122
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Where are digital abilities within Chile’s State technical formation centres? A discourse analysis of public policy

ORCID Icon & ORCID Icon
Received 13 Jul 2022, Accepted 07 Dec 2022, Published online: 08 Jan 2023

References

  • Adedoyin, O., and E. Soykan. 2020. “Covid-19 Pandemic and Online Learning: The Challenges and Opportunities.” Interactive Learning Environments. doi:10.1080/10494820.2020.1813180.
  • Albornoz, C. 2016. “¿Por qué y para qué 15 CFT estatales?” Cuaderno de Educación Universidad Alberto Hurtado 72: 1–9. https://cuadernosdeeducacion.uahurtado.cl/historial/cuaderno_educacion_72/documentos/Por_que_y_para_que_15_CFT_estatales.pdf.
  • Anderson, R. 2008. “Implications of the Information and Knowledge Society for Education.” In International Handbook of Information Technology in Primary and Secondary Education, edited by J. Voogt and G. Knezek, 5–22. Vol.20. USA: Springer.
  • Arellano, M., and G. Donoso. 2020. “Formación Técnico Profesional en Chile: Aportes a la transformación de las personas y al desarrollo del país.” In Horizontes y propuestas para transformar el sistema educativo chileno, edited by M. Corvera and G. Muñoz, 336–359, Santiago de Chile, Chile: Ediciones Biblioteca del Congreso Nacional de Chile.
  • Arellano, M., D. Donoso, P. Márquez, M. Herrera, V. Pardo, F. Rojas, H. Araneda, M. Domínguez, M. Santander, M. Cauas, A. Fernández, P. Traslaviña, V. Arévalo, D. Richard, R. Pizarro, E. Soto, and A. Catalán. 2017. Marco de Cualificaciones Técnico Profesional. Chile: Ministerio de Educación.
  • Avello, I. 2020. “Covid-19 y Cierre de Universidades ¿Preparados para una Educación a Distancia de Calidad?” Revista Internacional de Educación para la Justicia Social 9 (3(3): ISSN:2254–3139.
  • Ball, S., and D. Youdell. 2007. Hidden Privatization in Public Education. Brussels, Belgium: Institute of Education, University of London.
  • Bates, M. 2005. “Information and Knowledge: An Evolutionary Framework for Information Science.” Information Research 10 (4): 239. http://InformationR.net/ir/10-4/paper239.html.
  • Beck, U. 2000. The Brave New World of Work. UK: Polity Press.
  • Bellei, C. 2015. El gran experimento: Mercado y Pivatización de la Educación Chilena. Santiago de Chile, Chile: LOM Ediciones.
  • Bellei, C., A. Bilbao, D. Contreras, G. Donoso, J. Garrido, J. Hinostroza, J.R. Rodríguez, et al. 2010. El Libro Abierto De la Informática Educativa, Lecciones y Desafíos de la Red Enalces. Chile: Ministeriode Educación, Enlaces.
  • Bellei, C., M. Canales, M. Contreras, F. Guajardo, V. Orellana, and M. Ramos. 2022. Educación: la promesa incumplida. Esfuerzo, miedos y esperanzas de familias chilenas en el mercado escolar. Catalonia Ltda.
  • Biblioteca del Congreso Nacional. 2016a. Historia de la Ley No20.910. Primer Trámite Constitucional: Cámara de Diputados [History of Law No°20.910. First Constitutional Juncture: Chamber of Deputies]. Accessed February 2, 2022. www.bcn.cl/historiadelaley/nc/historia-de-la-ley/4887/
  • Biblioteca del Congreso Nacional. 2016b. Historia de la Ley No20.910. Segundo Trámite Constitucional: Senado [History of Law No°20.910. Second Constitutional Juncture: Senate]. Accessed February 2, 2022. www.bcn.cl/historiadelaley/nc/historia-de-la-ley/4887/
  • Biblioteca del Congreso Nacional. 2016c. Historia de la Ley No20.910. Tercer Trámite Constitucional: Cámara de Diputados [History of Law No°20.910. Third Constitutional Juncture: Chamber of Deputies]. Accessed February 2, 2022. www.bcn.cl/historiadelaley/nc/historia-de-la-ley/4887/
  • Biblioteca del Congreso Nacional. 2016d. Historia de la Ley No20.910. Comisión Mixta: Cámara de Diputados-Senado [History of Law No°20.910. Fourth Constitutional Juncture: Mixed Comission, Chamber of Deputies and the Senate]. Accessed February 2, 2022. www.bcn.cl/historiadelaley/nc/historia-de-la-ley/4887/
  • Bolaños, F. 2021. S-TVET Students’ Experiences of Information Interaction Activities and Their Understandings of Digital Abilities, Within and Outside of Classrooms ( Doctoral Thesis). Facultad de Educación, Pontificia Universidad Católica de Chile, https://repositorio.uc.cl/handle/11534/52498.
  • Bolaños, F., and O. Pilerot. 2021. “Digital Abilities, Between Instrumentalization and Empowerment: A Discourse Analysis of Chilean Secondary Technical and Vocational Public Policy Documents.” Journal of Vocational Education & Training. doi:10.1080/13636820.2021.1973542.
  • Bolaños, F., and Á. Salinas. 2020. “Secondary Vocational Education Students’ Expressed Experiences of and Approaches to Information Interaction Activities Within Digital Environments: A Phenomenographic Study.” Education Information Technologies 26: 1955–1975. doi:10.1007/s10639-020-10322-0.
  • Bolaños, F., Á. Salinas, and O. Pilerot. 2022. “Instructional Techniques and Tools Reported as Being Used by Teachers Within Empirical Research Focusing on In-Class Digital Ability Development: A Literature Review.” Journal of Computers in Education. doi:10.1007/s40692-022-00222-2.
  • Cabello, P., J. Celis, G. Donoso, L. Godoy, and M. Claro. 2021. Revisión comparada de políticas, planes, programas y buenas prácticas en Iberoamérica, para la integración de tecnologías digitales en educación escolar liderazgo y la gobernanza digital.
  • Care, E., P. Griffin, F. Hesse, J. Buder, K. Sassenberg, M. Wilson, K. Scalise, C. Scoular, N. Awwal, and N. Zoanetti. 2015. Assessment and Teaching of 21st Century Skills. Methods and Approach. Australia: Springer.
  • Cornwall, A. 2010. “Introductory Overview–Buzzwords and Fuzzwords: Deconstructing Development Discourse.” In Deconstructing Development Discourse Buzzwords and Fuzzwords, edited by A. Cornwall and D. Eade, 1–18. UK: Practical Action Publishing Oxfam.
  • Cornwall, A., and C. Nyamu‐musembi. 2004. “Putting the ‘Rights‐based Approach’ to Development into Perspective.” Third World Quarterly 25 (8): 1415–1437. doi:10.1080/0143659042000308447.
  • Cuban, L. 2001. Oversold and Underused: Computers in the Classroom. Cambridge, Massachusetts: Harvard University Press.
  • Das, S. 2013. India’s Rights Revolution. Oxford University Press. doi:10.1093/acprof:oso/9780198081661.001.0001.
  • de Educación, Ministerio 2019. Marco de Cualificaciones Técnico Profesional [Framework Unified Competencies for Technical and Vocational Education and Training]. Accessed February 2, 2022: https://marcodecualificacionestp.mineduc.cl/
  • Esteva, G. 2009. “Development.” In Development Dictionary a Guide to Knowledge as Power. 2nd ed. edited by W. Sachs, 1–23. London, UK: Zed Books.
  • Giddens, A. 1991. Modernity and Self-Identity: Self and Society in Late Modern Age. USA: Stanford University Press.
  • Grizzle, A., C. Wilson, R. Tuazon, C.-K. Cheung, J. Lau, R. Fischer, D. Gordon. 2021. Media & Information Literacy Curriculum for Educators & Learners. Paris, France: UNESCO.
  • International Centre for Technical and Vocational Education and Training2020UNESCO-UNEVOC International Centrehttps://unevoc.unesco.org/home/ICT+in+TVET
  • Jørgensen, M., and L. Phillips. 2002. Discourse Analysis as Theory and Method. UK: SAGE Publications.
  • Kothari, M. 1998. “The Global Struggle for the Right to a Place to Live.” In Development and Rights, Selected Essays from Development in Practice, edited by D. Eade, 84–100. UK: Oxfam Publishing.
  • Laclau, E. 1990. New reflections on the Revolution of Our Time. United Kingdom: Verso; p. 3–88.
  • Laclau, E., and C. Mouffe. 2001. Hegemony and Socialist Strategy, Towards a Radical Democratic Politics. UK: Verso.
  • Ley 20.910 2016. Ministerio de Educación, Crea Quince Centros de Formación Técnica Estatales [Ministry of Education, 15 State Technical Formation Centres]. February 2, 2022: https://www.bcn.cl/leychile/navegar?idNorma=1088775
  • Machlup, F. 1962. The Production and Distribution of Knowledge in the United States. Princeton, USA: Princeton University Press.
  • Marttila, T. 2015. Post-Foundational Discourse Analysis: From Political Difference to Empirical Research. UK: Palgrave Macmillan.
  • Ministerio de Educación Subsecretaría de Educación Superior 2019. Información Centros de Formación Técnica Estatales [State Technical Formation Centres: Information]. Accessed February 2, 2022: https://educacionsuperior.mineduc.cl/cft-estatales/
  • Mouffe, C. 2005. The Political. London, United Kingdom: Routledge.
  • Nivala, M. 2009. “Simple Answers for Complex Problems: Education and ICT in Finnish Information Society Strategies.” Media, Culture & Society 31 (3): 433–455. doi:10.1177/0163443709102715.
  • Nyamu-Musembi, C. 2002. “Towards an Actor-Oriented Perspective on Human Rights.” Institute of Development Studies, Open Papers 169 (i–23): UK: IDS. https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/3931
  • Offenheiser, R., and S. Holcombe. 2003. “Challenges and Opportunities in Implementing a Rights-Based Approach to Development: An Oxfam America Perspective.” Nonprofit and Voluntary Sector Quarterly 32 (2): 268–306. doi:10.1177/0899764003032002006.
  • Organisation for Economic Co-operation and Development 2022. Vocational Education and Training and Adult Learning. https://www.oecd.org/education/innovation-education/vet.htm
  • Pelgrum, W., and T. Plomp. 1993. “The Use of Computers in Education in 18 Countries.” Studies in Educational Evaluation 19: 101–125. doi:10.1016/0191-491X(93)90002-9.
  • Pilerot, O., and J. Lindberg. 2011. “The Concept of Information Literacy in Policy-Making Texts: An Imperialistic Project?” Library Trends 60 (2): 338–360. doi:10.1353/lib.2011.0040.
  • Player-Koro, C., A. Jobér, and A. Rensfeldt. 2021. “Depoliticised Effects with Networked Governance? An Event Ethnography Study on Education Trade Fairs.” Ethnography and Education 17: 1–16. doi:10.1080/17457823.2021.1976661.
  • Player-Koro, C., A. Rensfeldt, and N. Selwyn. 2018. “Selling Tech to Teachers: Education Trade Shows as Policy Events.” Journal of Education Policy 33 (5): 682–703. doi:10.1080/02680939.2017.1380232.
  • Polanyi, K. 2001. The Great Transformation: The Political and Economic Origins of Our Time. USA: Beacon Press.
  • Rasse, C. 2022. “The Protest of the Left Over: Vocational Education Students’ Protest Actions During the Social Uprising in Chile.” Journal of Vocational Education & Training 1–18. doi:10.1080/13636820.2022.2108882.
  • Rist, G. 2010. “Development as a Buzzword.” In Deconstructing Development Discourse Buzzwords and Fuzzwords, edited by A. Cornwall and D. Eade, 19–28. UK: Practical Action Publishing Oxfam.
  • Roberts-Mahoney, H., A. Means, and M. Garrison. 2016. “Netflixing Human Capital Development: Personalized Learning Technology and the Corporatization of Education.” Journal of Education Policy 31 (4): 405–420. doi:10.1080/02680939.2015.1132774.
  • Robinson, M. 2001. Bridging the Gap Between Human Rights and Development. Lecture by the United Nations High Commissioner for Human Rights. https://www.ohchr.org/en/statements/2009/10/default-title-144.
  • Rychen, D., and L. Salganik. 2002. Definition and Selection of Competences: Theoretical and Conceptual Foundations, Strategy Paper. Neuchâtel, Switzerland: Organisation for Economic Co-operationand Development.
  • Sachs, W. 2009. “Introduction”. In Development Dictionary. A Guide to Knowledge as Power, edited by W. Sachs, 88 xv, 88 xvxx. xv–xx. UK: Zed Books.
  • Saussure, F. 2020. Course in General Linguistics. UK: Bloomsbury.
  • Tejedor, S., L. Cervi, A. Pérez-Escoda, and T. Jumbo. 2020. “Digital Literacy and Higher Education During COVID-19 Lockdown: Spain, Italy, and Ecuador.” Publications 8 (4): 1–17. doi:10.3390/publications8040048.
  • Tomczyk, Ł., and S. Sunday. 2019. ICT for Learning and Inclusion in Latin America and Europe Case Study From. Bolivia, Brazil, Cuba, Dominican Republic, Ecuador, Finland, Poland, Turkey, Uruguay. Poland: Pedagogical University. doi:10.24917/9788395373732.5.
  • United Nations. 2022. Universal Declaration of Human Rights. https://www.un.org/en/about-us/universal-declaration-of-human-rights
  • United Nations Development Programme. 2000. Human Development Report 2000: Human Rights and Human Development. http://www.hdr.undp.org/en/content/human-development-report-2000.
  • van Deursen, A., and J. van Dijk. 2014. Digital Skills Unlocking the Information Society. USA: Palgrave Macmillan.
  • Vuorikari, R., Y. Punie, S. Carretero, and L. van den Brande. 2016. DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. EUR 27948 (EUR 27948). Luxembourg: Publications Office of the European Union.
  • Wildman, W. 2010. “An Introduction to Relational Ontology.” In The Trinity and an Entangled World. Relationality in Physical Science and Theology, edited by J. Polkinghorne, 55–73. Michigan, USA: William B. Eerdmans Publishing Company.
  • Williamson, B., A. Rensfeldt, C. Player-Koro, and N. Selwyn. 2019. “Education Recoded: Policy Mobilities in the International ‘Learning to Code’ Agenda.” Journal of Education Policy 34 (5): 705–725. doi:10.1080/02680939.2018.1476735.
  • Yannaras, C. 2011. Relational Ontology. Massachusetts, United States of America: Holy Cross Orthodox Press.
  • Zancajo, A., and O. Valiente. 2018. “TVET Policy Reforms in Chile 2006–2018: Between Human Capital and the Right to Education.” Journal of Vocational Education & Training 71: 579–599. doi:10.1080/13636820.2018.1548500.
  • Zins, C. 2007. “Conceptual Approaches for Defining Data, Information, and Knowledge.” Journal of the American Society for Information Science and Technology 58: 479–493. doi:10.1002/asi.20508.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.