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This comprehensive, state-of-the-art reference work provides the first systematic review to date of how sociologists have studied the relationship between race/ethnicity and educational inequality over the last thirty years in eighteen different national contexts.
Contains scholarly evaluations of books and book chapters as well as conference papers and articles published worldwide in the field of Latin American studies. Covers social sciences and the humanities in alternate years.
This authoritative, state-of-the-art reference work builds on its first edition to provide a cutting-edge systematic review of the relationship between race/ethnicity and educational inequality. Studying 25 different national contexts drawn from every inhabited continent on earth and building upon material from the earlier edition, the work analyses educational policies, practices and research on minority students, immigrants and refugees. The editors and contributors explore principal research traditions from countries as diverse as Argentina, China, Norway and South Africa, examining the factors promoting social cohesion as well as considerations regarding the use of international test score data. Seamlessly integrating findings of national reviews, the editors and contributors analyse how national contexts of race/ethnic relations shape the character and content of educational inequalities, and deftly map out new directions for future research in the area. Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of education, sociology, race and ethnicity studies and social policy. Chapter 20 of this book is available open access under a CC BY 4.0 license at SpringerLink (https://link.springer.com/chapter/10.1007/978-3-319-94724-2_20)
This book examines trends and determinants of economic inequality in cities in Latin America, the world’s most unequal region. It explores how the gap between the haves and the have nots manifests in every part of urban life – from housing to schooling to employment. It asks why some cities have higher inequality than others and what we can learn from these differences as we push back against inequality. The book starts with reviewing the policies and forces that explain the rise and fall of inequality in Latin America since the 1990s and why progress in reducing inequality has stalled. It then focuses on Argentina’s cities and applies a set of quantitative tools to identify inequality determinants. It finds that intra-urban inequality generally mirrors national-level trends, but local idiosyncrasies related to a city’s labor market, informal employment, and social protection systems matter. The book discusses the pitfalls of privatizing public services that turned access to water in metropolitan Buenos Aires more unequal. It explores the promises and unintended consequences of slum upgrading initiatives in Buenos Aires’ Villa 20. The book presents lessons that can inform policies and practices in the region and beyond. Developing a strategy against inequality that incorporates local features and resists the temptation to rely on the "free market" for solutions to urban problems offers a powerful opportunity. Drawing from the field of economics and social and urban policy, this book shows that the battle against inequality is not only won and lost in cities but also requires a uniquely public and urban response. As such, it will be of interest to advanced students, researchers, and policymakers across development economics, urban studies, and Latin American studies.
This handbook focuses on and compares the education systems in the three Americas: North, Central and South America, and includes a chapter on most countries in the region. The chapters follow a common structure and include schematic diagrams of the structure of mainstream education from pre-primary to tertiary level. Each chapter starts with a description of the historical and social foundations of the education system from the post-World War II period up to today, including political, economic and cultural contexts and conditions. By highlighting important dates and structural decisions, the current education system can be understood as resulting from past developments. The first part ends with a description of the transitions to the labour market that are offered, and the way in which these are organized in the education system described. The second part consists of an overview of the institutional and organizational principles as well as the structure of education from pre-primary to tertiary level. It includes a focus on legislative bases and financial provisions for the education system and a description of the structure by using the ISCED-classification. It further includes information of the supply of human resources such as teachers and other educators. The third and final part of the handbook discusses selected educational trends and aspects. In this context, three topics are of particular interest: dealing with inequality, ICT and digitization activities, and STEM-related policies and programmes.
Vols. 1-4 contain v. 1-4 of International bibliography of sociology.