Globalisation and Higher Education in Chile and Romania: The Roles of the International Monetary Fund, World Bank, and World Trade Organization

Privatización de la educación superior en Chile: consecuencias y lecciones aprendidas

“…Ahora bien, en absoluta consonancia con el ideario neo-liberal, tanto el Tratado de Libre Comercio como el Acuerdo General sobre el Comercio de Servicios exigen que la educación, en todos los niveles, quede al libre juego de la oferta y la demanda, para facilitar la participación de entidades privadas extranjeras, propietarias de grandes capitales y alta dosis de movilidad, que se instalarán en el país en las modalidades presencial, semipresencial y o virtual, para disputar dicha demanda a las instituciones nacionales (GINSBURG; ESPINOZA; POPA; TERRANO, 2005;VERGER, 2010 za en América Latina y en Chile, en particular. En este último caso, las instituciones de educación superior que son administradas por dichos consorcios y persiguen fines de lucro, aglutinan a alrededor del 25% del total de la matrícula del nivel terciario.…”

Improving Aid Effectiveness of Transforming the Global Capitalist System

“…• Replace the World Bank and the IMF. Perhaps it would be too naïve to consider trying to transform these two Bretton Woods institutions as well as the World Trade organization, which has the potential (because of the General Agreement on Trade of Services) to impact many aspects of human activity, including culture and education (Ginsburg et al, 2005). Would it be possible to envision, let alone accomplish, a transformation of global institutions, which were not only more democratic in their functioning but also profoundly focused on meeting human needs and realizing human rights?…”

Beyond the ABCs: Higher Education and Developing Countries

“…Many universities and bodies of higher education, including the European University Association (EUA) and the National Unions of Students in Europe (ESIB), have expressed fears that GATS may hinder the ability of states to regulate their system of higher education (Nyborg, 2002). These fears -not dissimilar to those expressed against trade liberalization in the 1980sinclude its possible adverse impact on the autonomy of admissions and financial aid policies, on pressures on universities to eliminate non self-supporting departments and rollback social goals, such as affirmative action programs to increase access for disadvantaged groups (Ginsburg, Espinoza, Popa and Terano, 2005). For instance, the South African Minister of Education stated, "it is important that we remain vigilant to ensure that increased trade in education does not undermine our national efforts to transform higher education….…”