Understanding Latin America's Educational Orientations: Evidence from 14 Nations

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Author(s): Osiobe, Ejiro U.
Language:
English
Source:
Education Quarterly Reviews. 2020 3(2):249-260.
Publication Date:
2020
Document Type:
Journal Articles
Reports - Evaluative

Additional Information
- Availability:
  Asian Institute of Research. 5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, South Sulawesi, 90234, Indonesia. Tel: +62-411-366-2280; Fax: +62-411-366-2101; e-mail: editorial@asianinstituteofresearch.org; Web site: https://www.asianinstituteofresearch.org/eqr
- Peer Reviewed:
  Y
- Source:
  13
- Subject Terms:
  Foreign Countries; Developing Nations; Latin Americans; Educational Practices; Educational Change; Comparative Education; Human Capital; Educational Development; Educational History; Latin American History; Access to Education; Outcomes of Education; Educational Policy; Governance
- Subject Terms:
  Mexico; Costa Rica; Honduras; Nicaragua; Panama; El Salvador; Argentina; Bolivia; Brazil; Chile; Colombia; Peru; Uruguay; Venezuela
- ISSN:
  2657-215X
- Abstract:
  Latin American countries have evolved over the years. Still, after years of military reign, socioeconomicinstability, and civil wars, the region has been known for its anti-hegemonic economic growth (educationalpolicies) strategies. Central and South America's educational system has long been under investigation by researchers both theoretically and empirically. The transition of its education system through the introduction of centralized, liberalized, and populist ideology has sparked many researchers' interest. This paper aims to understand and compare 14 Latin American countries' education orientation. The study uses a matrix table to visualize the qualitative finding.
- Abstract:
  As Provided
- Publication Date:
  2020
- Accession Number:
  EJ1265766

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