Chiang mai  pres alvaro romo
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Chiang mai pres alvaro romo Presentation Transcript

  • 1. AN IAU-IAUP SYMPOSIUMUNIVERSITY AUTONOMY AND ACADEMIC FREEDOM:A PERSPECTIVE FROM LATIN AMERICA AND THE USA By Alvaro Romo
  • 2. CONFUSION ABOUT THE MEANING OF UNIVERSITY AUTONOMY AND ACADEMIC FREEDOM• POLYSEMY DERIVED FROM DIVERSE HISTORICAL AND CULTURAL CIRCUMSTANCES• DIFFERENT AND EVEN OPPOSING IDEOLOGICAL POSITIONS
  • 3. EMERGENCE OF AUTONOMYMOVEMENT IN LATIN AMERICA• NATIONAL UNIVERSITY OF CORDOBA, ARGENTINA, 1918• OTHER FACTORS: FIRST WORLD WAR AND SOCIALIST SOVIET REVOLUTION
  • 4. WHAT WERE THE STUDENTS AFTER?1. “CO-GOVERNANCE”2. “FREEDOM OF TEACHING” = RIGHT TO SELECT FACULTY3. “PARALLEL CHAIRS” = OPTIONS TO CHOOSE SUBJECTS4. “UNIVERSITY EXTENSION” = ABANDON “IVORY TOWER” CONCEPT
  • 5. NOTE SEMANTIC CHANGE:• FROM “FREEDOM OF TEACHING” AS SELECTION PROCESS TO “FREEDOM OF TEACHING” AS THE RIGHT OF PROFESSORS TO TEACH WITHOUT COERTION TO FOLLOW A GIVEN LINE OF THOUGHT OR IDEOLOGY.• “LIBERTAD DE CATEDRA”
  • 6. CHANGING POSTURES OFGOVERNMENTS IN LATIN AMERICA• FROM TOTAL DISREGARD OF AUTONOMY AND ACADEMIC FREEDOM TO A RESPECTFUL POSITION, DEPENDING ON IDEOLOGY• MEXICO, 1930’s: AN OPENLY PRO-MARXIST- LENINIST POSITION LED TO THE CREATION OF THE FIRST PRIVATE UNIVERSITY IN 1935
  • 7. UNREST AND DISSENT• UNAM STRIKE FROM APRIL 20, 1999 TO FEBRUARY 6, 2000• REASON: RECTOR BARNES’ PROPOSAL TO RAISE TUITION TO $ 68 DOLLARS PER SEMESTER
  • 8. ISSUES OF FINANCES• SUBSIDY FROM THE STATE• THE QUESTION OF ACCOUNTABILITY• THE PRESSURE OF INCREASING DEMAND• THE GROWTH OF PRIVATE EDUCATION: IN BRAZIL, CHILE AND COLOMBIA PRIVATE EDUCATION HAS BECOME DOMINANT
  • 9. THE ISSUES OF PERTINENCE AND QUALITY• ROLE OF THE STATE IN QUALITY ASSURANCE WITHOUT INTRUDING IN THE INSTITUTION’S AUTONOMY• QUALITY: PUBLIC versus PRIVATE?• AN INTERESTING DEVELOPMENT IN CHINA: 318 “INDEPENDENT COLLEGES”
  • 10. CHANGES IN PROGRESS• NEW MECHANISMS FOR QUALITY ASSURANCE IN LATIN AMERICA• INTEREST IN DEVELOPING A LATIN AMERICAN REGION ACCREDITATION OR EQUIVALENCE PROCESS
  • 11. THE ISSUE OF PERTINENCE• CAPACITY TO BE RESPONSIVE TO EXPECTATIONS AND NEEDS OF SOCIETY• RESPONSE TO MARKET SHOULD NOT BECOME A DEPENDENCE• IAUP DECLARATION
  • 12. USA REALITY• HIGH QUALITY AND POOR QUALITY INSTITUTIONS COEXIST• NO MINISTRY OF EDUCATION• ACCREDITATION MOSTLY HANDLED BY PRIVATE AGENCIES• LEARNING OUTCOMES WILL BE CONSIDERED
  • 13. CONTRAST• LATIN AMERICA REBELLED AGAINST NAPOLEONIC MODEL• USA MODEL IS COMPLETELY DIFFERENT IN TERMS OF GOVERNANCE AND ACADEMIC TRADITION
  • 14. PACE BASIC PRINCIPLES SUPPORTING AUTONOMY:• FREEDOM OF EXPRESSION• FREEDOM TO DISSEMINATE INFORMATION• FREEDOM TO CONDUCT RESEARCH AND DISTRIBUTE KNOWLEDGE
  • 15. ACADEMIC FREEDOM AND AUTONOMY• IMPLY TRUST IN UNIVERSITIES• HAVE AS PRECONDITIONS ACCOUNTABILITY, TRANSPARENCY AND QUALITY ASSURANCE
  • 16. CHALLENGESBURNING ISSUES SUCH AS:• STEM-CELL RESEARCH IN THE USA• PROVIDING ACCESS TO MILLIONS IN LATIN AMERICA WHILE PROVIDING QUALITY ASSURANCE
  • 17. IMPERATIVES• PROTECT HUMAN RIGHTS AND CIVIL LIBERTIES IN A CONTEXT OF CONFLICT• ASSOCIATIONS OF UNIVERSITIES MUST WORK TOGETHER• IAUP MOTTO• NOT “SI VIS PACEM PARA BELLUM” BUT “IF YOU WANT PEACE, EDUCATE FOR PEACE”