.
5.2.13 Other OERs or organizations in Argentina
List of open access resource or organization in Argentina, according to the Open Access Map, that charts the growth and development of open access globally.
Universidad Nacional de Mar del Plata UNMdP Nülan – Promotion and Public Outreach of Academic and Scientific Knowledge Portal from the Faculty of Economics and Social Sciences. http://nulan.mdp.edu.ar/ Pontifical Catholic University of Argentina UCA Institutional repository http://bibliotecadigital.uca.edu.ar/greenstone/cgi-bin/library.cgi Digital Library – Grain Exchange Institutional repository http://bibliotecadigital.bolsadecereales.com.ar/greenstone/cgi-bin/library.cgi Naturalis, Institutional repository of the Faculty of Natural Sciences and Museum of the National University of La Plata UNMdP http://naturalis.fcnym.unlp.edu.ar/
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DIGITAL FAUBA: scientific and academic Institutional Repository of the Faculty of Agriculture, University of Buenos Aires UBA http://ri.agro.uba.ar/cgi-bin/library.cgi Digital Library of the Faculty of Natural Sciences, University of Buenos Aires (UBA- FCEN) http://digital.bl.fcen.uba.ar/gsdl-282/cgi-bin/library.cgi University of Business and Social Sciences UCES Institutional repository http://dspace.uces.edu.ar:8180/dspace/ Digital Repository at the University of San Andrés UdeSA http://repositorio.udesa.edu.ar/jspui/ Digital Library of the National Commission for the Right to Identity CONADI http://conadi.jus.gov.ar/gsdl/cgi-bin/library Virtual Library of the National University of the Coast (Litoral) UNL http://bibliotecavirtual.unl.edu.ar/ Digital Library of the National Library of the Teacher BNM http://www.bnm.me.gov.ar/cgi- bin/wxis.exe/opac/?IsisScript=opac/bibdig.xis&dbn=UNIFICA&ver_form=6 Hypermedia Repository of the National University of Rosario UNR http://rephip.unr.edu.ar/ Final papers Repository of the Industrial Design Workshop (Galan Chair) of the Universidad de Buenos Aires UBA http://diana.fadu.uba.ar/ Insitucional Repository National University of Salta UNSa ediblio.unsa.edu.ar/ Continuing Education in Cardiology Forum Foro de Educación Continua en Cardiología FEC http://www.fac.org.ar/1/docencia/fec/index.php It has its most busy times every two years when the International Congress of Cardiology on Internet – Virtual Congress of Cardiology takes place: http://www.fac.org.ar/8cvc/ Contact: Bulnes 1004 (C1176ABT) Ciudad Autónoma de Buenos Aires, Argentina BIBHUMA’s Academic Memory at the National University of La Plata – Institutional Repository http://bibhumaesaa.fahce.unlp.edu.ar/ http://www.memoria.fahce.unlp.edu.ar/ BIBHUMA is the “Professor William Obiols” Library of the Humanities and Education
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Faculty of at the National University of La Plata. BIBHUMA has adhered to the Open Access proposal since 2009, and it has participated in the Open Access Week with different activities, promoting open access in its field and spreading its institutional repository “Academic Memory” Academic Memory – Institutional repository Memoria Academica FaHCE-UNLP http://www.memoria.fahce.unlp.edu.ar/ (using Greenstone and Plone and implementing the OAI-PMH protocol) This institutional repository aims at the gathering, register, dissemination, and preservation of academic-scientific production of members of the academic community Faculty of Humanities and Education (FaHCE) of the University of La Plata. Its member of The Confederation of Open Access Repositories (COAR) (https://www.coar-repositories.org/) Academic Memory’s available resources: Undergraduate and graduate curricula Programs of subjects, courses, seminars and workshops Graduate and postgraduate dissertations Research projects Journal articles Books Presentations Regulations Agreements
Licence: CC BY-NC-ND 2.5 AR Language: Spanish Contact: 48 entre 6 y 7 – 1er subsuelo, B1900AMW, La Plata, Argentina. Email: [email protected]
Intellectual Creation Dissemination Service at the National University of La Plata, Institutional Repository Servicio de Difusión de la Creación Intelectual SeDiCI http://sedici.unlp.edu.ar/ SeDiCI is the Institutional Repository of the National University of La Plata (UNLP) created to house, preserve and give visibility to the productions of the academic units of the University. SeDiCI was created in 2003 and since then its stock has grown exponentially, currently hosting over 30,000 resources, of which 1000 are graduate thesis, over
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2900 postgraduate theses and about 10,000 articles, many of them in full text. SeDiCI also hosts magazines produced by different laboratories, research institutes, and centres in the university and other publications related in one way or another to this graduate school. The repository is supported and guided by the Open Archives Initiative (OAI http://www.openarchives.org/), in pursuit of free movement and socialization of knowledge. Resources: Theses: Bachelor and doctoral thesis among other documents Journals: Scientific journal publications Events: Congress y conference publications Books: Digitized books and e-books Red UNCI: Journals and events from Red UNCI University Radio: Interviews and artistic productions, among other audios Open Educational Resources: Learning objects and others Hydric emergency: Jobs within the Plan of Integrated Management of Disaster’s Risk
Licence: Creative Commons Language: Spanish and English The UNLP also features an electronic magazine with resources to create publications using the Open Journal System: http://revistas.unlp.edu.ar/index.php/taller/issue/view/18/showToc, and the GNU licence. Contact: 49 and 115 St – Ex Liceo Apt. Floor 1, La Plata, Buenos Aires (C.P. 1900), Argentina Email: [email protected]
Cartapacio – Legal Publications Portal Portal Cartapacio de Publicaciones Juridicas http://www.cartapacio.edu.ar It hosts the Law Higher School publications of the Universidad Nacional del Centro de la Provincia de Buenos Aires (UNICEN) using Open Journal Systems. Its publications are: Cartapacio’s Law Magazine: http://www.cartapacio.edu.ar/ojs/index.php/ctp Juridical Magazine of the Centre http://www.rjc.org.ar/ Research and teaching http://www.cartapacio.edu.ar/ojs/index.php/iyd/index
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Legal and Social Philosophy Research Magazine http://www.cartapacio.edu.ar/ojs/index.php/centro/index Journal of Social Sciences http://www.cartapacio.edu.ar/ojs/index.php/rcicso/index Bioethics and Biolaw http://www.cartapacio.edu.ar/ojs/index.php/byb/index Licence: CC BY-NC-ND 3.0 Contact: Republica de Italia n° 780, Campus Universitario (7300) AZUL, Provincia de Buenos Aires, Argentina Email: Prof. Mónica Iturburu (Research and postgraduate) [email protected] Digital Library of the Universidad Nacional de Cuyo – Institutional Repository Biblioteca Digital SID/UNCUYO http://bdigital.uncu.edu.ar/ The Digital Library of the National University of Cuyo stores the scientific, academic, artistic, and cultural UNCuyo’s production in digital format. Digital Object Published: 3961 It includes: Books Theses (graduate or undergraduate) Periodicals (University magazines) Progress reports of research projects Documentaries (audio and video) Interviews (audio and video) Campus events (audio and video) Highlighted reports NU (audio and video) Various documents that have been generated from different institutions in the UNCuyo for research, and teaching.
The UNCuyo’s Digital Library uses Creative Commons licences that allow the maintenance of production while facilitating the use and distribution of the work under the conditions that the author specifies, and implements the OAI-PMH protocol. Licence: CC BY-NC-SA 2.5 AR Contact: Centro Universitario, Parque Gral. San Martin, Ciudad de Mendoza, Mendoza, Argentina Email: [email protected]
Source: http://www.openaccessmap.org/list/?q=argentina
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6. Law 26899 for creation of Open Access Institutional Repositories http://repositorios.mincyt.gob.ar/recursos.php
Since 13 November 2013, this law states that the Science and Technology Institutions that received funding from the government must create Open Access Institutional Repositories. (Preliminary Draft Law: Open Science Argentina 2010).
In particular, the law obliges:
Institutions (national universities and scientific & technological centres) to create and maintain their own interoperable institutional repository, Researchers to deposit or authorize the deposit of their works (articles, theses, technical reports) and primary data after evaluation, publication and/or collect (embargoes of 6 months for articles and 5 years for data), Government funding agencies to establish clauses in funding applications that require researchers to indicate in advance where they will be depositing their outputs.
One mentioned exception to compliance is if the scientific-technological productions and data were protected by industrial property rights and/or agreements with third parties, the authors must provide and allow public access to the metadata of such intellectual works and/or primary data, agreeing to provide access to documents and complete primary data from the expiration of the industrial property rights or the termination of the previous agreements.
The penalties for non-compliance are linked to the eligibility of institutions and individuals for future research public funding.
The Argentine’s Ministry of Science, Technology and Productive Innovation is the executive authority of the Law and shall be responsible for the following functions:
To promote, consolidate, coordinate, and disseminate institutional and thematic digital repositories for science and technology in Argentina Establish interoperability standards so the new research form part of the National System of Digital Repositories (SNRD) under the aegis of the Advisory Board of the Electronic Library of the Ministry To promote and provide comprehensive technical assistance to institutions of the National System of Science, Technology and Innovation, for the generation and management of digital repositories Implement the necessary measures for the proper implementation of this Act
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Contact: Godoy Cruz 2320 (C1425FQD), Ciudad Autónoma de Buenos Aires, República Argentina
Sources: Law 26899 for the creation of open access digital institutional repositories owned or shared. repositorios.mincyt.gob.ar/recursos.php Argentinean Senate passes law requiring Open Access – Interview with Dr. Alejandro Ceccatto https://www.coar-repositories.org/news-media/argentinian-senate-passes-law-requiring-open-access/
Iris Velazquez, for Sero Consulting 63 May 2014