15 SES 03, Partnership with Working Life II
Parallel Paper Session
This work shows the potential of universities to incorporate the research services for social and educational development, either to make diagnoses and to design instruments of action (action research to improve) and do it together with the stakeholders.
The framework of the research is the Institutional Strengthening for Development (ISFD), a project implemented by researchers at the Public University of Navarre since 2009 in conjunction with a local social organization in Peru. The proposal is perform an analysis from Europe and from Latin America on socio global changes in education post-modern and the social response to education carried out by universities and social organizations. The starting point is education as a social responsibility in which a set of historical operations by social actors leading to the transformation of the common cultural background (Antelo, 2001; Goodson, 1991a).
The research objectives are:
To determine the role played by the university and social organizations in these global changes in education according to their educational profile.
Assess their impact on social development from a comparative perspective between Europe and Latin America.
The question it answers the study are:
Is there a consensus in higher education between Europe and Latin America that can build the educational proposal from the social and educational work in universities and stakeholders?
Does it take into account in the development of European educational models and observations of the American educational reality made by social organizations as sources of analysis and communication ad intra and ad extra of the educational community ?
A first hypothesis about this is that from a practical perspective. Empirical observation confirms that two-faced of the University (as a center for teaching and research) could potentially have a direct influence on the specific aspects of development cooperation in education with other non-governmental social organizations both in Europe and Latin America.
The research provides the diagnosis of the situation in the management of educational programs for social development improve by social organizations, the participation of universities in them and the demands of university research as support to promote a global and transnational educational change.
One instrumental contribution of research in the period 2009-2011 are guidelines for the design of a strategy to collectively built consensus among stakeholders and university as a contribution to the plan to improve cooperation policies by educational social organizations.
The framework aims to go beyond the curriculum perspective in the educational approach, to a perspective that does not forget the historical and sociological implications of knowledge (Goodson, 1991 b). In fact, the epistemological status of science education recognizes that the university is not only more education, disjointed system, but it is part of it and at the same time autonomous and proactive (Michel, 2006; Senge, 2002).
We recognize that in education all stakeholders are co-responsible for ensuring participation of all actors in social change (García, 2005). In This acknowledges that the university in Latin America continues to look to Europe to to address its challenges (UNESCO, 2001; 2011).
Antelo, E. (2001) La pedagogía y la época. Buenos Aires: Mimeo. García, J.L .(2005). Sistemas educativos de hoy. Madrid:Ediciones académicas. Goodson, I. F. (1991a). La construcción social del curriculum. Posibilidades y ámbitos de investigación de la historia del curriculum", Revista de Educación, nº 295, Madrid, 7-37. Goodson, I. F. (1991 b). Social History of Curriculum. Subjects for study. London and Philadelphia: The Falmer Press. Michel, J.A (2006). Sobre el estatuto epistemológico de las Ciencias de la educación. Revista de teoría y didáctica de las Ciencias Sociales, 11; 139-157, Mérida: Venezuela. Senge, P.; Cambron, N.; Lucas. J.;Smith, B.;Dutton, J.; Kleiner, A. (2002). Escuelas que aprenden. Bogotá: Grupo Editorial Norma. UNESCO/ OREALC (2001). Situación educativa de América Latina y el Caribe 1980-2000. Santiago, Chile: SIRI. UNESCO/ OREALC (2011). Panorama educativo 2010: desafíos pendientes. Santiago, Chile: UNESCO.
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