Vol. 6 Núm. 1 (2021): Políticas educativas para la formación técnica y profesional en Iberoamérica
Monográfico

La educación superior técnico profesional frente a nuevos desafíos: La Cuarta Revolución Industrial y la Pandemia por COVID-19

Javier Alvarez
Universidad Diego Portales
Julio Labraña
Universidad Diego Portales
Biografía
José Joaquín Brunner
Universidad Diego Portales
Portada del volumen 6 número 1 de la Revista de Educación, Política y Sociedad
Publicado enero 1, 2021

Palabras clave:

Educación técnico profesional, cuarta revolución industrial, pandemia por Covid-19, desafíos adaptativos
Cómo citar
Alvarez, J., Labraña, J., & Brunner, J. J. (2021). La educación superior técnico profesional frente a nuevos desafíos: La Cuarta Revolución Industrial y la Pandemia por COVID-19. Revista Educación, Política Y Sociedad, 6(1), 11–38. https://doi.org/10.15366/reps2021.6.1.001

Resumen

El artículo revisa en perspectiva comparada los principales efectos que tienen sobre los mercados laborales y la educación superior técnico profesional la cuarta revolución industrial y la crisis económica y social provocada por la pandemia por COVID-19. Por medio de un examen de los retos que suponen ambos procesos sobre el acceso, la calidad y la equidad en la ESTP se da cuenta de una serie de esfuerzos sinérgicos que, en medio de la aguda crisis provocada por la pandemia, ofrecen oportunidades para acelerar las transformaciones que se requieren para el sector de la ESTP de cara a las transformaciones aceleradas y sistemáticas que experimentaran los mercados laborales en el mundo

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Baethge, M., & Wolter, A. (2015). The German skill formation model in transition: from dual system of VET to higher education? Journal for Labour Market Research, 48(2), 97-112. https://doi.org/10.1007/s12651-015-0181-x

Banco Interamericano del Desarrollo (2020). América Latina en movimiento: competencias y habilidades en la Cuarta Revolución Industrial. Washington, D.C: Inter-American Development Bank. https://doi.org/10.18235/0002132

Banco Mundial (2019). Informe sobre el Desarrollo Mundial 2019: La naturaleza cambiante del trabajo, cuadernillo del Panorama general. Washington, DC: Banco Mundial.

Bevins, F., Bryant, J., Krishnan, C. & Law, J. (abril de 2020). Coronavirus: How should US higher education plan for an uncertain future? McKinsey. Recuperado el 22 de abril de 2020 desde https://www.mckinsey.com/industries/public-sector/our-insights/coronavirus-how-should-us-higher-education-plan-for-an-uncertain-future

Brown, C. & Salmi, J. (8 de abril de 2020). Readying for the future: COVID-19, Higher Ed, and Fairness. Medium. Recuperado el 22 de abril de 2020 desde https://medium.com/todays-students-tomorrow-s-talent/readying-for-the-future-covid-19-higher-ed-and-fairness-f7eeb814c0b8

Brunner, J. J. (2015). Medio siglo de transformaciones de la educación superior chilena: Un estado del arte. In A. Bernasconi (Ed.), La educación superior de Chile: Transformación, desarrollo y crisis (pp. 21-108). Ediciones Universidad Católica de Chile.

Brunner, J., & Labraña, J. (2020). The transformation of higher education in Latin America: From elite access to massification and universalization. En S. Schwartzman (Ed.), Latin American Higher Education. Springer Publishing. https://doi.org/10.1007/978-3-030-44263-7_3

Brunner, J., & Miranda, D. (2016). Educación Superior en Iberoamérica. - Informe 2016. Centro Interuniversitario de Desarrollo (CINDA).

Brunner, J.J., Labraña, J. & Álvarez, J. (2019). ESTP y mundo del trabajo desde una perspectiva comparada. Enfoque de políticas ESTP, 5.

Center for the New Economy and Society (2018). The Future of Jobs Report 2018. Cologny/Geneva, Switzerland: Economic Forum.

CEPAL (2020) El desafío social en tiempos del COVID-19. N°3. 12 de mayo de 2020. Santiago: CEPAL.

Commonwealth of Learning (16 de abril de 2020). Keeping the doors of learning open COVID-19. Commonwealth of Learning. Recuperado el 20 de abril de 2020 desde https://www.col.org/resources/keeping-doors-learning-open-covid-19

European Commission (2020) Skills for industry. Curriculum Guidelines 4.0. Future-proof education and training for manufacturing in Europe. Bruselas: European Commission.

FMI (abril de 2020). World Economic Outlook. The Great Lockdown. IMF. Recuperado el 22 de abril de 2020 desde https://www.imf.org/en/Publications/WEO/Issues/2020/04/14/weo-april-2020

Foley, P. (2007). The socio-economic status of vocational education and training students in Australia. Adelaide, Australia: Australian Government.

Gamble, J. (2016). From labour market to labour process: finding a basis for curriculum in TVET. International Journal of Training Research, 14(3), 215-219. https://doi.org/10.1080/14480220.2016.1254367

Gikandi, J.W., Morrow, D. & Davis, N.E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351 https://doi.org/10.1016/j.compedu.2011.06.004

Gleason, N. W. (2018). Higher Education in the Era of the Fourth Industrial Revolution. Springer Singapore https://doi.org/10.1007/978-981-13-0194-0

Hackel, M. & Mpangara (2017). The training occupation as the basis for lifelong learning in the employment biography. Berlin: Vet Trends 2019. Federal Institute for Vocational Education and Training.

Harirah, N., Noor, N. Arsat, M., Zareeha, D., Nabil, A., Husna, N., Kamin, Y. (2020). TVET towards industrial revolution 4.0: Proceedings of the Technical and Vocational Education and Training International Conference (TVETIC 2018), Johor Bahru, Malaysia, 26-27 November 2018. London: Routledge.

Hubert, F. (2017). Issues for the future of vocacional education and training. Berlin: Vet Trends 2019. Federal Institute for Vocational Education and Training.

IESALC (2020). COVID-19 y educación superior: de los efectos inmediatos al día después. Análisis de impactos, respuestas políticas y recomendaciones. Caracas, Venezuela: Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe.

Ismail, M., Utami, P., Mahazir, I., Hamzh, N. & Harun, H. (2018). Development of massive open online course (MOOC) based on addie model for catering courses. Jurnal Pendidikan Vokasi, 8(2), 184-192 https://doi.org/10.21831/jpv.v8i2.19828

Jagannathan, S., Ra, S. & Maclean, R. (2019). Dominant recent trends impacting on jobs and labor markets - An Overview. International. Journal of Training Research, 17(1), 1-11 https://doi.org/10.1080/14480220.2019.1641292

Jandri?, P., & Hayes, S. (2020). Postdigital We-Learn. Studies in Philosophy and Education, 39(3), 285-297 https://doi.org/10.1007/s11217-020-09711-2

Jung, J. (2020). The fourth industrial revolution, knowledge production and higher education in South Korea. Journal of Higher Education Policy and Management, 42(2), 134-156. https://doi.org/10.1080/1360080X.2019.1660047

Kanwar, A., Balasubramanian, K., & Carr, A. (2019). Changing the TVET paradigm: new models for lifelong learning. International Journal of Training Research, 17(sup1), 54-68. https://doi.org/10.1080/14480220.2019.1629722

Liao, Y., Deschamps, F., Loures, E.d.F.R., & Ramos, L.F.P. (2017). Past, present and future of Industry 4.0 - a systematic literature review and research agenda proposal. International Journal of Production Research, 55(12), 3609-3629. https://doi.org/10.1080/00207543.2017.1308576

Mar, N. Y. (2009-). Strengthening TVET to Achieve Lifelong Learning for All: Historical Snapshots and Recent Initiatives in Myanmar. In R. Maclean & D. Wilson (Eds.), International library of technical and vocational education and training. International handbook of education for the changing world of work (pp. 703-719). Springer. https://doi.org/10.1007/978-1-4020-5281-1_47

Marginson, S. (2017). Elite, Mass, and High-Participation Higher Education. En Encyclopedia of International Higher Education Systems and Institutions (pp. 1-9). Springer Netherlands. https://doi.org/10.1007/978-94-017-9553-1_50-1

Menon, K. & Castrillón, G. (2019). Reimagining curricula for the Fourth Industrial Revolution. The Independent Journal of Teaching and Learning, 14(2), 6-19

Mishra, R. (2019). Usage of Data Analytics and Artificial Intelligence in Ensuring Quality Assurance at Higher Education Institutions. En 2019 Amity International Conference on Artificial Intelligence (AICAI) (pp. 1022-1025). Dubai, Emiratos Árabes: IEEE. https://doi.org/10.1109/AICAI.2019.8701392

National Institute for Digital Learning (20 de abril de 2020). Coronavirus Information. DCU. Recuperado el 22 de abril de 2020 desde https://www.dcu.ie/coronavirus/index.shtml#

Olelewe, J., Orji, C., Osinem, E. & Rose-Keziah, I. (2020). Constraints and strategies for effective use of social networking sites (snss) for collaborative learning in tertiary institutions in nigeria: perception of tvet lecturers. Education and informacion technologies, 25(1), 239-258 https://doi.org/10.1007/s10639-019-09963-7

Paredes, R. (2016). Financiamiento y justicia en la educación superior técnico profesional chilena. Documento de Trabajo del Centro de Estudios DUOS, 2. Recuperado el 28 de abril de 2020 desde http://observatorio.duoc.cl/sites/default/files/financiamiento_y_justicia_en_la_educacion_superior_tecnico_profesional_chilena._centros_de_estudios_duoc_uc2016.pdf

Peters, M.A. (2017). Technological unemployment: Educating for the fourth industrial revolution. Educational Philosophy and Theory, 49(1), 1-6. https://doi.org/10.1080/00131857.2016.1177412

Reimers, F. & Schleicher, A. (30 de marzo de 2020). Un marco para guiar una respuesta educativa. OECD. Recuperado el 18 de abril de 2020 desde https://3eh4ot43gk9g3h1uu7edbbf1-wpengine.netdna-ssl.com/wp-content/uploads/documents/2020/04/COVID-19_Brief_OCDE_Espa%C3%B1ol_completo.pdf

Ryan, T. (2015). Quality assurance in higher education: A review of literature. Higher learning research communications, 5(4). https://doi.org/10.18870/hlrc.v5i4.257

Schindler, L., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2015). Definitions of quality in higher education: A synthesis of the literature. Higher Learning Research Communications, 5(3), 3-13. https://doi.org/10.18870/hlrc.v5i3.244

Schröder, T. (2019). A regional approach for the development of TVET systems in the light of the 4th industrial revolution: the regional association of vocational and technical education in Asia. International Journal of Training Research, 17(1), 83-95. https://doi.org/10.1080/14480220.2019.1629728

Schwab, K. (2016). La cuarta revolución industrial. Barcelona: World Economico Forum y Debate & Penguin Random House.

Scott, P. (2019). Martin Trow's elite-mass-universal triptych: Conceptualising Higher Education development. Higher Education Quarterly. https://doi.org/10.1111/hequ.12224

Steinbicker, J. (2011). Zur Theorie der Informationsgesellschaft: Ein Vergleich der Ansätze von Peter Drucker, Daniel Bell und Manuel Castells (2. Aufl.). VS Verl. https://doi.org/10.1007/978-3-531-93356-6

Tabbron, G. & Yang, J. (1997). The interaction between technical and vocational education and training (TVET) and economic development in advanced countries. International Journal of Educational Development, 17(3), 323-334 https://doi.org/10.1016/S0738-0593(96)00072-7

Tripney, J. S., & Hombrados, J. G. (2013). Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis. Empirical Research in Vocational Education and Training, https://doi.org/10.1186/1877-6345-5-3

UNESCO & IESALC. (2020). COVID-19 y educación superior: De los efectos inmediatos al día después . Análisis de impactos, respuestas políticas y recomendaciones. Caracas, Venezuela: Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe.

UNESCO, OIT & Banco Mundial (23 de abril de 2020). Early results: Online survey for TVET providers, policy-makers and social partners on addressing the COVID-19 pandemic. International Labour Organization. Recuperado el 25 de abril de 2020 desde https://www.ilo.org/skills/Whatsnew/WCMS_742817/lang--en/index.htm

UNEVOC (20 de abril de 2020). TVET peer support in response to COVID-19. UNEVOC-UNESCO. Recuperado el 22 de abril de 2020 desde https://unevoc.unesco.org/home/COVID-19+disruptions

Venkatraman, S., Souza-Daw, T. & Kaspi, S. (2018). Improving employment outcomes of career and technical educational students. Higher Education, Skills and Work-Based Learning, 8(4) https://doi.org/10.1108/HESWBL-01-2018-0003

Waghid, Y., Waghid, Z., & Waghid, F. (2019). The fourth industrial revolution reconsidered: On advancing cosmopolitan education. South African Journal of Higher Education, 33(06). https://doi.org/10.20853/33-6-3777

Wang, C., Liu, L., Hao, X., Guo, H., Wang, Q., Huang, J., He, N., Yu, H., Lin, X., Pan, A., Wei, S. & Wu, T. (2020). Evolving Epidemiology and Impact of Non-pharmaceutical Interventions on the Outbreak of Coronavirus Disease 2019 in Wuhan, China. medRxiv https://doi.org/10.1101/2020.03.03.20030593

Wilkesmann, M. & Wilkesmann, U. (2018). Industry 4.0. - organizing routines or innovations. VINE Journal of Information and Knowledge Management https://doi.org/10.1108/VJIKMS-04-2017-0019