Educational policy and its relation with the internationalization and international cooperation on higher education: Mexico case
The idea of international cooperation linked to educational processes appeared explicitly in the 1990s in Latin America. International- cooperation processes as well as higher-education internationalization in Mexico started before the existence of a State policy, which helped build consensus fo...
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| Format: | Article |
| Language: | English |
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Universidad de Colima
2013-06-01
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| Series: | Portes: Revista mexicana de estudios sobre la Cuenca del Pacífico |
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| Online Access: | http://revistasacademicas.ucol.mx/index.php/portes/article/view/232 |
| _version_ | 1818547555972153344 |
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| author | Genoveva Amador Fierros |
| author_facet | Genoveva Amador Fierros |
| author_sort | Genoveva Amador Fierros |
| collection | DOAJ |
| description | The idea of international cooperation linked to educational processes appeared explicitly in the 1990s in Latin America. International- cooperation processes as well as higher-education internationalization in Mexico started before the existence of a State policy, which helped build consensus for the adoption of the International Cooperation for Development Act in 2011. The drive of associations of universities and individuals, such as the National Association of Universities (ANUIES) and later the Consortium of Mexican Universities (CUMEX), as well as the Mexican Association for International Education (AMPEI) has been key in promoting international cooperation, as a catalyst for higher-education internationalization. It is now recognized that emerging work and sharing environments need a variety of competences as well as knowledge that sometimes researchers, professors or government officials do not have. In addition, there is a need to obtain knowledge and skills that do not come through traditional teaching and learning, but through processes of interaction with the world. The internationalization of higher education appears as a strategy that can help universities improve their quality, thus strengthening the need to cooperate with similar institutions and other organizations beyond our borders. Moreover, the type of academic achievement to which internationalization processes can lead are viewed by some authors as part of the very concept of quality and educational excellence in the 21st century.<br /><br />There is logic in the sequence in which policies and reforms have been implemented in the field of education in different parts of the world, as certain needs that the political class sees as priorities are met: expansion of coverage and access, education quality and, finally, international cooperation. This might explain the late arrival of the International Cooperation for Development Act in Mexico, although a mixed model is emerging in Latin America, retaining characteristics typical of underdeveloped countries and, at the same time, adding commitments with the formulation of education policies and reforms that are linked with the purpose of improving quality. |
| first_indexed | 2024-12-12T08:08:19Z |
| format | Article |
| id | doaj.art-85f96079a8824f5491e81b1c02087dde |
| institution | Directory Open Access Journal |
| issn | 1870-6800 |
| language | English |
| last_indexed | 2024-12-12T08:08:19Z |
| publishDate | 2013-06-01 |
| publisher | Universidad de Colima |
| record_format | Article |
| series | Portes: Revista mexicana de estudios sobre la Cuenca del Pacífico |
| spelling | doaj.art-85f96079a8824f5491e81b1c02087dde2022-12-22T00:31:52ZengUniversidad de ColimaPortes: Revista mexicana de estudios sobre la Cuenca del Pacífico1870-68002013-06-01713178Educational policy and its relation with the internationalization and international cooperation on higher education: Mexico caseGenoveva Amador Fierros0Universidad de ColimaThe idea of international cooperation linked to educational processes appeared explicitly in the 1990s in Latin America. International- cooperation processes as well as higher-education internationalization in Mexico started before the existence of a State policy, which helped build consensus for the adoption of the International Cooperation for Development Act in 2011. The drive of associations of universities and individuals, such as the National Association of Universities (ANUIES) and later the Consortium of Mexican Universities (CUMEX), as well as the Mexican Association for International Education (AMPEI) has been key in promoting international cooperation, as a catalyst for higher-education internationalization. It is now recognized that emerging work and sharing environments need a variety of competences as well as knowledge that sometimes researchers, professors or government officials do not have. In addition, there is a need to obtain knowledge and skills that do not come through traditional teaching and learning, but through processes of interaction with the world. The internationalization of higher education appears as a strategy that can help universities improve their quality, thus strengthening the need to cooperate with similar institutions and other organizations beyond our borders. Moreover, the type of academic achievement to which internationalization processes can lead are viewed by some authors as part of the very concept of quality and educational excellence in the 21st century.<br /><br />There is logic in the sequence in which policies and reforms have been implemented in the field of education in different parts of the world, as certain needs that the political class sees as priorities are met: expansion of coverage and access, education quality and, finally, international cooperation. This might explain the late arrival of the International Cooperation for Development Act in Mexico, although a mixed model is emerging in Latin America, retaining characteristics typical of underdeveloped countries and, at the same time, adding commitments with the formulation of education policies and reforms that are linked with the purpose of improving quality.http://revistasacademicas.ucol.mx/index.php/portes/article/view/232cooperación internacionalinternacionalizaciónpolítica educativa |
| spellingShingle | Genoveva Amador Fierros Educational policy and its relation with the internationalization and international cooperation on higher education: Mexico case Portes: Revista mexicana de estudios sobre la Cuenca del Pacífico cooperación internacional internacionalización política educativa |
| title | Educational policy and its relation with the internationalization and international cooperation on higher education: Mexico case |
| title_full | Educational policy and its relation with the internationalization and international cooperation on higher education: Mexico case |
| title_fullStr | Educational policy and its relation with the internationalization and international cooperation on higher education: Mexico case |
| title_full_unstemmed | Educational policy and its relation with the internationalization and international cooperation on higher education: Mexico case |
| title_short | Educational policy and its relation with the internationalization and international cooperation on higher education: Mexico case |
| title_sort | educational policy and its relation with the internationalization and international cooperation on higher education mexico case |
| topic | cooperación internacional internacionalización política educativa |
| url | http://revistasacademicas.ucol.mx/index.php/portes/article/view/232 |
| work_keys_str_mv | AT genovevaamadorfierros educationalpolicyanditsrelationwiththeinternationalizationandinternationalcooperationonhighereducationmexicocase |