Ries
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- Mar 18, 2008
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I also think the US rate of 82% includes GED's.
There is, as far as I know, nothing like that here.
I have a GED- I got in a fight with my high school 2 weeks before graduation, and they refused to graduate me.
a month later, I took a few tests, and got a High School Equivalency Degree.
I later went to 2 different Universities, in the USA and Canada, as well as going to Los Angeles Trade Tech at nights to learn machining.
All without a real secondary school graduation paper.
This is common in the USA- you can simply take a test, which is not hard, and get into many colleges, especially state schools.
The argentine system is much more rigorous.
Also- UBA is designed to weed out a large percentage of enrollees, by having large, impersonal classes, and heavy work loads that are very dependent on initiative and being a self motivated student.
This is intentional, but it directly affects the poor and the lower scorers and the kids from substandard provincial schools the most.
To change this is possible, but it would require much more money, time, and a complete revamping of the entire university.
It probably would also require actually paying professors.
I have several friends who teach at UBA- and they make less at that job than they would driving a taxi or working in a kiosko.
All have other jobs- one teaches at 3 or 4 different universities at a time- this is common. Rosario, La Plata, and at private colleges.
Most have full time careers, in addition to teaching.
This works ok for assigning broad projects to 300 kids- it would not work well if you needed to meet with 20 kids 3 days a week, and spend a lot of time grading and coaching and tutoring, which is much more common in US colleges. I know US professors who have 7 grad students- that is their entire teaching load.
And UBA professors who teach seminars for 600.
The system COULD serve lower income students- but it will not be easy, as the changes will have to be massive, and expensive.
There is, as far as I know, nothing like that here.
I have a GED- I got in a fight with my high school 2 weeks before graduation, and they refused to graduate me.
a month later, I took a few tests, and got a High School Equivalency Degree.
I later went to 2 different Universities, in the USA and Canada, as well as going to Los Angeles Trade Tech at nights to learn machining.
All without a real secondary school graduation paper.
This is common in the USA- you can simply take a test, which is not hard, and get into many colleges, especially state schools.
The argentine system is much more rigorous.
Also- UBA is designed to weed out a large percentage of enrollees, by having large, impersonal classes, and heavy work loads that are very dependent on initiative and being a self motivated student.
This is intentional, but it directly affects the poor and the lower scorers and the kids from substandard provincial schools the most.
To change this is possible, but it would require much more money, time, and a complete revamping of the entire university.
It probably would also require actually paying professors.
I have several friends who teach at UBA- and they make less at that job than they would driving a taxi or working in a kiosko.
All have other jobs- one teaches at 3 or 4 different universities at a time- this is common. Rosario, La Plata, and at private colleges.
Most have full time careers, in addition to teaching.
This works ok for assigning broad projects to 300 kids- it would not work well if you needed to meet with 20 kids 3 days a week, and spend a lot of time grading and coaching and tutoring, which is much more common in US colleges. I know US professors who have 7 grad students- that is their entire teaching load.
And UBA professors who teach seminars for 600.
The system COULD serve lower income students- but it will not be easy, as the changes will have to be massive, and expensive.