Dante Castillo

VALORACIÓN DE LA FORMACIÓN ACADÉMICA Y DE LA INSERCIÓN LABORAL EN TITULADOS DE PEDAGOGÍA EN EDUCACIÓN BÁSICA EN CHILE1

The expansion of access to higher education represented an advancement for the integration of traditionally excluded groups in Chile. However, expanding access is insufficient to ensure the equity of the higher education system. Under this premise, the article seeks to investigate aspects of academic training and employment from the perception of graduates, considering that these dimensions reflect relevant aspects of the degree of equity that could be evidencing the Chilean system. This exploratory study focused on graduates of the Teaching for Basic Education career of three universities with different levels of selectivity of their students. We conclude that there is no evidence that the degree of selectivity, as well as 1 Universidad de Playa Ancha, Centro de Estudios Avanzados, Viña del Mar, Chile. * Doctor en Política, Planificación y Evaluación en Educación. Investigador en el Centro de Estudios Avanzados de la Universidad de Playa Ancha e investigador en el Programa Interdisciplinario de Investigaciones en Educación (PIIE). E-mail:. 2 Programa Interdisciplinario de Investigaciones en Educación (PIIE), Santiago, Chile. ** Doctor en Administración y Planificación Educativa. Investigador en el Programa Interdisciplinario de Investigaciones en Educación (PIIE). E-mail:. 3 Universidad Tecnológica Metropolitana, Santiago, Región Metropolitana, Chile. *** Magister en Ciencia Política. Director de Docencia, Universidad Tecnológica Metropolitana. E-mail: . 4 Programa Interdisciplinario de Investigaciones en Educación (PIIE), Santiago, Chile. **** Sociólogo. Investigador en el Programa Interdisciplinario de Investigaciones en Educación (PIIE). E-mail:.

Evaluación de la reforma curricular en educación media técnicoprofesional: perspectiva de los docentes

This article summarizes the most important results of a research addressing teachers’ opinions about curricula reforms based on working competencies at technical-professional high schools currently implemented in Chilean education institutions. Main findings show that factor and vector models used at the theoretical field can be replicated in other specializations of technical-professional high schools. From teachers’ point of view, Electricity specialization is better implemented than Accountability in the curricula reform. Institutions with delegate management perform more accordingly to a reform based on working competencies than subsidized ones. Performance in schools from Fifth and Eighth Regions is much better than in Metropolitan Region.

Factors that affect post-graduation satisfaction of Chilean university students

ABSTRACT Universities’ reputations are built in part on graduates’ assessments of the quality of education they received. What do these assessments tell us? Are graduates’ judgments of quality based on their experiences as students or on their later job satisfaction, that is, on process or on outcomes? The objective of this study was to assess the extent to which Chilean university graduates’ satisfaction with their professional training is associated with experiences during the degree program they pursued, employment experiences including salary level, or the prestige level or image of the university they attended. Survey questionnaires were used to collect data from recent graduates of professional programs in Primary-Secondary Teaching and Psychology in three universities that differ in prestige. A linear regression model shows that graduates’ satisfaction with their degree program is a joint function of family background, program quality and university image, but not salary once graduated.