Consolidated Education Consolidated Education StrategyStrategy
Objective Identify how the IDB can assist the region Identify how the IDB can assist the region
in facing the educational challenges for in facing the educational challenges for the next decade .the next decade .
This objective is connected to the Bank's institutional objectives: support sustainable economic development and poverty reduction
The region in the world context
Growth of the global knowledge economy Labor markets are changing in accordance
with new economic realities The knowledge capital of a society is the
principal determinant of development These realities are affecting Latin America
and the Caribbean
The region in relation to these changes
In the region a solid agreement has been formed around these ideas, including the priority which should be given to education. And there is also awareness that the knowledge capital of the region is inadequate
The Gap in Educational Attainment
0
2
4
6
8
10
1970 1975 1980 1985 1990 1995 2000
OECDAsiaAm. Lat.-Caribe
Average Years of Education of the Population 25+
The Learning Gap Distribución de los estudiantes de 15 años por nivel de desempeño en PISA 2000
(Prueba de comprensión de lectura)
23 23 20 165 6
21
3328
28
26
5 59
12
46
4147
49
19
43
57 42
50
93 5 6
32
31
26
22
18,5
5,7
18,79,5
54
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Argentina Brasil Chile México Perú Finlandia Corea NuevaZelanda
PromedioOECD
Bajo el Nivel 1 Nivel 1 Niveles 2 y 3 Nivel 4 Nivel 5
Education Attainment by Year of Birth
Cohort (MA3) 1930 1940 1950 1960 1970 1975Argentina 7.94 8.76 9.80 10.67 11.20 11.29
Bolivia 3.83 5.05 5.92 7.28 8.46 9.47Brazil 3.1 3.77 5.25 6.57 6.99 7.35Chile 6.27 7.16 8.73 10.31 11.14 11.74
Colombia 4.01 4.75 6.15 7.67 8.25 8.55Costa Rica 4.98 5.97 7.34 8.69 8.77 8.67
Dominican Rep. 3.5 3.98 4.94 6.86 7.65 7.65Ecuador 3.73 4.79 6.4 8.12 9.34 9.33
Guatemala 2.11 1.91 2.91 4.05 4.79 5.57Honduras 2.3 2.93 4.19 5.11 6.34 6.53Mexico 3.13 5.04 6.67 7.8 8.77 9.42
Nicaragua 2.02 2.79 3.83 5.52 6.02 6.35Panama 6.02 6.87 8.33 10.2 10.25 10.56
Peru 5.89 6.65 7.92 8.96 10.29 10.75Paraguay 3.48 4.73 5.82 6.82 7.92 8.15
El Salvador 2.7 3.62 4.9 6.52 8.05 8.29Uruguay 6.22 7.32 8.47 9.66 10.36 10.75
Venezuela 3.78 5.33 7.28 8.24 8.88 9.06LAC 4.17 5.08 6.38 7.72 8.53 8.86USA 12.3 12.88 13.74 13.55 13.61 13.47
Education Attainment by year of birth Mean Years of Education,Moving Average 3 years.
Sorce:Social Information Service, Research Department,IDB,as estimated from the household surveys circa 2000.
The Learning Gap: PISA Test Scores in Latin America and OECD and Expenditures per student
Student Performance and Spending per Student, 2000
Uruguay
SpainPoland
Korea
ArgentinaChileMex
Brazil
Peru
Indon.
Portugal
Canada
USA
300
350
400
450
500
550
600
0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000
Cummulative expenditure per student ($PPP)
Ave
rage
PIS
A s
core
(r
eadi
ng, m
ath,
sci
ence
)
Average Years of Education by Income level
0
2
4
6
8
10
12
14
El Salv
ador
Nicara
gua
Hondu
ras
Brasil
Mex
ico
Parag
uay
Peru
Ecuad
or
Costa
Rica
Venez
uela
Panam
aChil
e
10% Más alto 20% Más bajjo
Rates of Return to Secondary and Tertiary education
0
5
10
15
20
25
30
BOL BRA CHL COL CRI ESL GUA MEX NIC PAN PER URY VEN
Science and Technology in Latin America
and the US: Main Indicators
Argentina 0.45 2.56 0.16 5581Bolivia 0.29 0.36 0.11 107Brazil 0.87 0.67 0.37 15854Chile 0.54 1.4 0.11 2655Colombia 0.24 0.33 0.04 815Costa Rica 0.27 1.53 278Ecuador 0.08 0.31 0.1 176El Salvador 0.08 0.2 0.11 16Honduras 0.07 24Mexico 0.43 0.03 5995Nicaragua 0.13 0.29 0.06 24Panama 0.35 0.45 0.12 198Paraguay 0.05 36Peru 0.08 0.04 346Trinidad & Tobago 0.14 0.66 0.04 135Uruguay 0.26 1.8 0.05 398Venezuela 0.33 0.43 0.04 1220LAC 0.54 0.83 0.2 33577United States 2.53 13.94 0.56 331533
Publications (in SCI*,2002)
Source: RICYT,2001*SCI:Science Citation Index
Countries Expenditure on S&T as % of GDP
(1999)
Human Resources Researchers for every 1,000 inhabitants of the
economically active population ,1999
Patents, Autosufficiency Rate (patents requested by residents/total of patents
requested,year 2000)
Areas for IDB Action: Challenges and Constraints
PrioritiesPriorities:•Close the attainment gap: equity and
learning•Expand and reform tertiary educaton
•Link education and technology •Make training flexible, relevant, continuous
and linked with the labor market
Financial Financial ConstraintsConstraints
InstutitionalInstutitional ConstraintsConstraints
Political ConstraintsPolitical Constraints
Priority 1. Close the gap in education attainment and learning
Take actions to meet the Millennium Development Goals (MDGs) in education
Increase access through the expansion of less developed levels
Reduce repetition and early dropout. One particular area will be strengthening grades 7
to 9 Emphasis on programs to improve teaching through
integrated and comprehensive programs
Priority 2. Expand and reform tertiary education
Accelerate functional and institutional diversification
Stimulate student loan programs Develop and strengthen evaluation and
accreditation systems Establish a regulatory system to strengthen
the growth of the private sector
Priorities 3. Accelerate the development of science and technology
Strengthen the relationships between the education system and the national innovation system
Initiatives to strengthen the teaching and learning of mathematics and science in primary and secondary education
Priority 4. Ensure that training is flexible, market driven, and continuous
Guarantee that non formal and non traditional programs which respond to labor market demand are based on an understanding of the labor market
Guarantee multiple and flexible points of entrance and exit with connections between the formal education system and training
Strategy and Concrete Plans
Decision MakingDecision MakingStrategyStrategy Tool-Kit
A Tool Box of Policies and Instruments
Impacto Estimado de Intervenciones de Educaci—n Cr’ticas: una Caja de Herramientas
Intervenciones Logros, Aprendizaje Costo Factibilidad Preparaci—nequidad de acceso Institucional
Financiamiento Equitativo Alto Moderado Moderado Moderado AltoCompensaci—n Focalizada (ingreso) Alto Moderado Alto Alto AltoTransferencias Condicionales de Dinero Alto Bajo Bajo Alto ModeradoExpansi—n de Preescolar Alto Moderado Moderado Alto ModeradoInclusi—n Focalizada (raza, gˇnero y minor’as ˇtnicas) Alto Moderado Alto Alto ModeradoReorganizaci—n de l secundaria inferior Alto Moderado Alto Moderado ModeradoExpansi—n Focalizada (Educaci—n a Distancia) Alto Moderado Moderado Moderado AltoExpansi—n Focalizada (Infraestructura) Alto Bajo Moderado Alto Bajo
Inicio Oportuno y Reducci—n de la Repetici—n Alto Alto Alto Moderado AltoAcciones Integrales de Mejora de la Docencia Moderado Alto Moderado Bajo AltoDesarrollo de Est‡ndares Alto Alto Alto Moderado AltoIntegraci—n de Tecnolog’a de la Informaci—n Moderado Moderado Moderado Alto ModeradoExtensi—n del Horario de Instrucci—n Alto Alto Moderado Bajo AltoFortalecimiento de la Rendici—n de Cuentas Bajo Moderate Alto Moderado Moderado
Instituciones No Universitarias de Nivel Terciario Alto Moderado Moderado Moderado BajoSistemas de Evaluaci—n y Acreditaci—n Bajo Alto Alto Moderado ModeradoDesarrollo de Sector Privado Fuerte Moderado Moderado Moderado Alto BajoProgramas Acadˇmicos por Internet Moderado Moderado Moderado Alto ModeradoFortalecimiento de Programas de Prˇstamo Estudiantil Alto Bajo Bajo Moderado Moderado
Integraci—n de Instituciones Terciarias y SNI Bajo Alto Bajo Moderado AltoFortalecimiento de la Educaci—n en Ciencia y Matem‡ticas Moderado Alto Alto Alto Moderado
Instituciones de Formaci—n Flexible y Orientada al Mercado Moderado Alto Moderado Moderado AltoSistemas de Formaci—n con Puntos de Entrada y Salida Mltiples Alto Moderado Alto Bajo AltoDesarrollo del Aprendizaje Permanente Alto Moderado Bajo Moderate Alto
Bajo Alto Alto Alto Alto
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