【正文】 年增幅最高。財政危機沒有導(dǎo)致任何教育支出的合理性。 此外，雖然教育支出減少，但是招生增加，主要集中在第二和第三級教育。公司與國家的密切關(guān)系導(dǎo)致了憲法與官僚機構(gòu)的復(fù)雜網(wǎng)絡(luò)關(guān)系。只是本世紀工業(yè)化促使政府通過培訓(xùn)教育提供經(jīng)濟和技術(shù)支持。s future would be more promising if different strategies were bined。本科畢業(yè)設(shè)計（論文） 外 文 翻 譯 原文： EDUCATION, DEMOCRACY AND DEVELOPMENT IN LATIN AMERICA Abstract The education first brought to America by Europeans was hardly more than ornamental culture, literacy was generally unimportant, and African slaves were not educated at all. Only in this century did industrialization cause some governments to provide economic and technological support through training and education. In the last decade, the debt crisis curtailed spending, while numbers of students and teachers continued to rise. A parison between Latin America and South Korea illustrates the former39。 if it were to be internationally petitive at the same time as it strengthened internal and regional markets. Of course, education and a war on poverty would have to play an important role in both strategies. Conclusion State reform in Latin America is absolutely necessary. Nevertheless, economic reforms depend on State effectiveness in the planning, implementing and evaluating of its policies. Education is one of the fields where such a governmental action is particularly important. As already explained, education is faced in Latin America with many technical, managerial and financial , its greatest problem is of a political nature. Any analysis or approach which ignores the role of politics cannot succeed. The continent39。在過去的十年中，債務(wù)危機削減開支，然而老師和學(xué)生的數(shù)量卻在不斷上升。 這些往往導(dǎo)致模糊了控制和支持之間的關(guān)系 。換而言之， 學(xué)生紛紛去追求這塊金融蛋糕的大小來滿足他們的需求 。相反，資源配置一般不符合預(yù)期的經(jīng)濟和財務(wù)標準。 這些比較提醒我們，當我們提倡合理化利用資源時，我們要問什么樣的措施和方案是合理的。后者的解決方法是為達到目的，可以付出任何代價。不過， Schiefelbein 和 Oliveira 等人提出，增加每名學(xué)生百分之五的平均成本，就能夠在大多數(shù)的拉美國家提供必要的資源設(shè)施，設(shè)備和人員的升級。進行基本技能和能力的需求，創(chuàng)造性地處理與社會的互動，至少可以降低刺激帶來的壓力，改善基礎(chǔ)教育。改革是必要的，但以盡量減少對低收入群體的不利影響的補償政策往往被忽視。對此，我們不應(yīng)該感到驚訝。現(xiàn)在，國內(nèi)投資加上外商投資，將促進拉丁美洲國家和地區(qū)經(jīng)濟的發(fā)展。這就像電梯門開了，有些乘客走了進去，但拉丁美洲卻錯過了。但是，教育最大問題是政治問題。 繼美國獨立之后，殖民化和發(fā)展分化為 盎格魯撒克遜和拉丁美洲領(lǐng)域。因此，南北方互相指責。如果歐洲人發(fā)現(xiàn)美洲大陸讓人們開始關(guān)注世界的話，那么本世紀最大的發(fā)現(xiàn)是讓人們認識到全球的相互依存關(guān)系。對第三世界的概念，或許來自于法國大革命，既意味著斗爭，又代表平等和希望。一個國家的教育要發(fā)展，需要國家，政客，商人，工人，教育工作者和其他社會團體等共同的努力。如果將戰(zhàn)略正確地結(jié)合起來，加強國際競爭力的同時，加強內(nèi)部和區(qū)域市場，那么，拉丁美洲的未來還是很有希望的。 無論拉丁美洲以后的發(fā)展會怎樣，但出口戰(zhàn)略與內(nèi)向型的經(jīng)濟增長不一定互相 排斥。拉美國家經(jīng)濟低下，技術(shù)落后，對于擺脫貧窮沒有合理的解 決方案，因此，被認為沒有希望，沒有前途。相反，利益往往被特殊群體所得。因此，盡管存在經(jīng)濟問題，中央政府和州級政府都集中在低收入的兒童上，力求公正公平。各國政府輕松地處理有關(guān)教育方面的事情，如學(xué)校的擴招，學(xué)校的建設(shè)和改革，學(xué)校的午餐方案等等。 拉美教育在這樣的情 況下不能僅僅認為是管理不善的結(jié)果。因此，要采取合理性的措施，需要建立在權(quán)利精英或社會其他主要群體共同參與討論的基礎(chǔ)上。達到普遍化不僅是教育的第一級別，也是教育的第二級別的目標。教師的數(shù)量增長快于學(xué)生的數(shù)量增長，雖然在經(jīng)濟危機中預(yù)期相反。盡管在短期內(nèi)國際借貸 能夠促進融資，但隨之而來的外債問題是一場噩夢。民粹主義和社團主義國家的出現(xiàn)并沒有緩解這種局面， 雖然現(xiàn)在確實有一些為貧困兒童提供基礎(chǔ)教育的方案。s isolation. Their achievement in Latin America is as important to the world as is their achievement in other major regions. The present status quo is untenable in the long term. Even in the short and medium term, it is only satisfactory for a minority. Following Europe39。s interests. It is a matter of verifiable fact, that economic crises defeated many authoritarian regimes in Latin America. The fragile democracies which often emerged as a result generally did so in association with populism and corporatism, interests which can only be protected on the basis of peculiar criteria of resource allocation. Democratic rule of this kind does not necessarily bring about the structural changes of social participation which its electors might have expected. Yet, at least the illusion of change is essential to populism. There is, therefore, a sort of hideandseek game between politicians and electors. The latter look for solutions at almost any price. The former are interested in shortterm solutions, at the same time delaying unpopular decisions and hiding structural problems. The portrait of Latin American education in such contexts cannot be considered a