Transcript Tertiary Education

Tertiary Education in Latin America
Norway-WB Seminar, Washington
May 14, 2004
Lauritz B. Holm-Nielsen
[email protected]
Why should the Bank be
involved in tertiary education?

Key driver for social mobility

Competitiveness: Supports the transition to
knowledge-based economies

Generates externalities that underpin the
Bank’s work in other sectors

Associated with market failures
World Bank Education
Portfolio in LAC
LCSHD Portfolio: FY98-03 Commitments

Primary
59%
Tertiary
15%
Source: World Bank 2004
Vocational
2%
Secondary
10%
S&T
14%
Strong focus on
primary education
 Sizeable commitments
were made to tertiary
education in FY98,
FY99 and FY03
Key developments that mark
tertiary education in Latin
America….
Large increase in tertiary
enrollment in recent decades
Tertiary gross enrollment rate
60
50
40
30
20
10
Source: WDI 2003
1995
2000
Ho
nd
ur
as
il
Br
az
ad
or
Sa
lv
El
1985
M
1975
ex
ico
a
Co
lo
m
bi
1965
Pe
ru
Ur
ug
ua
y
Ar
ge
nt
in
a
Ch
ile
OE
C
D
0
Growth in private provision and
non-university tertiary education
Percent of total enrollment
Year
75%-40%
40%-30%
30%-20%
20%-10%
Less than
10%
1985
Brazil
Colombia
Dom.
Republic
Chile
El Salvador
Peru
Argentina
Guatemala
Paraguay
Costa Rica
Ecuador
Honduras
Mexico
Nicaragua
Venezuela
Bolivia
Panama
Uruguay
Cuba
2002*
Brazil
Colombia
Chile
Dom.
Republic
El Salvador
Nicaragua
Paraguay
Peru
Venezuela
Costa Rica
Ecuador
Argentina
Guatemala
Mexico
Honduras
Bolivia
Panama
Uruguay
Cuba
Source: Schwartzman (2002); World Bank (2002c and 2003); Zúñiga (2003); OECD (2002a) and García Gaudilla (1998)
What are the sector issues?
Inequitable participation
100%
90%

80%
70%
60%
50%
40%
30%
20%
10%
0%
Brazil
Mexico
Colombia
Q1/2
Q3
Source: World Bank (2002); Del Bello (2002) and Delannoy (2000)
Chile
Q4
Argentina
Q5
Spain
TE largely elitist
with the majority
of students coming
from the wealthiest
segments of society
 Very inadequate
student aid for poor
students
 Not enough TE in
regions
WB responses:

Making student loans available to academically
bright, but financially needy students while
promoting performance in cost-recovery and
administrative efficiency
 Using income-contingent loan schemes to help
low-income families to overcome the lack of
collateral and fear of defaulting on traditional
‘mortgage-style’ student loan debt
 Supporting tertiary education in regions with
links to local needs and as stepping stone towards
advanced education
Weak market for tertiary education
Investments in tertiary
education, 1999
2.5%

High reliance on public
subsidies and de facto
state support of the
affluent
 The market for higher
education is not
sufficiently transparent
% of GDP
2.0%
1.5%
1.0%
0.5%
Public subsidies
Source: OECD (2002) and World Bank (2002)
o
M
ex
ic
a
nt
in
il
Ar
ge
Br
az
a
m
bi
ol
o
C
C
hi
le
0.0%
Private sources
Total
WB responses:

Boost investments through additional private
contributions (tuition coupled with sustainable
student financial aid programs) while advising
clients to use public resources strategically

Create a transparent market for tertiary education,
e.g. by supporting accreditation and the collection
of data on labor market outcomes
Ineficiency
1,400,000
1,193,003
1,200,000
Alumnos declarados

1,000,000
765,066
800,000
1ó+ Materias
Aprobadas en t-1
616,669
600,000
2ó+ Materias Aprobadas
en t-1 (Regulares)
400,000
286,488
Ingresantes declarados
200,000
47,413
Egresados
2002
2000
1998
1996
1994
1992
1990
1988
1986
1984
1982
0
High drop-out
rates, repetition,
low graduation and
extended cycles
 Few financial
incentives to
improve learning
outcomes and
efficiency
WB Responses

Link public resource allocation with objective
performance and outcome criteria throgh
performance contacts and competitive funding
 Consolidate monitoring and evaluation systems
and ensure reliable statistical data
Lack of cohesion

Skill level
University
Learning
gap
Low quality
Secondary
Educational dead-end
Short cycle
tertiary
education
Secondary and tertiary
institutions are not working
together to bridge gaps in
tertiary opportunities
 Weak linkages between
universities and nonuniversity tertiary
institutions
 No systems for the transfer
of academic credits
WB responses:

Motivate and enable poor and socially excluded
students to complete secondary education and
achieve academic excellence
 Strengthen linkages between university and nonuniversity sub-systems by bridging between short
and long cycle programs
 Support mechanisms for the transfer of academic
credits, e.g. by promoting module-based
curricula design (Bologna like process)
Low quality and relevance
Professors with PhDs
45%

40%
35%
30%
25%
20%
15%
10%
5%
Ch
ile
Ar
ge
LA ntin
a
C
av
er
ag
e
Ve
ne
zu
ela
M
ex
ic
Co o
lo
m
bi
a
il
Br
az
UK
0%
Insufficient
qualifications of
university professors
 Deteriorating physical
facilities, lack of
equipment, obsolete
instruction material and
outdated curricula
 University graduates
does not meet the skills
needs in the economy
Source: Brunner (2002), World Bank (2002); UK Higher Education Statistics Agency Individualized Staff Record 2001/02; García Gaudilla (1998) and Schwartzman and Balbachevsky (1996)
WB responses:

Promote the use of quality assurance mechanisms
with external peer-review
 Strengthen graduate programs and in-service
training of university teachers, and establish
financial and promotional incentives for teachers
to perform
 Upgrade teaching facilities, learning materials and
research equipment
 Develop competency-based curricula emphasizing
‘learning to learn’ methodologies
Weak national innovation systems
Degree of knowledge transfer between
universities and industry
10
9
8
7
6
5
4
3
2
1
ic
o
M
ex
zu
el
a
V
en
e
in
en
t
Br
az
il
a
a
Source: IMD World Competitiveness Yearbook 2003
A
rg
Co
l
om
bi
le
Ch
i
Is
ra
el
Fi
nl
an
d
0

Low production and
mobility of PhDs and
post-docs
 Inward orientation of
university researchers
 Lack of incentives to
commercialize research
and solve real-life
problems
 Red tape impeding
partnerships and crosssectoral mobility
WB responses:

Improve graduate education in areas of high
importance to national economies, and establish
programs for the insertion of young researchers
into industry
 Strengthen linkages between universities and
industry by promoting matching grant schemes
and cooperative research, and provide incentives
for universities to commercialize innovations
 Promote the participation in international
knowledge and research networks
Weak system and institutional
management
Regional
governments

Regional
Tertiary institutions
International
networks
Private
Universities
Public
Universities
Tertiary
Education
System
Ministry of Education,
Science and Technology
Science
Agency
Private
Sector
Weak university
management structures
 Insufficient capacity in
ministries of education
for sector oversight and
strategy
 Low access to relevant
management information
WB responses:

Strengthen tertiary institutional management, e.g.
by introducing professional management, and
broaden governance structures to include
representatives of industry and civil society
 Provide technical assistance to ministries of
education to build adequate policy frameworks
for tertiary education, strengthen long-term
planning and support the adoption of a sectorwide approach to education
 Build transparent management information
systems in order to provide a solid basis for
decision-making
Operations in tertiary
education

Argentina: Higher Education Reform Project
(P034091)
 Chile: Higher Education Improvement Project
(P055481)
 Colombia: Improved Access to Higher Education
(P074138)
 Mexico: Higher Education Financing Project
(P049895)
Operations in S&T related
to tertiary education

Brazil: Science and Technology Reform Support
(P038947)
 Chile: Science for the Knowledge Economy
(P077282)
 Mexico: Knowledge and Innovation Project
(P044531)
 Venezuela: Millennium Science Initiative
(P066749)
New operations FY05-06

Mexico: Tertiary Education Student Assistance
Project
 Chile: Higher Education Finance and Curricula
Reform APL
 Mexico: Science, Technology and Innovation
Project
 Argentina: Higher Education Reform Project
Tak for invitationen
Lauritz B. Holm-Nielsen
[email protected]