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