In Mar del Plata,
In December,
REPUDIATE IBEROAMERCIANA SUMMIT OF HEADS OF STATE
Multisectoral Summit Iberoamericana
We provide the following information and upcoming activities of the Multisectoral :
1 - Chat-debate November 13: NO SUMMIT . Invited panelists
2 - Presented by the Multisectoral : What are the goals of 2021?
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November 13: Chat-debate in the UNMdP
Invited Panelists -Classroom and Time: to be confirmed
Special guest: Darius Balvidares is Professor and Bachelor of Arts (graduated from UBA). Middle school teacher CABA As researcher published the essay " The educational novel or the story of alienation " (2005) with a foreword by Osvaldo Bayer and dozens of articles since 1996.
Abstract of the paper: The corporation, educational colonialism, the end of the public ... the crime (almost) perfect ...
This paper continues the research begun with the publication of the essay The educational novel or the story of alienation (2005) The orders made by international organizations in education and now, particularly in higher education, putting the service corporation business in several ways: as a subsidiary and as a commodity. The idea is to analyze the arguments that express the globalized political, from Bologna (higher education) and Goals by 2021 ( globalized educational policies), and alignment policies that are designed for Latin America and the Caribbean (and the creation of the Latin American Space ) to which, of course, Argentina adheres.
These complex processes of privatization, outsourcing and marketisation of the Public Education the service of corporate interests, which leads to loss of autonomy in many aspects in addition to the dependence of private or public funding directed.
This paper is nothing more than a contribution to amplify the debate about the social function of Education in general; Higher Education and Research in particular, to avoid becoming the "food GM "of the corporation conveys the dissolution of the public nature of knowledge as a social value to become good value.
What's more, how to think together how to break the coloniality of power ...
This paper is nothing more than a contribution to amplify the debate about the social function of
What's more, how to think together how to break the coloniality of power ...
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What are the Goals 2021?
Education exclusion
The document to be adopted in December during the Iberoamerican Summit in Mar del Plata express very clearly the deepening of education policies that have been implemented a decade ago with the aim of making education serve the interests of the monopolies, ie, serving the looting of the rich resources of our continent and exploitation of workers. At the same time, educational institutions are important breeding areas of the hegemonic ideology.
For these reasons, we believe that we must reject this summit and lay bare the true aims. To this end, we provide some elements for the debate by analyzing the document to be treated.
1. More of the same " not appear that the educational reforms driven up here [in the last decades] has achieved its program goals, it would be necessary to consider new strategies capable of achieving its goals with greater success "In this quote from the document, and during its development, is clearly shown as discussed further educational policies that have long been deteriorating and putting the public school education to serve the interests of multinationals. Later says " need a new dynamic accelerate educational change . The objectives remain the same.
2. Searching for new allies
The proposed new strategies involve finding new "allies" needed for social consensus (they call it "good governance and social participation). We think that education reforms have led to rejection and mobilization of the peoples of Latin America." [the success of the project] requires the committed collaboration of families, alumni associations, social organizations, volunteers, businesses or university students ", the background, we seek to make the effort of large sections of the people who are working in the education behind the political" role models the participation of families in some states and municipalities to keep schools open during weekends or programs of NGOs and foundations ... these players need to feel involved in educational decisions taken . This also means labor insecurity, wanting to meet needs with volunteer work or informal.
3. decentralize responsibilities and more centralized political control.
On the one hand, it deepens the idea of \u200b\u200bdecentralization responsibilities, ie, diluted the state's duty to provide education, while encourages the search for external resources through tariffs, for example, cooperative, and corporate money. On the other hand, requires greater centralization monitoring and evaluation by government agencies to ensure implementation of these policies. The document expresses " the aim is to give greater autonomy to schools, generating, however, a framework of common goals shared by the community. Thus, the responsibility for education is delegated to local institutions (government, municipalities), with the inevitable control, support and regulations [of the central power] "Even financial responsibility is delegated in the educational community ultimately , explicitly saying "can not be expected them [national, regional and local] to provide all the human, financial and organizational resources (...) will require cooperation between governmental and nongovernmental organizations, the private sector Local communities, media, religious groups and family "
4 - The role of business: higher incidence in Education
The role of business deserves special attention because although it appears as an ally in the document it is clear that they are part of the delineation of these policies, monitoring their implementation, and direct beneficiaries. Let's see if
" is necessary to emphasize the importance of business collaboration to achieve the necessary transformation of technical and vocational education. The support of business and labor sectors is to facilitate the definition of skills, the ability of students to take the necessary practices and recognition of qualifications obtained for the recruitment of skilled workers "
"The educational backwardness and neglect tend to keep the intergenerational transmission of poverty, perpetuating the reproduction of inequality. This also implies social costs with respect to financial transfers that states should make to ensure the survival of those social groups that they can not do for themselves. On the other hand, these have implications for labor productivity . "This paragraph is unclear as regards education as a means of social mobility (" up "at the expense of leaving or centers on the way) and are blamed family in the perpetuation of social inequality. At the same time the objectives of education are put in terms of costs and productivity.
"Over the past decade, complete secondary education is the doorway to avoid falling in poverty. However, it is considered that the generalization of this educational level leads to a devaluation in the labor market . While the former represents a social benefit, in the sense have a better-trained human capital affects individual level achievements since become common knowledge in the labor market. It is therefore necessary to consider the expertise and professional technical education "Clearly, as in this system of exploitation are all included. Poverty is a way to generate cheap labor needed to increase profits for entrepreneurs. Only a few reach to obtain specialized training (skilled workers) that businesses require.
6. Financing: more adjusting to the people, more debt, more dependencies.
"It takes a broad national consensus to establish mechanisms to increase gradually the flow of resources targeted to the education sector in the form of increase tax revenue, costs for transfers between the government intended different sectors and services, increased efficiency and effectiveness of the education sector and in attracting extrabudgetary funds , among others. "That is, on the one hand, there is more money invested in education is conforms more to the workers, were redirected money spent on services and obtained funds from the state. In turn, this money is for more infrastructure and salaries (this is explicit on page 178 of the document Goals 2021), but the implementation of projects as a way of prize, in those institutions where dutifully apply these guidelines.
On the other hand, the document repeatedly emphasizes how are you have a monitoring policy and strict control by international agencies, through loans from special funds and the creation of supranational bodies. "The proposal promotes international solidarity mechanisms, in particular the definition of a Mutual Fund for Educational The new proposed control supranational bodies are: the Institute of Monitoring and Evaluation of Educational Goals and Advisory Board of Education
7. Universities tuition "an interesting mode is the gradual reallocation of spending by level of education, since college per-student costs up to eight times the spending on primary and could find alternative financing mechanisms . This reallocation should be implemented with broad political and social arrangements, progressively, ensuring at least gratuity students with limited resources ... "
This suggests that the State fails to take Universities.
8. Education as a service, not a right.
This idea is expressed throughout the document. Words such as equity, spending, saving, efficiency, resulting from business, expressed so clear continuity with the laws passed during the Menem administration.
Finally, we emphasize that the Education Acts passed in the Kirchner government, and the draft new Law on Higher Education official who is in the Congress for approval, contains the essence expressed in the Millennium 2021.
Multisectoral American Summit
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