INTERNATIONAL SCHOOL OF THE REGS

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"The right to Higher Education from the Global South: Horizons, disputes, and meanings"

Organized by the Knowledge Network for the Right to Education with a Global South Perspective (REGS)

Maputo, Mozambique | August 21 to 25, 2023

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The Knowledge Network on the Right to Education from the Global South (REGS), made up of the Latin American Council of Social Sciences (CLACSO), the Arab Council of Social Sciences (ACSS) and other institutions, invites master's and doctoral students, public policy officials and representatives of civil society organizations committed to the right to education from the Global South, to apply to participate in the REGS International School, " The Right to Higher Education from the Global South. Horizons, Disputes and Meanings " to be held between August 21 and 25, 2023 in Maputo, Mozambique.

The official languages ​​of the School are Spanish and Portuguese.

FOUNDATION

The right to education is an enabling human right that, driven by social movements and civil society, has expanded its scope and complexity throughout the different stages of people's lives. Effective universal access to universities and higher education institutions is on the agendas of various governments, which see this expansion as a path to building more democratic societies with dignity and justice. At the same time, these rights face challenges or are threatened in other contexts.

But access alone is not enough to guarantee the effective exercise of this right. It is also necessary to question the type of higher education accessed, examine its content and curriculum, as well as the conditions under which it is delivered, which can facilitate or limit the participation of groups that have been historically marginalized from these spaces. The perspective of the Global South becomes a fundamental approach for critical reflection on the right to education, asking how higher education can be used as a tool for emancipation and well-being, not only for the individuals who pursue it, but for society as a whole.

The Knowledge Network for the Right to Education from the Global South (REGS) has worked in recent years on the systematization of quantitative and qualitative information, with the aim of understanding the state of access to and retention in the higher education system for people living in the various forms that the Global South presents itself.

Documents were produced that reveal porous and unfinished maps of the tensions and difficulties faced by different regions regarding the right to education. Reports on diverse educational experiences, highlighting the inequalities faced by various countries, were brought into dialogue with the aim of fostering dialogue and creating a network to highlight the impact of concentrated capitalism on educational trajectories.

The study also examined the impact of factors such as poverty, place of residence, gender inequalities, indigenous or religious identities, legal status, disability, and incarceration on students' access to and progress through the education system. Furthermore, it explored and delved into the analysis of experiences and projects working to address and reverse these inequalities. 

Based on research and reflection on these topics, REGS hopes to continue fostering dialogue about experiences and promoting exchanges on the right to education from the Global South.

THEMES

1. Production of knowledge about education systems in the Global South

In this axis we seek to problematize the dominant perspective that focuses solely on certain quantitative indicators, to underline the need for cross-cutting views such as those proposed by the intersectionality approach, as well as to highlight the existing diversity found in the three regions regarding the available information and the limits that this poses for the understanding and management of educational systems.

2. Alternative experiences and projects:

In this area, we include initiatives promoted by civil society organizations, popular movements, student groups, teachers' groups, and other forms of groups that promote educational alternatives, in order to analyze their scope both in their formulations and in their implementation.

3. Transformative and inclusive public policies and institutional actions:

In this section we propose to reflect on institutional initiatives - from central or local governments, as well as universities and institutes - that develop proposals for social inclusion and promote the right to education for diverse populations through schemes that facilitate access and retention such as scholarships, quotas, restructuring of programs and processes, etc.

SCHOOL CHARACTERISTICS

The REGS International School is an in-person space for dialogue, exchange, integration, and regional solidarity among graduate students, representatives of civil society organizations, and public policy makers. The school will address issues related to the right to education from the perspective of the Global South. Students will be selected based on criteria of academic excellence and professional experience in social movements or organizations, from a multidisciplinary and multiprofessional approach.

OBJECTIVES

• Reflecting on the category of “Global South”, its potential, limitations and its implications for the educational field from the perspective of the right to education. 
• To provide a space for exchange, learning and dialogue regarding the state of the right to education in the Global South, with particular attention to the level of higher education.
• To exchange knowledge among participants about the current state of education systems in the Global South, the inequalities that affect access to and retention in higher education, and the existing opportunities to counteract them.
• Analyze different alternative experiences in the Global South, both historical and current, that aim to address and reverse existing educational inequalities.
• To contribute to the building of networks of academics, social activists and public policy representatives interested in the democratization of higher education from a perspective of social justice and equity. 

ORGANIZING INSTITUTIONS

• Latin American Council of Social Sciences (CLACSO)
• Arab Council of Social Sciences (ACSS)
• Polytechnic University of Mozambique

ACADEMIC COMMITTEE

• Cibele Rodrigues (member of the CLACSO Working Group on Educational Policies and the Right to Education), Brazil

• Javier Campos Martínez (member of the CLACSO Working Group on Educational Policies and the Right to Education), Chile

• Jose Cossa (Associate Professor at the College of Education of the University of Pennsylvania), United States

• Mariana García Palacios (co-coordinator of the CLACSO Working Group on Education and Interculturality), Argentina

• Moushira Elgezeri (Associate Director at the Arab Council of Social Sciences ACSS), Lebanon

• Noelia Enriz (co-coordinator of the CLACSO Working Group on Education and Interculturality), Argentina

• Pablo Vommaro (Director of Research CLACSO), Argentina
• Patricia Ames (Researcher at the Center for Sociological, Economic, Political and Anthropological Research – CISEPA PUCP), Peru
• Belchior Canivete (member of the Scientific-Pedagogical Directorate, A Polytechnic), Mozambique
• Carlito Companhia (Director for Research and Extension, FLCS, UEM), Mozambique
• Innocent Mutimucuio (Director, Higher Institute of Management, Sciences and Technologies – ISGCT, Polytechnic University), Mozambique
• Francisco Noa (Advisor, Polytechnic University), Mozambique
• Christian Macuamule (Vice-Rector, Polytechnic University), Mozambique
• Ana Carolina Hecht (co-coordinator of the CLACSO Working Group on Education and Interculturality), Argentina

ORGANIZING COMMITTEE

• Cecilia Gofman (CLACSO Research Directorate), Argentina
• Iris Victorino (member of the Scientific-Pedagogical Directorate, A Polytechnic), Mozambique
• Arcenia Chale (University Cooperation Directorate, Polytechnic University), Mozambique
• Isabel Humbane (Scientific and Pedagogical Directorate, Polytechnic University), Mozambique
• Briolanja Langa (Higher Institute of Advanced Studies and Business – ISAEN – Polytechnic University), Mozambique
• Tânia Wachene (Instituto Superior Politécnico / A Politécnica), Mozambique

COLLABORATING INSTITUTIONS

• Open Society Foundation (OSF)

• Institute of Education Sciences, Universidad Austral de Chile

• Postgraduate Program in Education, Cultures and Identities (Ufrpe/Fundaj)

• Center for Sociological, Economic, Political and Anthropological Research – CISEPA PUCP
• Partnership for African Social and Governance Research (PASGR)
• Faculty of Arts and Social Sciences of Eduardo Mondlane University (FLCS, UEM)
• Interdisciplinary School of Advanced Social Studies (EIDAES – UNSAM)

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Email inquiries: [email protected]

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OPINION – REGS International School: The Right to Higher Education from the Global South

We thank all master's and doctoral thesis students, public policy officials, and representatives of social organizations for the positive response to this call.

We received 48 applications, which were evaluated by an international jury comprised of experts from six countries: Ana Carolina Hecht (Argentina), Belchior Canivete (Mozambique), Cibele Rodrigues (Brazil), Cristiano Macuamule (Mozambique), Javier Campos Martínez (Chile), Jose Cossa (United States), Mariana García Palacios (Argentina), Noelia Enriz (Argentina), and Patricia Ames (Peru). The Committee
The evaluator considered the quality, relevance, and coherence of the applications in accordance with the terms of the call for proposals.

After finding excellent relevance and rigor in most of the applications, the Committee selected the following to participate in the School:

Name	Last Name	Institution of belonging	Country of residence
Adriana	da Costa Barbosa	Federal University of Espírito Santo	Brazil
Alicia Beatriz	Acin	University Program in Prison – FFyH – National University of Córdoba	Argentina
Anayanci	Fregoso Centeno	University Center for Social Sciences and Humanities – University of Guadalajara	Mexico
Angelica	García González	National Autonomous University of Mexico	Mexico
Aristides	Obando Cabezas	Foundation for the Support of Higher Education for Afro-descendant Populations	Colombia
Carlos andres	Pastor Pazmiño	Higher Technological Institute of the Social, Popular and Economy Solidarity	Ecuador
Cindy Gianella	Tutiven Desintonio	National Autonomous University of Mexico	Mexico
Dani Eduardo	Vargas Huanca	National Organization of Aymara, Amazonian and Quechua Communities (OBAAQ)	Peru
Daniela Vanesa	Perrotta	National University of the Arts	Argentina
Diego Ramón	García	Directorate of Higher Education – General Council of Education – Province of Entre Ríos	Argentina
Eliana	Dugarté	Universidad Austral de Chile	Chile
Eusebia	Solís	Popular Education Network Among Women of Latin America and the Caribbean (REPEM LAC)	Panama
Gisela.	Sasso	Faculty of Journalism and Social Communication (FPyCS) of the National University of La Plata	Argentina
Henrique Andrade	Henry	Associação Regional de Agroecologia dos Povos da Cabruca e da Mata Atlântica – Teia Dos Povos da Bahia	Brazil
Henry Ernest	Salazar Carrillo	University Francisco Jose de Calda	Colombia
Jose David	Rivera Escobar	University Francisco Jose de Calda	Colombia
Jose Pablo	Prado Cordova	Faculty of Agronomy – University of San Carlos of Guatemala	Guatemala
Luz Angela Elizabeth	Barrera Bohorquez	Higher School of Public Administration - National Pedagogical University	Colombia
Magali	Ramos Jarrin	University of Cambridge	Ecuador
Mahira	González	University of the Republic	Uruguay
Marcelo David	Ochoa	National University of General Sarmiento	Argentina
Maria Camila	dos Santos Rocha	Federal Rural University of Pernambuco	Brazil
Mateo	Rico Dolls	University of Salamanca	Colombia
Matias	Mendieta Duarte	Positive Youth and Adolescent Network Latin America and the Hispanic Caribbean – J+LAC	Paraguay
Mauricio	Humberto Díaz Araya	Pontifical Catholic University of Valparaíso	Chile
Mirella	Guimarães Badarane	Federal Rural University of Pernambuco	Brazil
Noelia	Celeste Cuevas	Institute for Public Policy Analysis – National University of La Rioja	Argentina
Oli Yojaydy	Maturana Correa	Technological University of Chocó Diego Luis Córdoba	Colombia
Rodrigo Andrés	Mardones Carrasco	Department of Integrated Arts – University of Playa Ancha	Chile
Yanderi Josefina	Fernandez Hernandez	Commission for Access and Permanence of Indigenous Peoples (CAPPI) – Federal University for Latin American Integration (UNILA)	Brazil

In the event that any of the selected individuals are unable to attend, the following list of applicants will be considered:

Name	Last Name	Institution of belonging	Country of residence
Luis Álvaro	Gallardo Eraso	Foundation Center for Studies School for Development	Colombia
Maria Soledad	Marquez	National Commission for University Evaluation and Accreditation (CONEAU)	Argentina
Nadia	Ksybala	National University of Southern Patagonia	Argentina
Veronica	Curly	University National Tres de Febrero	Argentina
Victoria	Allende	National School of Community Organization and Popular Economy (ENOCEP) – Training Secretariat of the Union of Workers of the Popular Economy (UTEP) – (MTE)	Argentina

Up to 15 master's or doctoral students and/or public policy officials and/or representatives of social organizations, residing in Maputo, Mozambique, will be added to this selection to participate in the School.

This ruling is final and irrevocable.

July 7, 2023