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President Domingo F. Sarmiento, father of the Argentine Education System. The education in Argentina known as the Latin American docta has had a convoluted history. [3] There was no effective education plan until President Domingo Sarmiento (1868–1874) placed emphasis on bringing Argentina up-to-date with practices in developed countries.
This is a dynamic list and may never be able to satisfy particular standards for completeness. You can help by adding missing items with reliable sources. This is a timeline of Argentine history, comprising important legal and territorial changes and political events in Argentina and its predecessor states. To read about the background to these events, see History of Argentina. See also the ...
Argentina, for example, had an increasingly robust middle class population which demanded access to university education. Argentina's university system quickly expanded with the demand. "Contemporary analysts have estimated that roughly 85 to 90 percent of Latin America's university students come from the middle class". [28]
Pages in category "History of education in Argentina" The following 3 pages are in this category, out of 3 total. This list may not reflect recent changes. A.
History of education in Argentina (3 P) L. ... Pages in category "Education in Argentina" The following 14 pages are in this category, out of 14 total.
Here are some of the key events in Argentina's very bad year. Jan. 23: Argentina posts $8.5 billion trade deficit for 2017, compared with a surplus the year before. TIMELINE-Argentina's economy ...
Hundreds of thousands of Argentines took to the streets of Buenos Aires on Tuesday in an anti-government march against budget cuts to public universities, the biggest protest yet against President ...
The Law 1420 of General Common Education of Argentina was a landmark national law that dictated public, compulsory, free, and secular education. It was passed in 1884 during the administration of President Julio Argentino Roca , after a number of similar laws of provincial scope and the conclusions of the Pedagogical Congress of 1882.