DOCSLIB.ORG

Número Especial RICE

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Número Especial RICE Vol. 8 Año (2021) Núms. 190-212 págs. 1-344 Número Especial RICE Comunicación más allá de los medios: educomunicación, instituciones y construcción cultural 201. Televisión comunitaria y comunicación popular en Índice Número Especial tiempos actuales. Caso de estudio TV MICC Cotopaxi – Ecuador. Tania Villalva, Pablo Romero, Presentación de número especial. Patricia Villagómez. Pags. 160-175 Palmira Chavero y Paulo López-López 202. Claves para establecer una estrategia de reputación 190. La televisión educativa en Ecuador y el aprendizaje de de Gobierno. Cusot, Gustavo. Pags.176-188 valores en los niños edad escolar. María Augusta Calvopiña. Pags. 1-14 203. La televisión local y la programación como refuerzo de Identidad cultural. Kruzkaya Ordóñez, 191. Estado de derecho e educomunicación: la realidad en Ana, Isabel Rodríguez, Abel Suing. Pags.189-206 la educación para el uso de las redes sociales virtuales Alessandro Rezende y Werner Vásquez Pags. 15-25 204. Google imágenes, profesiones, género y sexualidad. Álvaro Jiménez, Eliza Vayas, Carlos Palacio, 192. El Observatorio de medios de Unemi: alcances y re- Fernando Endara. Pags.207-223 sistencias en su andadura. Gabriela Sánchez y Juan Carlos Cevallos. Pags. 26-37 205. Representación mediática de la Reserva Van der Hammen en Colombia: ¿Conflicto socioambiental o 193. Análisis de la propuesta de contenidos digitales en re- conflicto político? Ana María Lozano. Pags.224-236 des sociales de escuelas del cantón Yaguachi, Ecua- dor. Paola Ulloa, Elena Paucar, 206. Análisis del discurso de los padres de familia en torno Ana Patricia Rodríguez Pags. 38-49 al maltrato a la niñez. Viviana Suntaxi Barzallo. Pags.237-246 194. La competencia mediática en la educación infantil en Ecuador Margoth Iriarte, Diana Rivera, 207. El perfil ideal del periodista, según los medios. Una Stephany Celly Pags. 50-63 radiografía del nuevo perfil en el contexto digital. Paulina Escobar, Andrés Jaramillo. Pags.247-262 195. Investigar y publicar en comunicación: Ecuador en la ruta científica mundial. 208. Redes de comunicación, acción colectiva y organiza- María Isabel Punín y Daniela Calva. Pags. 64-75 ciones de ciclistas de Quito. Rodríguez, Andrés. Pags.263-280 196. La construcción mediática del discurso de la descolo- nización en Bolivia durante la formación hegemónica 209. A pesar de la culpa. Trabajo sexual y la producción de del Movimiento Al Socialismo (MAS). Gonzalo Meru- contradiscursos en contextos de violencia. via Salinas. Pags.76-92 Marco Panchi. Pags.281-292 197. Soy chola, soy vieja, soy rural. ¿Qué soy?”: Diseño de 210. Diversidad política femenina ¿Cómo construyen y plataforma digital para la difusión del decolonialismo proyectan su imagen las mujeres ecuatorianas? Este- Daniela Idrovo, Ángel Torres, José Juncosa. fanía Luzuriaga y Gabriela Baquerizo. Pags.293-309 Pags.93-112 211. Análisis del discurso xenófobo hacia la migración ve- 198. El papel de los eventos en las estrategias de marke- nezolana en los comentarios de las publicaciones de ting y comunicación comercial. Alba María Martínez y Facebook pertenecientes a los diarios locales: El Mer- Concepción Campillo. Pags.113-127 curio y El Tiempo. Galo Altamirano y Ángel Torres. Pags.310-325 199. Uso de big data y data mining en los procesos de au- tomatización de la comunicación de las organizacio- 212. Acciones públicas del recuerdo: reconstruir la memo- nes. Cesibel Valdiviezo-Abad y Tiziano Bonini. ria de las dictaduras de Hugo Banzer (1971-1978) y Luis Pags.128-142 García (1980-1981) en Bolivia. Ramírez López, Daniel Alejandro. Pags.326-344 200. Análisis del Plan Estratégico de Comunicación de la Feria de Loja, según el modelo RACE. Javier Vire y An- tonio Castillo. Pags. 143-159 3 3 GIGAPP Estudios Working Papers ISSN 2174-9515. Año (2021), Vol.8. Núms. 190-212, págs. 01-344 Presentación Número Especial RICE Comunicación más allá de los medios: educomunicación, instituciones y construcción cultural Chavero, Palmira (coordinadora) FLACSO Sede Ecuador/ GIGAPP [email protected] ORCID ID: 0000-0001-8310-3600 López-López, Paulo Carlos (coordinador) Universidad Santiago de Compostela, España [email protected] ORCID ID: 0000-0002-8101-7976 Los medios de comunicación son, tradicionalmente, una de las principales áreas de estudio, tanto en su estructura y composición como en lo referido a la construcción de mensajes y los efectos que éstos generan. Sin embargo, hay otras áreas en la Comunicación que configuran el debate público, las instituciones o la propia sociedad y cuyo estudio tiene también una larga tradición. Este número especial se enfoca en algunas de estas dimensiones, en las que incursiona a partir de estudios de casos de diferentes puntos de la región. El primer bloque de trabajos está centrado en la educomunicación, entendida como la relación (y aplicación) entre las herramientas comunicacionales (incluidos los medios) y los procesos edu- cativos, así como en las competencias mediáticas, configuradas como la base para la construc- ción de sociedades críticas. En el artículo que abre este especial, Calvopiña propone un estudio de los valores transmitidos por la televisión educativa en niños ecuatorianos. Rezende y Vás- quez, en segundo lugar, profundizan en el uso de las redes sociales en el sistema educativo, una línea compartida por el trabajo que presentan Ulloa, Paucar y Rodríguez para el caso ecuato- riano. En este recorrido, Iriarte, Rivera y Celly nos proponen un trabajo sobre las competencias mediáticas en la educación infantil y Sánchez y Cevallos presentan los resultados del proyecto puesto en marcha por una universidad pública, consistente en un observatorio de medios. Por último, Punín y Calva cierran este bloque con un análisis sobre la evolución de la investigación en comunicación de Ecuador con relación a otros países de la región. Presentación Número Especial RICE: Comunicación más allá de los medios: educomunicación, instituciones y construcción cultural A caballo entre la utilización de las herramientas comunicacionales en el sistema educativo y en las instituciones, dos trabajos de este especial nos alertan sobre la relación entre la comunica- ción y los procesos de construcción de identidad, analizados a partir de los estudios de decolo- nialidad. Así, Meruvia propone un trabajo sobre el discurso de la descolonización como caracte- rística identitaria del partido MAS en Bolivia, en tanto que Idrovo, Torres y Juncosa realizan un trabajo sobre la difusión del decolonialismo en el entorno rural. Entrando ya en el uso y los efectos de la comunicación y el marketing en las instituciones, el siguiente bloque de artículos realiza aportes sobre cómo las herramientas que las instituciones y organizaciones utilizan para fortalecer su imagen y difusión. En primer lugar, Martínez y Cam- pillo realizan una aproximación al rol de los eventos como herramienta de difusión. Valdiviezo y Bonini dan un paso más en la comunicación organizacional a través del estudio del uso del big data en esta área. Vire y Castillo, por un lado, y Cusot, por otro, realizan sendas aproximaciones a la comunicación estratégica en diferentes instituciones públicas. Por último, distintos autores (Villalva-Romero-Villagómez y Ordóñez-Rodríguez y Suing) nos traen aportes en torno a la construcción de identidad a través de la comunicación popular. Por último, en este número especial se presenta un conjunto de trabajos en el que la comunica- ción se configura en el eje articulador de distintos temas de debate: género (Jiménez, Vayas, Palacio y Endara; Luzuriaga y Baquerizo), conflictos políticos (Lozano), contradiscursos y violen- cia (Panchi; Suntaxi), procesos migratorios (Altamirano y Torres), perfiles profesionales y acción colectiva en el contexto digital (Escobar y Jaramillo; Rodríguez) y procesos de construcción de memoria (Ramírez). De esta manera, la comunicación no necesariamente mediática retoma el protagonismo en la medida en que se convierte en el área que conecta las instituciones y organizaciones (incluidos los gobiernos) con la sociedad civil, permitiendo de esta manera no sólo la interacción, sino la mejora de los procesos públicos e institucionales de cada caso. Este es el segundo especial que publicamos centrado en los procesos comunicacionales, fruto de la colaboración estrecha entre GIGAPP y la Red de Investigadores en Comunicación de Ecua- dor (RICE). Esperamos que lo disfrute. 5 GIGAPP Estudios Working Papers ISSN 2174-9515. Año (2021), Vol.8. Núm. 190, págs. 1-14 La Televisión Educativa en Ecuador y el aprendizaje de valores en los niños y niñas en edad escolar Calvopiña, María Augusta Tecnológico Pichincha, Ecuador [email protected] ORCID ID: 0000-0002-3139-7085 Documento recibido: 15 noviembre 2019 Aprobado para publicación: 17 noviembre 2020 Resumen Este trabajo tiene como objetivo describir cómo se elaboró el programa educativo, “Mi voz, Mi mundo”, de la franja de Educa Tv de Ecuador e identificar la manera en que los niños de cuarto de básica de la Unidad Educativa San Francisco de Quito perciben los valores presentes en dicho programa. Aguaded (2016), Fuenzalida (2005), Rincón (2010) y Sánchez (1997) permitirán entender a la televisión como un medio de aprendizaje; Bar- bero (1987) y Orozco (2010) ayudarán a comprender la percepción activa que tienen los menores frente a los contenidos de la televisión educativa. En este trabajo se utiliza una metodología cuali-cuantitativa, por un lado, se realiza un análisis de contenido para iden- tificar los valores presentes en los programas y, por otro lado,
Load more

Recommended publications
  • State of Women's Education in Developing Countries, Idlustratingthe Extent of the Gender Gap in Education in Those Countries
    I''"~~~~~~~~~~~~~~~~~~I PHREE Background Paper Series Public Disclosure Authorized FLoECOPY| Document No. PHREE/91/40 Women's Education in Developing Countries Public Disclosure Authorized Barriers, Benefits and Policy" Elizabeth M. King and M. Anne Hill Public Disclosure Authorized Editors Education and EmploymentDivision Populationand Human Resources Department The World Bank Public Disclosure Authorized September 1991 Mhzpublication series senes as an outlet for background produictsfront the ongoir.g w-orkprogramn of policy .-esearch and analylsis of the Eduication and Employment Ditision in the Population and lluntan ResouircesDepartment of the World Bank. Tke lviewsexpressed are those of the author(s), and should not be attributed to the World Bank. Copyright, World Bank, 1991. This volume has been accepted for publication by the World Bank. It is forthcomingfrom the Johns Hopkins University Press. Preface Several noteworthy volum. s piblished in the 1980s have dealt with the topic of women's education in the Third World. These include the volumesby A.C. Smock, Women's Education in DevelopingCountries: Opportunities and Outcomes, New York: Praeger, 1981,and G.P. Kellyand C.M. Elliott (eds.) Women's Educationin the ThirdWorldt ComparativePerspectives, Albany. State University of New York Press, 1982, as well as regional studies by UNESCO. Smock reviewedlessons from existingliterature and presents selectivedata on five countries (namely, Mexico, Ghana, Kenya, Pakistan, and the Philippines) with the aim of identifyingthe f.actors affecting women's opportunities to participate in formal education and the effects of education on women's marriage, labor supply, and fertility behavior. Her work attempts to shed light and understanding on the complex relationships pertaining to this topic, and the conclusions drawn, though "tentative",provide a springboard for future studies.
    [Show full text]
  • Canada Archives Canada Published Heritage Direction Du Branch Patrimoine De I'edition
    E-GOVERNMENT IN ECUADOR: PLANS, PROBLEMS, AND SOLUTIONS by Maria Gabriella Mosquera Jij6n Submitted in partial fulfilment of the requirements for the degree of Master of Electronic Commerce at Dalhousie University Halifax, Nova Scotia July 2008 © Copyright by Maria Gabriella Mosquera Jijon, 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-44090-2 Our file Notre reference ISBN: 978-0-494-44090-2 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation.
    [Show full text]
  • Diagnosis Through the Literary Contribution of Juan León Mera and the Decolonial Proposal Glenda Viñamagua-Quezada
    Revista Cátedra, of the Faculty of Philosophy, Letters and Education Sciences of Universidad Central del Ecuador has a quarterly frequency, it publishes the first fifteen days of the first month of each period from January-April, May-August, September-December. Director/Editors-in-chief Ph.D. Sergio Lujan Mora, MSc. Verónica Simbaña Gallardo. Location: Quito - Ecuador, belongs to the Faculty of Philosophy, Letters and Education Sciences of Universidad Central del Ecuador. ISSN electrónico: e-ISSN: 2631-2875 Revista Cátedra OJS: [email protected] Web page: http://revista-catedra.facue.info/index.html Revista Cátedra E-mail: [email protected] Phone number: (+593) 2506-658 ext. 111 o 22904-760 Open Access politics: articles are published using the license Licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/deed.es) Plagiarisms detection: the journal uses the antiplagiarism system URKUND. The editorial process is managed using OJS (Open Journal System). The journal accepts articles written in Spanish and English. INFORMATION SERVICES: social networks, Facebook Licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0) Revista Cátedra, 2(2), pp. 1-1, May-August 2019. e-ISSN: 2631-2875 AUTHORITIES: UNIVERSIDAD CENTRAL DEL ECUADOR FACULTY OF LETTERS AND EDUCATION SCIENCES Ph.D. Fernando Sempértegui Rector Dra. María Augusta Espín Academic Vice Chancellor Dra. María Mercedes Gavilánez Research, Doctorate program and Innovation Vice Chancellor MSc. Marco Pozo Zumárraga Administrative Vice Chanceller Ph.D. Guillermo Terán Acosta Dean of the Faculty of Philosophy, Letters and Education Sciences Ph.D. Juan Carlos Cobos Velasco Vice Dean of the Faculty of Philosophy, Letters and Education Sciences Zip code: Av.
    [Show full text]
  • Education (41 in ECUADOR
    Bulletin1947,No. 2 lamming. Education (41 in ECUADOR .s liyCAMERON.D.Eli.i))117GM --,-Senior Spode Whitn EdneatioaInLatinAmerleaìoCountries AmericasliorabIlesgoad's,DivisionofInternational t." ; T`t lidneat1ora1Relations 1'2 - I :. Aat s IIPRIMUIAL$RCVRITY£ICT, *MoonS.inner,Administrator 9 of Ce n, NAIRenties John W.Iligndebacor,CoanamiaaSpair .0 4 e N. CONTENTS 1111.. Page FOREWORD_ 11. MID a, we. m ........ rm. es. ..... CHAPTERI.EVOLUTIONOFEDUCATIONIN 'ECtTADOR__ ro rrn " ....... 1 Introduction_ _ _ _ e a Geography .... 1 __ .=mirgm me Próducts_ r e r . 1 - ele People - m ow, t .1" ..... O. 2 Government Me ...... r 2 Education MD - .... ...... m. 3 Colonial period_ r ' QM/ 3 Republic_e eC Mir ......... ..... ° 4 Developments between1861and1930__ 4 National tongressof Elementaiyand Nor- mal School Education.__...... _. 5. Education.today _ .. 6 Administration Fr e .... 7 0 Finance.. __ r %. 9 Organization... ..... to 10 CHAPTER II. ELEMENTARYEDUCATION _ _ 12 Preschooledutiation ..... Noe :II 12 Kindergartens 12 Number of kindergartensandenrollment__ 13 Buildifigs,materials,andmethodsof teaching 40 ..... or 13 Jardfn de InfanAs"LucindaToledo"in Quito Mo. Elementary 18 48._ . education__ ea ........ 14 Aim ale° I, rrnMer e. ... 14 Numberof schools MI . IMP ..... mws ..... 15 School year and day 11 ... m 0,0/ l 15 Enrollments 4j, 41 a 15 Buildings_ N'aGP __ ........ J 15 Methods ofteaching.._ OP The eur 16 curriculum r .......... .. .... 16 Materialsandlibraries. "bibelot M. aw 17 la Catélica"School, No.15 .. 17 Municipal schools me. me .old rila .... 18 Ruralschool& ...... 40 40 ow 4, " . ..... 4.... 19 Course of a Mo. study ... .. C. 19 "October 12" School r, ma 19 Complementaryor continuationschools .... 20 Praedialschools _ ...... ..... _...
    [Show full text]
  • Research on the Implementation of IB in Ecuador's State Schools
    NATIONAL CENTER FOR RESTRUCTURING EDUCATION, SCHOOLS, AND TEACHING TEACHERS COLLEGE, COLUMBIA UNIVERSITY Research on the Implementation of the Diploma Programme in Ecuador’s State Schools FINAL REPORT May 2013 Elisabeth Barnett, NCREST Teachers College, Columbia University, New York With: Tracey Tokuhama-Espinosa, the University of San Francisco, Quito Mariana Rivera, the University of San Francisco, Quito Ligia Myriam Aguirre Montero, Pontifical Catholic University, Quito Tamara Puente Palacios, Pontifical Catholic University, Quito Karen Bryner, NCREST 1 Research on the Implementation of the Diploma Programme in Ecuador’s State Schools FINAL REPORT May 2013 We have a clearer “North” toward which to direct ourselves and our students. DP teacher Introduction The country of Ecuador boasts one of the largest populations of Diploma Programme (DP) participants in Latin America with 708 DP candidates in 2011. There are currently 51 IB-authorized schools in the country, including 50 offering the DP, six offering the PYP and six offering MYP (several schools offer combinations). Ecuador has shown an exceptionally high level of support for IB education: the Ministry of Education (MOE) undertook an initiative beginning in 2006 to support the development of a DP in each of the country’s 24 provinces. Subsequently, based on President Correa’s conviction that Ecuadorian secondary education could be vastly improved by following the DP model, it was decided to dramatically expand the number of state schools participating. Because of the high level of interest of the Ecuadorian government, as well as to advance its own knowledge of school development and school transformation, IB entered into a contract with the National Center for Education, Schools and Teaching (NCREST) at Teachers College, Columbia University to conduct research on the DP in Ecuador.
    [Show full text]
  • Afro-Ecuadorian Educational Movement: Racial Oppression, Its Origins and Oral Tradition
    Portland State University PDXScholar Black Studies Faculty Publications and Presentations Black Studies 10-2014 Afro-Ecuadorian Educational Movement: Racial Oppression, Its Origins and Oral Tradition Ethan Johnson Portland State University, [email protected] Follow this and additional works at: https://pdxscholar.library.pdx.edu/black_studies_fac Part of the African American Studies Commons Let us know how access to this document benefits ou.y Citation Details Johnson, E (2014). “Afro-Ecuadorian Educational Movement: Racial Oppression, Its Origins and Oral Tradition.” Journal of Pan-African Studies (online). Vol. 7, No. 4: 115-137. This Article is brought to you for free and open access. It has been accepted for inclusion in Black Studies Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Afro-Ecuadorian Educational Movement: Racial Oppression, Its Origins and Oral Tradition by Ethan Johnson, Ph.D. [email protected] Associate Professor, Black Studies Department Portland State University Portland, Oregon Abstract In this paper, three objectives are presented, first, to describe the socio-historical context of Afro- Ecuadorians generally and specifically related to education. Here, it is demonstrated how colonial and nation building practices and processes have attempted to silence and make absent the contributions people of African descent have made to development of the nation. Second, the Afro-Ecuadorian social movement is considered within the local, regional and global socio- historical context, and it is argued that the Afro-Ecuadorian Etnoeducación is part of a continuous struggle for freedom and inclusion in the nation as full citizens.
    [Show full text]
  • Environmental Education and Conservation in Southern Ecuador: Constructing an Engaged Political Ecology Approach
    ENVIRONMENTAL EDUCATION AND CONSERVATION IN SOUTHERN ECUADOR: CONSTRUCTING AN ENGAGED POLITICAL ECOLOGY APPROACH By KATHRYN A. LYNCH A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2001 Copyright 2001 by Kathryn A. Lynch ACKNOWLEDGEMENTS My most heart-felt thanks go to all the people who contributed to this project. In Loja, special thanks go to Fundación Ecológica Arcoiris, and specifically to Bolívar Tello, Fausto Lopez, Arturo Jiménez, Elia Gonzales and Angel Hualpa. Their invitation to collaborate provided me a site and a focus, while their logistical support in 1996 and 1997 made it possible to accomplish all that I did. Likewise, the Fundación Cientifica San Francisco and specifically Lic. Ruth Espinosa deserve special thanks. Her unflagging enthusiasm and dedication to improving environmental education in the region is inspiring, and I am deeply grateful for all her critical input and assistance in the field in 1999. Likewise, I am thankful for the valuable feedback provided by Dra. Ketty Vivanco at the Universidad Nacional de Loja, regarding my survey instruments and research design. Without the support of parents, teachers, and school directors in the region I would not have been able to conduct this research. I am deeply grateful to them for granting me permission to interact with their students, and for the time they took to share their educational experiences as well. Likewise, without the collaboration of the students, I would have no dissertation. Therefore, special boisterous and rambunctious thanks go to all of the children who patiently put up with my questions and provided brilliant illustrations of their communities and the Park.
    [Show full text]
  • La Educación Inicial En El Ecuador: Margen Extensivo E Intensivo 14
    La educación inicial en el Ecuador: margen extensivo e intensivo 14 La educaci´oninicial en el Ecuador: margen extensivo e intensivo Priscila Hermida; Sof´ıa Barrag´an; Juan Andr´es Rodr´ıguez Facultad de Econom´ıa, Pontificia Universidad Cat´olica del Ecuador, Quito, Ecuador / Secretar´ıa Nacional de Planificaci´on,Quito, Ecuador / Secretar´ıa Nacional de Planificaci´on,Quito, Ecuador [email protected] / [email protected] /[email protected] Resumen Este trabajo explora las caracter´ısticas socioecon´omicas y demogr´aficas relaciona- das con el margen intensivo y extensivo de la asistencia de ni˜nos y ni˜nas menores de cinco a˜nos a un centro de educaci´on inicial, utilizando informaci´on de la Encuesta de Condiciones de Vida (ECV) 2014 y registros administrativos de la oferta en el cant´on de residencia. Los resultados indican que la edad, el estado nutricional y la etnicidad del ni˜noest´an asociadas con la probabilidad y la intensidad de la asistencia. El ingreso del hogar est´aasociado negativamente con la probabilidad de asistencia, pero positi- vamente con su intensidad, condicional a la decisi´on de asistir. El nivel de escolaridad de las madres, su estado civil, y su participaci´onen el mercado laboral, inciden sobre el margen extensivo e intensivo de utilizaci´on de los servicios educativos, particular- mente en el caso de las madres que tienen empleo formal. Los resultados sugieren que la educaci´on inicial en el Ecuador es un sustituto para las horas de cuidado materno. Ni la oferta de servicios de educaci´on inicial en el cant´on de residencia, ni la residencia en ´areas rurales son significativas, indicando que el uso de los servicios de educaci´on inicial en el Ecuador no se relacionan con factores de la oferta.
    [Show full text]
  • Journal on Education in Emergencies
    JOURNAL ON EDUCATION IN EMERGENCIES Bureaucratic Encounters and the Quest for Educational Access among Colombian Refugees in Ecuador Author(s): Diana Rodríguez-Gómez Source: Journal on Education in Emergencies, Vol. 5, No. 1 (December 2019), pp. 62-93 Published by: Inter-agency Network for Education in Emergencies Stable URL: http://hdl.handle.net/2451/60974 DOI: https://doi.org/10.33682/hysb-ja89 REFERENCES: This is an open-source publication. Distribution is free of charge. All credit must be given to authors as follows: Rodríguez-Gómez, Diana. 2019. “Bureaucratic Encounters and the Quest for Educational Access among Colombian Refugees in Ecuador.” Journal on Education in Emergencies 5 (1): 62-93. https://doi.org/10.33682/hysb-ja89. The Journal on Education in Emergencies (JEiE) publishes groundbreaking and outstanding scholarly and practitioner work on education in emergencies (EiE), defined broadly as quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal, technical, vocation, higher and adult education. Copyright © 2019, Inter-agency Network for Education in Emergencies. The Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. BUREAUCRATIC ENCOUNTERS AND THE QUEST FOR EDUCATIONAL ACCESS AMONG COLOMBIAN REFUGEES IN ECUADOR Diana Rodríguez-Gómez ABSTRACT Ecuador’s innovative approach to social policy and human mobility is reflected in its education policies, specifically those pertaining to access to school. Under Ecuador’s constitutional notion of universal citizenship, youth are not required to have previous academic records to enter the equivalent of K-12 education, regardless of their migratory status.
    [Show full text]
  • Contemporary Higher Education Reform in Ecuador: Implications for Faculty Recruitment, Hiring, and Retention
    SPECIAL ISSUE Higher Education in Latin America in International and Comparative Context education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 25 Number 68 July 3, 2017 ISSN 1068-2341 Contemporary Higher Education Reform in Ecuador: Implications for Faculty Recruitment, Hiring, and Retention M. Amanda Johnson College of William & Mary United States Citación: Johnson, M. A. (2017). Contemporary higher education reform in Ecuador: Implications for faculty recruitment, hiring, and retention. Education Policy Analysis Archives, 25(68). http://dx.doi.org/10.14507/epaa.25.2794 This article is part of the special issue, Higher Education in Latin America in International and Comparative Context, guest edited by Andrés Bernasconi and Sergio Celis. Abstract: Currently, there is a shortage of research on how Ecuadorian universities are coping with the contemporary reforms of higher education under the government of Correa. In 2010, La Ley Orgánica de Educación Superior (higher education law) defined the development, transparency and quality assurance of existing and new higher education institutions. This case study describes the challenges administrators have in recruiting, hiring, and retaining faculty in an environment where both fiscal and human resources are limited. The research reflects the current complexity of the higher education environment in Ecuador under contemporary reforms and creates a space for the discussion on the unique perspectives of administrators from both private and public institutions. Journal website: http://epaa.asu.edu/ojs/ Manuscript received: 30/10/2016 Facebook: /EPAAA Revisions received: 28/3/2017 Twitter: @epaa_aape Accepted: 30/3/2017 Archivos Analíticos de Políticas Educativas Vol.
    [Show full text]
  • 1 the Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006-17 Ben Ross Schneider MIT Pablo Cevallos
    1 The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006-17 Ben Ross Schneider MIT Pablo Cevallos Estarellas UNESCO IIEP Barbara Bruns CGD June 2017 2 Abstract. Recent governments in Ecuador – starting with Alfredo Palacio in 2006 and continuing through Rafael Correa’s three terms (2007-17) – have achieved impressive improvements in education quantity and quality. Enrollments at all levels – pre-school through high school – increased significantly, and Ecuador’s learning gains on the Latin American regional test from 2006-2013 were the largest in the region in reading and second-largest in math (after Chile). A quadrupling of annual spending on basic education (to reach five percent of GDP) supported the expansion of schooling supply as well as a doubling of teacher salaries. But equally important were major, politically sensitive, reforms of teacher policy. Over union objections and sometimes violent resistance, the Correa government implemented five key reforms, including higher standards for new recruitment, higher standards for entry into teacher training, regular evaluation of individual teacher performance, promotions based on tested competency rather than years of service, and dismissal from the civil service after multiple poor performance evaluations. Among the political advantages favoring government reformers were: strong public support grounded in a pervasive sense of education in crisis (first expressed in a national referendum), sustained presidential support, the commodity boom of the 2000s, continuity in the government reform team, and communications strategies that built popular sympathy for the government position against union efforts to block reforms. However, relatively few details about reform implementation are publicly available and there is uncertainty about its sustainability under the recently elected government of Lenín Moreno.
    [Show full text]
  • The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006-17
    WORKING PAPER March 2018 The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006-17 Ben Ross Schneider, Pablo Cevallos Estarellas, Barbara Bruns RISE-WP-18/021 Funded by: The findings, interpretations, and conclusions expressed in RISE Working Papers are entirely those of the author(s). Copyright for RISE Working Papers remains with the Author(s). www.riseprogramme.org The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006-17 Ben Ross Schneider MIT Pablo Cevallos Estarellas UNESCO IIEP Barbara Bruns CGD March 2018 Abstract Recent governments in Ecuador (2007-17) have achieved impressive improvements in education quantity and quality. Enrollments at all levels increased significantly, and Ecuador’s learning gains on a regional test from 2006-2013 were among the largest in the region. A quadrupling of public spending on basic education (to five percent of GDP) supported the schooling expansion as well as a doubling of teacher salaries. But also important were a new focus on student learning results and key reforms of teacher policy implemented over strong union opposition: higher standards for new recruitment, regular evaluation of teacher performance with promotion based on performance (and dismissal after multiple poor evaluations). Among the political advantages favoring government reformers were: strong public support, sustained presidential engagement, the commodity boom of the 2000s, continuity in the government reform team, and a forceful communications strategy. Ecuador’s experience offers lessons for other countries seeking to improve education by focusing on student learning and the quality of teaching. 2 “Article 349. The State shall guarantee, for the teaching staff, …, job security, modernization, ongoing training, and teaching and academic improvement, as well as fair pay, in accordance with their professional development, performance and academic merits.
    [Show full text]