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The paper studies the particularities of the educational policies of the Popular Unity. To answer this question, the context has been recreated and the main issues and conflict of these policies are explored. This objective is original because most of the investigations on this regard have studied the logic of the groups that fought to govern the country, have highlighted the differences between the educational projects of past governments or have evidenced the controversies surrounding the Unified National School. To achieve this answer, the study carried out an exhaustive review of the main primary and secondary sources in this matter [ABSTRACT FROM AUTHOR]

Copyright of Apuntes: Revista de Ciencias Sociales is the property of Universidad del Pacifico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Universitas Psychologica is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyzes three dimensions of elite-mass congruence in Chile and Uruguay: (a) ideological; (b) public issues, support, and satisfaction with democracy; and, (c) economic preferences on the role of the State. Data from probabilistic national surveys and surveys on elites financed by IDRC-Canada and carried out from 2013 to 2014 in each country are used. Congruence indexes are calculated to identify gaps between citizens and representatives. The main indexes used are Relative Citizen Congruence and Earth Mover's Distance, a recent innovation borrowed from computer science. The findings show a greater ideological congruence in Chile, a greater congruence on support to democracy in Uruguay, and important gaps on education issues in Chile. Furthermore, in both countries there is greater congruence regarding relevant public issues between higher socioeconomic level population and the political elite. [ABSTRACT FROM AUTHOR]

Answering the question of who are the poor, this paper presents, in the first place, several points of view known in Chile about poverty through time. Then, based on the data from the CASEN survey for the period 1987-2003 and using econometric techniques, this papers analyses the relationship between personal characteristics and the probability of being poor, the probability of people from different socio-economic strata of achieving certain levels of education, being healthy, having access to health care, being free-lance or having a low qualification, as well as if these probabilities differ according to age, civil status and urban or rural residence. Equally, the analysis of social programs is focused on the probability the poor and almost-poor have of being covered by the pension system and health programs whether public or private. The work concludes that, in spite of the great advances in Chile in terms of coverage of health services and social prevision, the poor rarely have access to health care when needed and to the coverage of the pension system. Policy implications identified in this paper —where it is observed a convergence between the perspective of entering poverty and the approach on capabilities and realizations— establishes the need of reinforcing Chilean mechanisms of social protection for the poorest. [ABSTRACT FROM AUTHOR]

This paper describes and analyzes the current status of Secondary Education in Chile. Wide coverage, mediocre performances and social inequity are revealed within a context of tradability and prominence of private institutions. Performance-Based Agreements for the improvement of teacher education at a university level are highlighted as of their novel nature. These instruments put the objectives of each University with those of the State into alignment through negotiated processes within the framework of formal contracts setting “Performances of Excellence”. These represent profound changes in both the outcomes and impacts of the quality of teacher education. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Finland's education story is important because it brings hope to all those worried about whether improving their educational systems is at all possible. Finland has a unique educational system because it has progressed from mediocrity to being a model educational system and «strong performer» over the past three decades. If Chile intends to follow the Finnish Way and listen to successful international experience from other countries, there is no better lesson than investing systematically and wisely in enhancing equity in education. This conference paper offers a discussion to all those worried about whether improving their educational systems is at all possible. The United States, England, Sweden, Germany, and Chile, to mention just a few, are among those where public education is increasingly challenged because of endemic failure to provide adequate learning opportunities to all children. [ABSTRACT FROM AUTHOR]

Th is article is about the contribution of international cooperation--in diverse forms and with various objectives--to intercultural bilingual education (IBE), mainly in Chile. The basis of the article is the historical role of ibe and four experiences in ibe carried out since the 1990s with international support. Such experiences are linked to higher education: one at the undergraduate level, two at the graduate level, and one in intercultural education in communities and their schools as a project of academic development. Methodologically, the paper is based on research, systematization, interviews, and personal experiences. With a critical focus, it describes each experience with international aid, emphasizes the characteristics of the experience's contribution to programs, presents information on results, analyzes, and reaches conclusions about direct and indirect contributions to IBE. [ABSTRACT FROM AUTHOR]

Copyright of Revista Uruguaya de Ciencia Política is the property of Instituto de Ciencia Politica (Universidad de la Republica de Uruguay) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Economia is the property of Banco Central del Uruguay and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista MAD is the property of Revista MAD and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de la CEPAL is the property of United Nations Publications and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de la CEPAL is the property of United Nations Publications and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)