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International organizations and the technical and professional education networks in Latin America: A comparative analysis between Brazil and Mexico.

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Title: International organizations and the technical and professional education networks in Latin America: A comparative analysis between Brazil and Mexico.
Authors: Larentes da Silva, Adriano
Source: Research in Education. May2022, Vol. 112 Issue 1, p59-79. 21p.
Subjects: International organization, Professional education, Education policy, Public education, Educational standards, Social networks
Abstract: This paper presents the results of a study that investigated technical and professional educational policies in both Brazil and Mexico, and the relations of these two countries with international networks of educational organizations. The focus is on the three international organizations that have had the most influence on public education policies in both Brazil and Mexico: UNEVOC, CINTERFOR/ILO, and REDUCA. Official documents, academic articles, and information available at the websites of the organizations were analyzed. The results indicate that the main objective of these networks has been the search for consensus around educational perspectives aimed at implementing models of technical and vocational professional education that meet the interests of entrepreneurs and the labor market. The results also indicate that the network activity of international organizations has contributed to consolidate educational standards, experiences and very pragmatic and restrictive instruments that directly impact the school realities of countries such as Mexico and Brazil. [ABSTRACT FROM AUTHOR]
Copyright of Research in Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.)
Database: Psychology and Behavioral Sciences Collection
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  Data: International organizations and the technical and professional education networks in Latin America: A comparative analysis between Brazil and Mexico.
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  Data: <searchLink fieldCode="AR" term="%22Larentes+da+Silva%2C+Adriano%22">Larentes da Silva, Adriano</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22International+organization%22">International organization</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Public+education%22">Public education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+standards%22">Educational standards</searchLink><br /><searchLink fieldCode="DE" term="%22Social+networks%22">Social networks</searchLink>
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  Data: This paper presents the results of a study that investigated technical and professional educational policies in both Brazil and Mexico, and the relations of these two countries with international networks of educational organizations. The focus is on the three international organizations that have had the most influence on public education policies in both Brazil and Mexico: UNEVOC, CINTERFOR/ILO, and REDUCA. Official documents, academic articles, and information available at the websites of the organizations were analyzed. The results indicate that the main objective of these networks has been the search for consensus around educational perspectives aimed at implementing models of technical and vocational professional education that meet the interests of entrepreneurs and the labor market. The results also indicate that the network activity of international organizations has contributed to consolidate educational standards, experiences and very pragmatic and restrictive instruments that directly impact the school realities of countries such as Mexico and Brazil. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.</i> (Copyright applies to all Abstracts.)
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