La calidad educativa en un mundo globalizado: intercambio de experiencias y perspectivas

This book presents different visions on educational quality in the context of Spanish-speaking countries that will be protagonists of different trobades. Each of the representatives of these countries emphasizes a specific problem according to their main area of concern and based on the assumptions of their own ideology. This shows the complexity and multidimensionality that surrounds educational quality. The book consists of six parts that are organized according to different geographical contexts. Part I is dedicated to the Spanish reality, including chapters that address educational quality from different perspectives: from regulations, evaluation designs, organizational dimensions, teacher training and early childhood education. Part II is dedicated to the Argentine educational reality, describing the quality of its university system and the processes of reform of the non-university educational system, referring to the quality assessment programs developed in Argentina in the decade of the 20th century. noranta. Part III is dedicated to Brazil, and through three chapters it is defined, for one thing, the change of paradigms in education and the consequences that it has had on the educational reality of Brazil, in a second chapter analyzes the possibilities and the limitations of a participatory management that allows an evaluation and permanent control of the processes and services of educational organizations and, finally, the third chapter addresses the problem of the adolescent in facing the adult world and the dilemma of income to the feina and to the university. Part IV is dedicated to Xile, analyzing the processes of change and reform, focusing especially on the factors related to the quality of education, including both external and internal aspects of the reform processes. Part V presents an alternative to raise the quality of Cuban education, in which the question of quality occupies a fundamental place in educational debates. In this part we analyze, for one thing, the concept of quality and the different procedures adopted by Latin American countries to measure the quality of education and, furthermore, analyze the role of teacher training as a necessary condition to raise the quality of education to higher levels. Part VI is dedicated to Venezuela, in which the author makes a global analysis of the Latin American reality and offers a critical view of the qualitative approach.