challenges for education with equity martín hopenhayn director social development division, eclac...
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Challenges for education with equity
Martín HopenhaynDirector
Social Development Division, ECLAC
Regional Preparatory Meeting 2011 ECOSOC Annual Ministerial Review
12 & 13 May, 2011, Buenos Aires, Argentina
1. Shortfalls in achievement and learning outcomes in the school system
2. Education-work linkage reproduces social inequities
3. New divides – the digital divide4. Progressive and regressive factors in the
distribution of public spending on education5. Policy challenges for the region
Issues to be presented
Education is the principal tool for preventing the lifelong perpetuation of differences in origin.
Advances between generations, but intra-generational inequality is maintained
1. Shortfalls in achievement and learning in the school system
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
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
9286
9194 96 98
9490
93 96 97 98
0
10
20
30
40
50
60
70
80
90
100
Total Quintil 1 Quintil 2 Quintil 3 Quintil 4 Quintil 5
Po
rcen
taje
Hombres Mujeres
ONE OF THE CLEAREST INDICES OF INEQUALITY IN EDUCATION IS THE CONTRAST BETWEEN SOCIOECONOMIC GROUPS IN
COMPLETION OF SECONDARY SCHOOLING
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
49
23
35
49
62
81
22 26
55
26
44
59
72
86
20
31
0
10
20
30
40
50
60
70
80
90
100
To
tal
Qu
inti
l 1
Qu
inti
l 2
Qu
inti
l 3
Qu
inti
l 4
Qu
inti
l 5
Ind
ígen
as
No
ind
ígen
as
Quintil de ingresos Zonas rurales
Po
rcen
taje
Hombres Mujeres
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.
Source: ECLAC, based on special processing of PISA 2009 microdata.
DIVIDES IN EFFECTIVE LEARNING OUTCOMES ARE ADDED TO GAPS IN NUMBER OF YEARS OF SCHOOLING
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)
10080604020
020406080
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Argentina Brasil Chile Colombia México Panamá Perú Trinidady Tobago
Uruguay OECD
Po
rce
nta
je d
e e
stu
dia
nte
s
Bajo nivel 1 Nivel 1 Nivel 2 Nivel 3 Nivel 4 Nivel 5
• 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
2. Education-work linkage reproduces social inequities
7.4
0.7 1.63.4
8.2
23.9
9.1
1.0 2.15.5
12.4
30.4
0
5
10
15
20
25
30
35
40
45
50
Total Quintil 1 Quintil 2 Quintil 3 Quintil 4 Quintil 5
Quintil de ingresos
Po
rcen
taje
Hombres
Mujeres
Source: ECLAC, based on special tabulations of household surveys in the countries.
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
307424
500 548
686
1086
1964
666
0
500
1000
1500
2000
2500
Primaria incompleta
Primaria completa
Baja sec. incompleta
Alta sec. incompleta
Secundaria completa
Terciaria incompleta
Universitaria completa
Total
Pro
med
io d
e in
gre
so (
US
$P
PA
2000)
15-29
30-64
15 Y MAS
Source: ECLAC, based on special tabulations of household surveys in the countries.
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)
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 2008 a/b (In number of years of studies)
1213
1514 14
12
13
1617 17
1615 15 15
13
1516 16
15
89
10 1011
1111 11 11
12 12 12 12 12 12 1213 13
12
0
5
10
15
20
25
Hon
dura
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El S
alva
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Uru
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Bra
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Cos
ta R
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. Dom
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odal
Añ
os
de
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dio
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esa
rio
s
…para tener ingresos laborales mayores que el promedio
...para tener menor probabilidad de pobreza que el promedio
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.
• 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
3.New divides – the digital divide
Source: ECLAC, based on special processing of PISA 2009 microdata.
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 (%)
• 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
4. Progressive and regressive factors in the distribution of public spending on education
LATIN AMERICA (15 COUNTRIES): DISTRIBUTION OF PUBLIC SPENDING ON EDUCATION BY INCOME GROUP, AND BY COMPARISON TO PER
CAPITA INCOME a/
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.
PUBLIC SPENDING ON EDUCATION
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Porcentaje acumulado de población
Po
rce
nta
je a
cu
mu
lad
o d
e i
ng
res
o/g
as
to p
úb
lic
o
Ingreso percápita
Gasto público en educación
Equidistribución
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Porcentaje acumulado de población
Po
rce
nta
je a
cu
mu
lad
o d
e i
ng
res
o/g
as
to p
úb
lic
o
Ingreso percápitaEducación preescolarEducación primariaEquidistribución
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Porcentaje acumulado de población
Po
rcen
taje
ac
um
ula
do
de
in
gre
so
/ga
sto
pú
blic
o
Ingreso percápita
Educación secundaria baja
Educación secundaria superior
Equidistribución
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Porcentaje acumulado de población
Po
rcen
taje
ac
um
ula
do
de
in
gre
so
/ga
sto
pú
blic
o
Ingreso percápita
Educación postsecundaria y terciaria
Equidistribución
SPENDING ON PRESCHOOL AND PRIMARY EDUCATION
SPENDING ON SECONDARY EDUCATION
SPENDING ON TERTIARY EDUCATION
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
5. Policy challenges
FOR EDUCATION TO REVERT INEQUALITIES OF ORIGIN AND IN THE LIFE CYCLE :