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Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED 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 Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) 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 Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED 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 Calidad en la Educación is the property of Consejo Nacional de Educacion 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 analyses the effect of including high school grade rankings as a new factor in the admission process to Chilean universities. The paper evaluates the impact of different weighting strategies of the high school grade ranking and identifies socioeconomic and gender characteristics of the students who benefited and were harmed by the inclusion of this new factor. Starting with the weightings of the different factors considered in the Admission Process for 2012, we simulate, using a selection algorithm, alternative weightings for high school grade rankings in the 2013 Admission Process. We also evaluate the effect of the actual increase in the weighting of grade ranking in the 2014 admission process. Even though the impact on students' entrance and exit from the selection list is rather small, the introduction of the high school grade ranking into the admission process has an effect on the composition of the students selected, producing greater socioeconomic and gender equality. [ABSTRACT FROM AUTHOR]

According to Hargreaves and Shirley (2009a, 2012), recent educational changes have often followed three stages: a First Way of teacher autonomy characterized by great professional freedom, but little system coherence; a Second Way of standards, markets, and accountability; and a Third Way of data-driven decision-making. Hargreaves and Shirley argue that each of these stages of change is limited. They present international evidence that a Fourth Way of democratically-governed educational professionalism yields greater student outcomes while preserving and enhancing local school and community cultures. But does this framework for educational change contribute to our understanding of recent educational reforms in Latin America? This article serves as a first exploration of this question, drawing on the cases of a national policy reform in Chile; a single school in Porto Alegre, Brazil; and a rural school improvement network in Colombia. The cases indicate that the region has already enacted examples of Fourth Way principles and practices, such as inspirational school leadership, educational networks, and student voice that manifest core principles and practices of the Fourth Way. These, in turn, can be instructive for advanced school and system-level change both within and beyond the boundaries of Latin America. [ABSTRACT FROM AUTHOR]

Copyright of Psicoperspectivas is the property of Pontificia Universidad Catolica de Valparaiso, Escuela de Psicologia 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.)

A model for adjudication of health care resources which gathers the comparative experience and the analysis developed by specialized literature, must start from the premise that the application of exclusion mechanisms of patients openly discriminatory --such as those happening with rationing criteria by Plan AUGE related to the age of patient, his/her place of residence or his/her health status-- are unacceptable, since they do not agree with the universality exigency in health care access of any system compromise with millennium health goals for equity. [ABSTRACT FROM AUTHOR]

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion 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 study identifies and analyzes the positions of different actors involved in the higher education system around the stresses generated in the quality -equity axis- in order to identify areas for possible reforms that could guide their development. To do this, -by analyzing the trajectory of the higher education system, its origins and reforms introduced by the authoritarian regime in the eighties, and the innovations generated by the democratic regime of the nineties -- it reflects on the perceptions of key players through indepth interviews arranged around three main areas: a general assessment of the system, the stress-quality equity and the role of the state. [ABSTRACT FROM AUTHOR]

Through the classification of health care systems in terms of their financing, number of stakeholders and consequences for health care equity, this essay pretends to analyze some of the changes that have taken place in Chile due to the health care reform system "AUGE" (Universal Access to Explicit Guarantees). Pending tasks are examined for conversion to the system that, while maintaining its mixed character, may be able to overcome its present strongly regressive consequences. [ABSTRACT FROM AUTHOR]