Student retention policies in public higher education in comparative perspective: Argentina, Brazil and Chile

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The higher education systems in Argentina, Brazil and Chile have considerable differences in relation to their origins and structures, but the elitist characteristic is a common feature of the three countries. There have been massification processes going on along the last three decades, supported by expansion of the system as well as by the adoption of affirmative action policies. Considering the multidimensional problems of student retention, given its financial, cultural, symbolic and psychological aspects, we are interested in analyzing, in a comparative perspective, the practices related to national/federal higher education students in these three countries. We have selected a few key categories for comparison, such as: 1) views about student retention in normative documents: Right? Assistance? 2) judicial and political nature of these actions: State commitment? Isolated actions? 3) institutional autonomy to design their own student retention models; 4) main student retention models found. Beyond the theoretical contributions, the analysis is based on national legislation about these issues, national level secondary data provided by educational agencies in each country and information provided by selected higher education institutions. This is mainly a descriptive effort, based on historical, legal and socioeconomic aspects, with the aim of giving an overview about the programs in different national contexts.



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How to Cite
Vargas, H. M., & Heringer, R. (2017). Student retention policies in public higher education in comparative perspective: Argentina, Brazil and Chile. Education Policy Analysis Archives, 25, 72.
Reformas a la Educación Superior en Contexto Internacional Comparado
Author Biographies

Hustana Maria Vargas, Universidade Federal Fluminense

Doutora em Educação pela PUC-Rio. Mestre em Educação e em Ciências Jurídicas pela PUC-Rio. Professora adjunta da Faculdade de Educação e do Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal Fluminense (UFF). Vice-coordenadora do PPGE-UFF. Coordenadora do Laboratório sobre Acesso e Permanência na Universidade – LAP/UFF.

Rosana Heringer, Universidade Federal do Rio de Janeiro - UFRJ

Doutora em Sociologia (IUPERJ), professora e pesquisadora do Programa de Pós-Graduação em Educação e dos cursos de graduação da Faculdade de Educação da Universidade Federal do Rio de Janeiro (FE/UFRJ). É Vice-Diretora da faculdade de Educação da UFRJ e Coordenadora do LEPES – Laboratório de Estudos e Pesquisas em Educação Superior.