For Continuing Education Courses

We invite you to review the listing of courses we offer through the School of Continuing Education in collaboration with the American International University. Please review the courses we offer and return.

Contact us in care of: info@dialoguemakers.org, Tel 1.512.215.4798.

Major Cleavages Are Created by Accrediting Bodies

A need exists for accrediting bodies to be in dialogue across international borders. Educators must talk through the problems they create on this level. Why? Grave conflicts are created by three higher education accrediting associations operating in Canada, the US and Mexico. Discrimination arises directly from the accrediting process. Foreign graduates spend equal periods of time to graduate but they do not earn equal respect. Graduates of institutions accredited by the accrediting associations found in Mexico, Central & South America, Europe, South or East Asia, Africa face drastic differences in compensation or respect from those who study in colleges accrediting by the five regional associations in the US. There are the Canadians.

Just noticeable differences existed in treatment of graduates coming from graduates the alternative accrediting bodies. The level of pay, stature and respect were all highly noticeable. UNESCO investigators took interest in our question in the fall of 2001. After being urged to do by Dialoguemakers.org educators and UNESCO representatives from Central America nations and the 19 Caribbean nations (CARICOM) addressed how accreditation bodies covering these countries could overcome discrepancies being created.

 Let us  Compare Distance Education vs. Traditional Academia Graduates

Meanwhile we find graduates of institutions with rigorous distance education showed highly favorable outcomes as compared to those from institutions where traditional academic educational methods were practiced.

Let's Look at a Question Mexicans Must Face

No one who graduates from a school or university in Latin America can enter the United States and expect their diploma or degree to be accepted without first having the credits evaluated and accepted. Often said work is rejected out right.


A network of institutions, training centers, governmental entities, and other institutions must be organized and committed so such foreign countries may render special programs and business education of interest to 40 million citizens of Mexico (and other countries) who have little or no schooling beyond the sixth grade; the highest per capita school drop out population in the USA are Hispanic; both include millions of honest, intelligent young parents who have been undeveloped and under utilized. As a country with an aging population, the infusion of such a population into the
US in States like Iowa (where in 2001 the average industrial worker was 58 years old and 57 on the Farm) a need exists for young blood. Mexico has the youngest untrained and semi trained population among almost all post-industrial information age nations. It behooves foreigners to buttress this population to assure they remain friendly, productive neighbors. Through team building and networking and the compelling need for poor and excellent universities to work together, we venture educational systems will be strengthened making it feasible for Asociación Nacional de Universidades. e Instituciones de Educación Superior. (ANUIES) [Avda Insurgentes Sur 2133, 3º Piso. 01000 México, DF. Tel.: 5502755] --- Mexico’s educational institution accrediting body) to accredit more and more institutions of higher learning.

Logical Support Agendas In Mexico:

 

· Link migrants with citizens who remain in 92 Mexico ghost towns where they originated

· Support entrepreneur growth in 250 Indian communities that are nearing extinction

· We concentrate on that three fourths (¾) of Mexico, 3 regions where the indigenous tend to live.

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