Libro Blanco Vol I en Ingles

More documents

Recommendations

Info

TOWARDS A NATIONAL INNOVATION STRATEGY FOR COMPETITIVENESSVOLUME 1students depend on public funding contributions for their education.Since the idea is to make the creation of human capital on a large scale viable, it is necessary tocomparatively analyze public funding for education, given that it is unlikely that much more family resourcescould be provided in the case of students from the three poorest quintiles. Let’s look at the evidence; whenmaking international comparisons, it can been seen that public spending on education as a percentage of GDP[See Figure 8] and, moreover public spending on education per person of school-going age, as a fraction of percapita income [See Figure 9], falls below the levels of referential developing countries.Table 1Public spending perstudentPrivate spending perstudentTotal spending perstudentIncome Quintile (Ch$)I II III IV V500,412 477,987 441,687 411,686 276,40490,352 167,486 341,002 550,402 1,426,727590,764 645,473 782,689 962,088 1,703,132Source: Marcel M. And C. Tokman, Public Finance studies, Budget Office, Ministry ofFinance, 2005.The above implies that public spending per student is low, controlling for per capita income and theevidence that shows that countries spend more on education as they become richer. While it is true that theemphasis and resources recently targeted at pre-school education, as well as the differentiated subsidy project,are steps in the right direction, the task of catching up in the skills level of our human resources will most likelyplace a significant additional demand on public and private resources.It would be premature to estimate the funding requirements that closing the coverage and quality lagswould have. However, some approximation can be inferred through international comparisons. In fact,international comparisons place Chile at a total spending per student level below the average in 2003 for the37
TOWARDS A NATIONAL INNOVATION STRATEGY FOR COMPETITIVENESSVOLUME 1OECD for countries that are indispensable benchmarks for Chile. Moreover, public spending on education perperson of school-going age is currently around 10% of the per capita income, far below the level of its peers,even when accounting for income level. [See Figure 9]Even though the differential of public spending is generalized in primary, secondary and third-leveleducation, the problem is more marked in the latter. To raise enrolment in third level education, the problemof funding could become a greater restriction further ahead as improvements in the quality of secondaryeducation raise the number students prepared for entering higher education. Not having the necessary fundingto cater to these new students would make the effort made in quality in primary and secondary levelspointless. 19The data presented sheds light on the direction that educational policy should take over the next years,taking into account the demographic variables that indicate that the total school-going population of Chile willdrop in the next few decades, which would pave the way for an increase in the spending per student.The lesson of Taiwan, South Korea and Malaysia –which commenced with lower levels of developmentthan Chile 30 years ago- is clear: much faster growth rates are accompanied by permanent increases in thelevels of education (coverage and quality). This is essential when considering the challenge of the knowledgeeconomy, because, in that context, only those who invest in learning the right way will advance faster andfurther. Moreover, if we consider that only developing human capital will allow for development in scientificresearch and technological development inputs that are fundamental for innovation and competitiveness.Given these large lags, the Council has chosen to abstain, for now, from defining other goals and morespecific indicators of human capital –as well as R+D, until possessing, thanks to studies already in progress, agreater degree of clarity with respect to the real specific needs of the country in the matter, thus avoiding anarbitrary extrapolation of the data that, even though it may be relevant in other countries, may not beappropriate for Chile 20 .19 Even at this level a financial estimate is risky. As will be seen in the next chapter, it is fully justified for the State to act as guarantorfor the private sector to finance students, based on problems of intangibility of assets and network economies. Nevertheless, theimplicit subsidies in the resulting interest rate should decrease with the income level of families, which could liberate currentlyuntargeted resources and, as such, extend coverage.20 Indicators such as the number of doctors per inhabitant or the number of engineering professionals are commonly used as indicativedata on the gaps that the country needs to close in order to make progress on innovation and competitiveness. While some of theseconditions may be applicable to Chile, it is also possible that the main failures of the country may be found in other areas, be theyprofessional or technical, that the Council prefers to explore before proposing measures in a specific area.38
Page 6 and 7: TOWARDS A NATIONAL INNOVATION STRAT
Page 11: TOWARDS A NATIONAL INNOVATION STRAT
Page 87 and 88:
TOWARDS A NATIONAL INNOVATION STRAT
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
also mean an uncomfortable position
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159:
show all

Libro Blanco Vol I en Ingles

Create successful ePaper yourself

Delete template?

Save as template?