Suchergebnisse

Este artículo presenta los resultados de una investigación orientada a describir las experiencias acerca de la vida universitaria, configuradas por los estudiantes admitidos por plan de ingreso: comunidad indígena, negra, San Andrés, Providencia y Santa Catalina y Sur-sur, modalidad presencial en la Universidad de Cartagena. Esta forma de admisión es reconocida por la comunidad universitaria como "cupos especiales"; en este caso, los estudiantes que se inscriben, lo realizan certificando su lugar de procedencia o pertenencia étnico-racial. La propuesta se inscribió en el enfoque cualitativo bajo el paradigma del interaccionismo simbólico y el método estudio de caso etnográfico. Supuso reconocer la forma como es representada y significada la experiencia universitaria por los estudiantes.Los resultados dan cuenta a rutinas, avatares, anécdotas y trayectoria formativa con relación a las estrategias empleadas para mantenerse y/o adaptarse a la vida universitaria. Reconocen la importancia de los cupos especiales para la población que ve limitado el ingreso a la universidad pública; pero cuestionan la instrumentalización de éste, reflejada en la obtención de una certificación de procedencia o pertenencia étnico–racial y el discurso sobre equidad y enfoque diferencial para acceder a la educación superior, cuando aún presenta limitaciones que no han sido superadas.

AbstractThis paper examines the connections between identity politics and European Union (EU) aid effectiveness in peacebuilding education in Somalia. It engages with a severe educational challenge, which is that a lack of capacity in rigorous educational design and/or implementation across Somali Ministries in the South Central Zone, Somaliland and Puntland has led to the importation of multiple foreign curricula into the country simultaneously that do not address Somali history and contemporary conflict drivers and that frequently clash with local values as well as with each other. We critique this from a 'new barbarism' perspective, arguing that Somali voices and educational priorities have not been provided a sufficient space for expression in the EU debate on the global and therefore also the national development agenda.

Purpose
– The purpose of this paper is to describe the experience of a southern English young offenders institution in developing and implementing standards to improve awareness and care of prisoners with autistic spectrum disorders (ASD).


Design/methodology/approach
– Some contextual factors driving the project are discussed, the multi-agency process involved in the development and implementation of the standards is described and recommendations are made regarding implementation of the standards in other settings.


Findings
– It is expected that successful implementation of the standards will reduce the level of distress and difficulty experienced by people with ASD who find themselves in custody, it will also improve the prison's ability to meet the needs of prisoners with ASD and thereby improve rehabilitation and reduce any adverse impact on everyday operational processes. Demonstrating success in meeting the standards will enable the prison to achieve accreditation by the National Autistic Society. In March 2015 the prisons minister encouraged all prisons to follow this approach and this will have practice and resource implications.


Originality/value
– This paper describes a clear framework which prisons can use to work systematically towards achieving good practice in addressing the needs of prisoners with ASD. It will enable prisons to meet the duties imposed on them by the Autism Act, 2009 and the Equalities Act, 2010.