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Landoni, Pablo
- Director General
- Catholic University of Uruguay
- Center for Graduate Studies
- Uruguay
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| Pablo Landoni is a Uruguayan researcher
of higher education as well as a Professor and Administrator
at the Catholic University of Uruguay. He earned
a Masters in Public Administration from Cornell
University with a Fulbright/LASPAU scholarship.
He is also Doctor in Law and Social Sciences from
the Universidad de la República (Uruguay).
As an affiliated scholar of the Program for Research
on Private Higher Education (PROPHE) - Department
of Education Administration and Policy Studies
- State University of New York at Albany, Landoni's
most recent research concentrates on higher education
system governance and the role of the State in
the higher education private sector. Recently,
he has been responsible for establishing a PROPHE
Regional Center for Latin America (PROPHELA)
Landoni is member of the Advisory Board for Private
Higher Education at Ministry of Education and
Culture of Uruguay, and of the Accreditation Commission
for MERCOSUR Experimental Accreditation Mechanism.
He has also served as Vice Minister of Education
and Culture of Uruguay.
At the Catholic University of Uruguay, he is
a professor of Political Science and Public Policy.
He teaches a course on State Reform and Political
Reform in the Graduate Diploma in Human Rights
and Political Participation for the Association
of Jesuit Univesities in Latin America (AUSJAL).
Landoni was Director General of the Center for
Graduate Studies for the past two years and currently
is Assistant to the Academic Vicerrector of the
Catholic University.
Selected Publications
- "Uruguay" in Charles Glenn and Jan
de Groof Balancing Freedom, Autonomy and
Accountability in Education vol. 3 Wolf
Legal Publishers, Nijmegen (translated by C.
Glenn) Netherlands, 2004
- "Planeación, Autoevaluación
y Acreditación de Instituciones de Educación
Superior." (Planning, Evaluation and Accreditation
of Higher Ed. Institutions)
- Universidad Católica del Uruguay -
"Simposio Permanente sobre la Universidad"
- Montevideo, Uruguay, 2003
- "Educación Superior Uruguaya:
del Monopolio a la Consolidación del
Sistema" (Uruguay´s Higher Education:
from Monopoly to System Consolidation)
- with Carlos Romero Rostagno. In: Sergio Martinic
and Marcela Pardo Economía Política
de las Reformas Educativas en América
Latina CIDE/PREAL, Santiago de Chile, Chile,
2001
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| The Changing Public-Private mix
in Uruguay's Higher Education System: Isomorphic
and Diversification Forces
This research focuses on the public-private mix
in higher education, addressing the isomorphic
and diversification dynamics between State, public
National University and private universities in
Uruguay. Uruguay was the last country in Latin
America to authorize private higher education
institutions. System´s regulatory and financing
schemes contribute to a still rather limited private-public
competition and cooperation, but that may be changing
and the development of accreditation mechanisms
is a key factor of this change. Accreditation
in Latin America has been an instrument of the
State to set policies in higher education.
The understanding of the challenges Uruguay's
higher education system is facing will provide
relevant analysis to improve informed public policy
debate and implementation. The research will include
the analysis of the intersection of relevant literature
on New Institutionalism, which highlights institutional
rationality towards the emulation of leading organizations,
and the study of the growing bibliography on private
higher education, which provides scholarly pertinent
material to understand how public - private relationships
are changing in higher education.
The aim of the proposal is to build knowledge
on how international processes such as private
higher education growth are shaping new relationships
in higher education systems worldwide, and how
Uruguay fits in this international trend. It will
also contribute to the discussion on the consequences
of the dynamic forces of isomorphism and diversification
on higher education institutions.
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