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Universidad Nacional de la Patagonia Austral
Río Gallegos, Argentina


University description (as per official university website)

The creation of the National University of Patagonia was an aspiration for several decades, the matter may be mentioned the Governor's decree Gregores who in the middle of this century, proposed the creation of technology-oriented university centers.

In 1962 he is the first Centre for Advanced Studies seconded to the National University of the South who became the first institutional history of university level education in the region.

This center which then gave rise to the Instituto Universitario de Santa Cruz, along with a number of Centres of non-university tertiary education formed the basis for creation of the Federal University of Patagonia, which since 1991 operated under the system of provincial universities. The effective transfer to national jurisdictions was conducted in January 1996.

The existing institutions were proposed to the University since 1987 organizing higher education in southern Patagonia. This allowed regional vocation in 1989 the newly created Province of Tierra del Fuego formalize its participation in the project, through a treaty signed by the governors of the provinces, with the prospect of Academic Units operate in four locations in Santa Cruz and Tierra del Fuego.

This long process of continuous growth was the result of support and constant encouragement of the communities of southern Africa as well as the efforts of teachers, students and technical staff and management, which led to the development, growth and normalization of Universidad Nacional de la Patagonia Austral.

National University of Patagonia is mainly intended to meet regional demands for higher education, vocational training not only production but mainly scientific and technological knowledge.

National University of Patagonia was created by National Law No. 24,446, enacted on December 23, 1994 and promulgated on January 11, 1995.

Academic Structure

The academic structure is departmental, easing the absolute linkage between the appointment of teachers and the needs generated by the curriculum that is produced in the traditional models for faculty and chairs.

The purpose of this organization was to give more freedom to the institution to change careers and curricula, according to the needs of the region and other human resources available for the three functions of the University, in equilibrium, without traditional dominance of the role of undergraduate education.

Academic Units of Rio Gallegos and Caleta Olivia are organized into two departments: the Natural Sciences and Social Sciences and in turn each department consists of divisions which are based on the priority development issues for the region's membership headquarters and in accordance with related disciplines. Units of Rio Turbio and San Julián, are arranged by divisions.

The departments and divisions make up time, organization administrative areas of human resources for the production and transmission of knowledge. Not set any dependency relationships between departments, divisions or areas of different units, but complementarity and cooperation.

It should be noted that the departments and divisions within them do not have distinct functions but in any case, a higher level of aggregation.


Regional demand areas and vacant areas.
During the discussion of the Institutional Development Plan agreed areas of research and development.

Is appointment process of the university community of the UNPA defined three main groups of areas in which research investment would be reflected. These are the areas relating to the degree (ie, enhance development and improve undergraduate education in different races), the regional demands reltivas defined as areas of vacancy.

Also, as a guideline geenrado in the development plan the next, partnered with the Ministry of Science and Technology Office and the Provincial Government in order to quadruple the funds associated with research and development, shared interest in Ares . On that basis, calls for Type II projects were conducted in this framework, as the calls in the areas d evacancia.

Subject - Type II Projects / Areas of Regional Demand
These areas are important in regional development and the University has shared own capabilities to significantly contribute through research activities that address specific problems.

1.1 Renewable Natural Resources:
Agri-Food Production .1.1.1 animal and plant
- Production alternatives: guanacos, rhea.
- Production Beekeeping
- Use of Wildlife
- Agri. (Spices, berries, silvopastoral, etc.).

1.1.2 Aquatic Resources.
- Curriculum fishing: fishing, aquaculture, and alternative fisheries.
- Use and Shellfish Farming

1.1.3 Sustainable use of rangelands and forests
- Sustainable management of agriculture. Sustainable forestry.

1.1.4 Crop Production
- Hydroponics
- Crops in greenhouses.

1.2 Environment and Sustainability

1.2.1 Remote Sensing and GIS mapping for planning and development of renewable natural resources, non renewable and environment.

1.2.2 Rural environment. Recovery.
- Studies and mapping of desertification processes.
- Study and control of harmful species for development of sheep farming.
- Animal Health.

1.2.3 Study of degraded environments
- Studies of processes of pollution and environmental degradation, prevention, policies and legislation.
- Waste and sewage - Conversion of natural methods.

1.2.4 Implementation of sustainable policies
- Comparative studies of policy implementation, financing and monitoring sustainable development programs.
- Management plans of protected or environmentally sensitive areas.
- Custom development alternatives applicable to the local environment.

1.2.5 Soil and Water Studies
- Studies of soils, irrigation and water.
- Water quality and supply.
- Surface water and groundwater
- Technologies and study sustainable irrigation

1.2.6 Atmospheric Studies
- Aerosols
- Climate change
- Ozone Hole

1.2.7 Laboratory Certification

1.3 Education

1.3.1 Studies on the local education system
- Features, issues and current process of teaching and learning.
- Education, family and media.
- Institutional Processes.
- History of the Regional Educational System.
- Institutional Analysis of Educational Institutions.

1.3.2 Improving the education system
- Educational Policies, cultural participation and education.
- Education and work.
- Issues related to special education.
- Adult Education.
- Education in rural areas.
- Studies on the actors of the education system.

1.3.3 Higher Education
- Processes teaching at the university.
- Studies on the access and retention of students.

1.4 Information Technology and Communications (ICT)

1.4.1 Application of ICT to solve specific problems
- Improvement in education systems.
- Digital Government.
- Application of ICT and local tax issues.
- Implementation of ICT on environmental issues, production and health.
- Development of application software.

1.4.2 Process of implementation and learning in ICT
- Digital literacy and social skills for using new technologies.
- Improvement of regional ICT infrastructure.
- Development of ICT applied to distance education at various levels.
- Network access in rural and isolated locations.
- Promotion and development of computer companies.

1.4.3 Industrial Software type
- Control software, microprocessors and embedded systems.
- Intelligent systems in industrial applications.

1.5 Local Development Studies, Labour Market and Society
1.5.1 Local Development Studies
- Studies of regional experiences and applicability of development schemes
- Production Systems - Clusters - associative and Social Economy Network
- Local development plans and regional value chains.

1.5.2 Labor Market Studies and society.

1.6 Cultural Heritage
.1.6.1 Cultural Heritage Management

1.6.2 Cultural Heritage
1.7 Urban and Regional Planning

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