Transcript Challenges for education with equity Martín Hopenhayn Director Social Development Division, ECLAC Regional Preparatory Meeting 2011 ECOSOC Annual Ministerial Review 12 & 13 May, 2011, Buenos Aires,

Challenges for
education with equity
Martín Hopenhayn
Director
Social Development Division, ECLAC
Regional Preparatory Meeting
2011 ECOSOC Annual Ministerial Review
12 & 13 May, 2011, Buenos Aires, Argentina
Issues to be presented
1. Shortfalls in achievement and learning
outcomes in the school system
2. Education-work linkage reproduces social
inequities
3. New divides – the digital divide
4. Progressive and regressive factors in the
distribution of public spending on education
5. Policy challenges for the region
1.
Shortfalls in achievement and
learning in the school system
 Education is the principal tool for preventing
the lifelong perpetuation of differences in
origin.
 Advances between generations, but intragenerational inequality is maintained
The greatest advances in coverage, with social
convergence, have been made at the level of primary
schooling
LATIN AMERICA (17 COUNTRIES): COMPLETION OF PRIMARY EDUCATION AMONG CHILDREN BETWEEN 15 AND 19 YEARS OLD
100
92 94
86
90
90
91
93
94 96
96 97
98 98
Quintil 3
Quintil 4
Quintil 5
80
Porcentaje
70
60
50
40
30
20
10
0
Total
Quintil 1
Quintil 2
Hombres
Mujeres
Source: ECLAC, based on Information System on Educational Trends in Latin America (SITEAL), Statistical summary I, national totals,
October 2008, and special tabulations of surveys in the countries
ONE OF THE CLEAREST INDICES OF INEQUALITY IN EDUCATION IS
THE CONTRAST BETWEEN SOCIOECONOMIC GROUPS IN
COMPLETION OF SECONDARY SCHOOLING
Hombres
Mujeres
81
86
72
59
55
44
62
49
35
Quintil de ingresos
Source: ECLAC, based on special tabulations of household surveys in the countries.
a Data for young people of indigenous or non-indigenous origin relate to eight countries and refer to 2007.
31
26
No indígenas
20
Indígenas
Quintil 5
Quintil 4
22
Quintil 3
23
26
Quintil 2
49
Quintil 1
100
90
80
70
60
50
40
30
20
10
0
Total
Porcentaje
LATIN AMERICA (18 COUNTRIES): COMPLETION OF UPPER SECONDARY EDUCATION AMONG PEOPLE AGED 20-24 BY PER CAPITA
INCOME LEVEL AND SEX, AS OF APPROXIMATELY 2008
Zona s rura les
DIVIDES IN EFFECTIVE LEARNING OUTCOMES ARE ADDED TO GAPS IN
NUMBER OF YEARS OF SCHOOLING
Cuartil 1
Cuartil 2
Cuartil 3
Cuartil 4
Cuartil 1
Cuartil 2
Cuartil 3
Cuartil 4
Cuartil 1
Cuartil 2
Cuartil 3
Cuartil 4
Cuartil 1
Cuartil 2
Cuartil 3
Cuartil 4
Cuartil 1
Cuartil 2
Cuartil 3
Cuartil 4
Cuartil 1
Cuartil 2
Cuartil 3
Cuartil 4
Cuartil 1
Cuartil 2
Cuartil 3
Cuartil 4
Cuartil 1
Cuartil 2
Cuartil 3
Cuartil 4
Cuartil 1
Cuartil 2
Cuartil 3
Cuartil 4
100
80
60
40
20
0
20
40
60
80
100
Cuartil 1
Cuartil 2
Cuartil 3
Cuartil 4
Porcentaje de estudiantes
LATIN AMERICA AND THE CARIBBEAN (NINE COUNTRIES) AND THE OECD AVERAGE: DISTRIBUTION OF ACHIEVEMENT LEVELS IN READING IN
THE PISA TEST AMONG STUDENTS AGED 15, BY SOCIOECONOMIC AND CULTURAL GROUP (ISEC)
Argentina
Brasil
Chile
Colombia
México
Panamá
Perú
Trinidad
y Tobago
Uruguay
OECD
Bajo nivel 1
Nivel 1
Source: ECLAC, based on special processing of PISA 2009 microdata.
Nivel 2
Nivel 3
Nivel 4
Nivel 5
2. Education-work linkage reproduces social
inequities
• Although many students are of the first generation in
their families, tertiary education remains limited to a
very small proportion of young people.
• A return to segmented education also reproduces
divides in access to decent employment and welfare
Completion of university education is extremely
segmented by family income levels
LATIN AMERICA (17 COUNTRIES): COMPLETION OF AT LEAST FIVE YEARS OF UNIVERSITY EDUCATION AMONG PERSONS AGED 25
TO 29, BY PER CAPITA INCOME QUINTILE AND BY SEX, AS OF APPROXIMATELY 2008
50
Hombres
Mujeres
45
40
Porcentaje
35
30.4
30
23.9
25
20
12.4
15
10
7.4
9.1
5
8.2
0.7
1.0
1.6
2.1
3.4
5.5
0
Tota l
Quintil 1
Quintil 2
Quintil 3
Quintil de ingresos
Source: ECLAC, based on special tabulations of household surveys in the countries.
Quintil 4
Quintil 5
Quality of insertion into the workplace depends
heavily on education level achieved
LATIN AMERICA (18 COUNTRIES): MONTHLY WORKING INCOME FOR THE WORKFORCE AGED 15 TO 29, AGED 30 TO 64, AND
ALL AGED OVER 15, BY EDUCATION LEVEL ACHIEVED a(In year 2000 ppp dollars)
2500
15-29
Promedio de ingreso (US$PPA 2000)
30-64
1964
15 Y MAS
2000
1500
1086
1000
686
500
424
500
666
548
307
0
Primaria
incompleta
Primaria
completa
Baja sec.
incompleta
Alta sec.
incompleta
Secundaria
completa
Source: ECLAC, based on special tabulations of household surveys in the countries.
Terciaria
incompleta
Universitaria
completa
Total
Educational divides mark fairly rigid thresholds in
perspectives for employment welfare for young people
AVERAGE OF EMPLOYED PEOPLE AGED 20 TO 29, AS OF APPROXIMATELY 2008a/b (In
number of years of studies)
25
…para tener ingresos laborales mayores que el promedio
16
15
15
15
13
15
12
12
12
12
Ecuador
Panamá
Paraguay
Perú
11
12
Colombia
11
12
Bolivia
11
12
Argentina b/
10
11
Venezuela
10
Uruguay
9
11
16
16
13
13
15
13
12
10
8
17
Rep. Dominicana
13
14
México
12
14
Guatemala
15
17
Chile
15
16
El Salvador
Años de estudio necesarios
...para tener menor probabilidad de pobreza que el promedio
20
12
5
Valor modal
Costa Rica
Brasil
Nicaragua
Honduras
0
Source: Economic Commission for Latin America and the Caribbean (ECLAC), based on special tabulations of household surveys
in the countries.
a Employed for 20 or more hours per week.
b Urban areas.
3.New divides – the digital divide
• The digital divide exacerbates divides in learning,
broadened communication, social networks, access
to productive employment, and public voice – digital
convergence clearly helps overcome these divides.
• The school system is key in generalizing people’s
access, training, and usage of new digital
technologies
The school system has played a significant role in reducing
differences in access to technology – but does not guarantee
USAGE
LATIN AMERICA AND THE CARIBBEAN (9 COUNTRIES): DISPARITY IN ACCESS BETWEEN STUDENTS IN THE HIGHEST AND LOWEST
QUARTILES OF SOCIOECONOMIC AND CULTURAL STATUS, BY PLACE OF ACCESS, 2009 (%)
Source: ECLAC, based on special processing of PISA 2009 microdata.
4. Progressive and regressive factors in the
distribution of public spending on education
• Social spending (and on education) has risen
significantly over the past decades
• However, spending on education tracks economic
cycles and is very heterogeneous in the region
• Spending on primary and lower secondary education
is progressive, but starting in upper secondary, and
especially at the tertiary level, it is regressive
LATIN AMERICA (15 COUNTRIES): DISTRIBUTION OF PUBLIC
SPENDING ON EDUCATION BY INCOME GROUP, AND BY COMPARISON
TO PER CAPITA INCOME a/
PUBLIC SPENDING ON EDUCATION
SPENDING ON PRESCHOOL AND PRIMARY EDUCATION
100
100
Ingreso percápita
Educación preescolar
Educación primaria
Equidistribución
Ingreso percápita
90
Gasto público en educación
Porcentaje acumulado de ingreso/gasto público
Porcentaje acumulado de ingreso/gasto público
90
Equidistribución
80
70
60
50
40
30
20
10
80
70
60
50
40
30
20
10
0
0
0
10
20
30
40
50
60
70
80
90
100
0
10
20
Porcentaje acumulado de población
SPENDING ON SECONDARY
EDUCATION
60
70
80
90
100
80
90
100
100
Ingreso percápita
90
Porcentaje acumulado de ingreso/gasto público
Porcentaje acumulado de ingreso/gasto público
50
SPENDING ON TERTIARY EDUCATION
Ingreso percápita
Educación secundaria baja
Educación secundaria superior
Equidistribución
80
40
Porcentaje acumulado de población
100
90
30
70
60
50
40
30
20
10
Educación postsecundaria y terciaria
80
Equidistribución
70
60
50
40
30
20
10
0
0
0
10
20
30
40
50
60
70
Porcentaje acumulado de población
80
90
100
0
10
20
30
40
50
60
70
Porcentaje acumulado de población
Source: Economic Commission for Latin America and the Caribbean (ECLAC), based on special tabulations of household surveys in
countries and data from UNESCO-UIS. a/ Unweighted average.
5. Policy challenges
FOR EDUCATION TO REVERT INEQUALITIES OF ORIGIN AND IN THE LIFE CYCLE :
1.
Education policy must be linked to other efforts in social promotion and
protection (for example, transfers to vulnerable homes with children at
risk of desertion/discontinuity of studies, increased childcare coverage).
2.
Key intervention factors in the area of education:
–
Increased coverage of early childhood education and preschool
–
Extending the primary school day
–
Incorporation of ICT into education
–
Obtain progression and completion of secondary education in
sectors from homes with lower incomes and educational capital
–
Articulation with the education/training system for work
–
Making quality compatible with expansion in higher education
Challenges for
education with equity
Martín Hopenhayn
Director
Social Development Division, ECLAC
Regional Preparatory Meeting
2011 ECOSOC Annual Ministerial Review
12 & 13 May, 2011, Buenos Aires, Argentina