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Past and Present of Higher Education in Latin America and Europe: The Impact of Neoliberal Modernization

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Persistence and Emergencies of Inequalities in Latin America

Part of the book series: Latin American Societies ((LAS))

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Abstract

The development of higher education in Latin America has not yielded the expected results. Although universities have multiplied in number over the last 30 years, there are many shortcomings, such as the lack of resources for research and scholarships for the neediest students. In the cases studied, very few universities are considered prestigious: only those in Argentina, Brazil and Chile. In the case of Spain, although in recent decades progress has been made in providing access to higher education for a greater number of students, in recent years, following the Bologna Plan, there has been a process of privatization and neoliberal modernization that threatens the achievements attained. This research will carry out a comparative study of the evolution of higher education in Latin America and Europe, taking Argentina, Brazil, Chile and Spain as cases of analysis. The objective of this comparative analysis is to define to what extent these countries have advanced in access to higher education for new population groups, and what challenges are posed in the present and in the future to maintain and consolidate equal opportunities.

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Notes

  1. 1.

    In the 1960s, an important group of institutions emerged, organized by private individuals, corporate corporations or foundations of a different nature. In 1960, the University of Morón was created; in 1962, the University Argentina de la Empresa; in 1964, the University John F. Kennedy and the University of Belgrano; in 1967, the University of the Merchant Navy.

  2. 2.

    In 1945: 47,000 university students; 1955: 138,000; during the 1960s: 159,000 to 235,000; 1973: 333,000; 1976: 518,000. At that time, 90% of them were concentrated in the public system.

  3. 3.

    Until then, the government’s treatment of the university issue had been carried out organically through a National Directorate of University Affairs, responsible for the official recognition and approval of degrees.

  4. 4.

    The University of Concepción founded in 1919; the Federico Santa María Technical University (1926) and the Catholic University of Valparaíso (1928); the Universidad Austral de Chile (1954) in Valdivia; the University in Antofagasta in 1956. Meanwhile, the government had merged in 1947 several technical schools of mining, engineering and arts and crafts, with the School of Industrial Engineers of Santiago, and with the Technical Pedagogical Institute, to form the new Technical University of the State. The University of Chile, for its part, extended its reach throughout the country during the 1950s and 1960s, through a network of regional university colleges, a model that was later implemented by the Technical University of the State, and then by the Catholic University of Chile, each with its own regional campus systems.

  5. 5.

    During the military government, educational research continued to evolve in three areas: in the Ministry of Education, in the universities and in private centers. This organization remains substantive to the present day. See: http://www.oei.es/historico/quipu/chile/index.html

  6. 6.

    It also includes various general provisions that affect the organization and management of the educational system, such as those relating to State administration, decentralization and private property and the free management of companies.

  7. 7.

    It was modified in 1991, 1998, 2001, 2003 and 2004.

  8. 8.

    It partially replaced Decree-Laws 1 of 1980 and 5 and 24 of 1981 of the Ministry of Education, which established the first legal framework for the development of private universities, professional institutes and technical training centers.

  9. 9.

    Article 3 states that the education system is inspired by: universality and lifelong learning; the quality of education and the education system; autonomy; diversity; responsibility; participation; flexibility; transparency; integration; sustainability; interculturality.

  10. 10.

    The Ministry of Education of Brazil defines, for statistical purposes, that higher education institutions are classified as follows: Public (federal, state and municipal); Private (community, confessional, philanthropic and private).

  11. 11.

    The Chilean higher education system includes public institutions and private institutions that are dependent and independent, according to the international classification of educational institutions (OECD 2007). Chilean universities have three types of institutions, according to their dependency and functioning: (a) State universities, which can be created only by a specific law. There are 16 of them and they receive direct public financial support for their operation. (b) Non-state universities established before 1980. In spite of being private property, they receive financing from the State. There are currently nine. (c) Private universities born after 1980. They do not receive direct support from the State. They are 34 and are mainly concentrated in Santiago.

  12. 12.

    Other universities founded during the 1980s and 1990s were: the University of Formosa in 1988, the University of Quilmes in 1989, the University of Matanza, General Sarmiento and San Martín in 1992, the National University of Southern Patagonia in 1994, the University of Villa María, Tres de Febrero and Lanús in 1995, the University of Chilecito and the University of Northwestern Buenos Aires Province in 2002.

  13. 13.

    See: https://es.wikipedia.org/wiki/Consejo_de_Rectores_de_las_Universityes_Chilenas

  14. 14.

    See: http://www.uchile.cl/noticias/49785/financiamiento-de-Universityes-estatales

  15. 15.

    See: http://cwur.org/2017/brazil.php

  16. 16.

    See the ranking: http://ruf.folha.uol.com.br/2017/ranking-de-Universityes/

  17. 17.

    See: https://rankings.americaeconomia.com/2016/Universityes-chile/ranking

  18. 18.

    See the survey: http://www.uchile.cl/noticias/96936/barometro-de-la-educacion-uchile-n1-entre-escolares-del-pais

  19. 19.

    See: http://noticias.universia.com.ar/en-portada/noticia/2014/03/11/1087020/9-Universityes-argentinas-mejores-50-america-latina.html

  20. 20.

    The Latin American top five is made up of three Brazilian universities, such as the University of Sao Paulo in first place, the University Estadual de Campinas (Unicamp) in second place and the Federal University of Rio de Janeiro in fifth place. Third place is for the Pontifical Catholic University of Chile and fourth for the National Autonomous University of Mexico.

  21. 21.

    See: http://noticias.universia.com.ar/educacion/noticia/2016/06/16/1140868/7-Universityes-argentinas-50-mejores-latinoamerica.html

  22. 22.

    See: http://noticias.universia.com.ar/en-portada/noticia/2012/05/28/937290/carreras-mas-demandadas.html

  23. 23.

    Sólo 8 carreras concentran el 80% de la demanda laboral, Clarín, 25 de febrero de 2016.

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Authors and Affiliations

  1. Department of Latin American Studies, University of Brasília, Brasilia, Brazil

    Pablo Baisotti

  2. Institute of Iberian and Ibero-American Studies, Warsaw University, Buenos Aires, Argentina

    Pablo Baisotti

  3. University of Seville, Seville, Spain

    José Antonio Pineda-Alfonso

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  1. Pablo Baisotti
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  2. José Antonio Pineda-Alfonso
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Editors and Affiliations

  1. University of Buenos Aires, Buenos Aires, Capital Federal, Argentina

    Pablo Vommaro

  2. Department of Latin American Studies, University of Brasília, Brasilia, Brazil

    Pablo Baisotti

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Baisotti, P., Pineda-Alfonso, J.A. (2022). Past and Present of Higher Education in Latin America and Europe: The Impact of Neoliberal Modernization. In: Vommaro, P., Baisotti, P. (eds) Persistence and Emergencies of Inequalities in Latin America. Latin American Societies. Springer, Cham. https://doi.org/10.1007/978-3-030-90495-1_4

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  • DOI: https://doi.org/10.1007/978-3-030-90495-1_4

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