Libro Blanco Vol I en Ingles

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TOWARDS A NATIONAL INNOVATION STRATEGY FOR COMPETITIVENESSVOLUME 1A basic requirement for the system is opening up a greater range of “routes” and intermediate steps thatnot only offer options for secondary, technical and even university education, but that also extend the spectrumof possibilities within each of these institutions 60 .This bias towards technical education must also be understood as a formula for strengthening programs orareas of competencies in sectors that the Strategy has defined as high potential and in which today or in thefuture there may be a deficit of human capital 61 . Nevertheless, in any case, the increased financial contributionin this area should be accompanied by a system that ensures quality 62 through a dynamic accreditation model forinstitutions – that captures the changes experimented by the market and the signals given by the InnovationStrategy for Competitiveness – and through the accreditation of the competencies of its graduates. This modelshould also be adopted by the university sector, especially in those areas where a greater State contribution isrequired to close gaps or reinforce special sectors.Clearly the State should only provide support to students in duly accredited institutions. However it is alsonecessary that the instruments provide an absolute clarity ensuring that the State contribution is directedtowards where the market failure was detected and that it be used exclusively to provide the solution.Otherwise, in the case of multi-product providers, such as universities, cross-subsidy incentives will be createdand competition will consequently be affected.Should, then, the subsidies be different depending on the real costs of each study program? 63 The Councilbelieves that differentiation is the way to go; in any case, that State endeavour should be concordant with thepriorities defined in the Strategy and the sectors that are deemed to offer the greatest potential or that requireovercoming larger gaps between their present level and the requirements of the country. [See Figure 4]The emphasis proposed in technicaleducation should be linked to the presentneeds of production or the competitivenessgaps identified in sectors with competitivepotential.60 It is necessary to create a system that recognises acquired competencies at a given level and then rewards the step up to the nextlevel, by validating said competencies and as such reducing the time required to obtain a new level of education or other mechanisms.The idea of modularizing education and issuing intermediate diplomas also allows other persons to join the labour market earlier (torespond to its economic needs) which means throwing away the time and money invested over one or two years of study.61 One way of bringing the supply of technological education institutes closer to the demands of the labour market is for the privatesector to participate on their boards, which would allow it to sanction the programs they teach depending on their pertinence.Meanwhile, the State can use the scholarships system to favour sectors that the Strategy has defined as key, always being careful toavoid capture by those sectors.62 Which must be public information for decision-making by those who buy education services.63 The same problem can occur in training, and others with the acquisition of large-scale equipment.83
TOWARDS A NATIONAL INNOVATION STRATEGY FOR COMPETITIVENESSVOLUME 184BOX 4HOW IS HIGHER EDUCATION STRUCTURED IN DEVELOPED COUNTRIESAbove all, as a flexible network of learning opportunities for each individual to plot his/her owneducational agenda. People are expected to search for the competencies that they need throughout theirlives and that institutions offer a wide range of educational possibilities. This is based on a secondaryeducation and cultural environment in which the student has already acquired the basic knowledge andmaturity necessary to take his/her education into his/her own hands and, subsequently, to manage theflexibility.Subsequently, those opportunities are designed to offer people the greatest possibilities of movinghorizontally, between various programs and institutions and, vertically, between different levels of highereducation.Additionally, higher educational systems are structured around two main channels with multiplepoints of contact between each other. One corresponds to level 5B in accordance with the InternationalStandard Classification of Education (ISCED) and leads directly to the labour market through technicalvocationalprograms lasting three years at most. The other, to the academic channel, covers the short andlong programs of level 5A –that provide general and professional education– and the advanced ones of level6, leading to doctorates.To ensure the necessary flexibility, mobility and personalization of educational agendas, thisarchitecture incorporates three central pillars: learning loans of the same value in the international arenaof higher education; setting curricular standards related to the competencies that people are expected toacquire in different programs and levels, and degrees and titles that inform the labour market moretransparently on the programs completed, the accumulated learning loans and competencies achieved.The countries of the OECD are currently moving in these directions.Chile, with its rigid system of long courses of study with early specialization and emphasis onprofession-oriented teaching and titles that serve as status symbols, is out of line with these trends.The system offers scarce possibilities to young people and adults to personalize their educationalagendas. The educational opportunities are organized as degree programs with only one entry and exitpoint. This hinders horizontal mobility and restricts vertical mobility. The programs of level 5B do not haveenough support and are designed as terminal courses, which disencourages their demand and prevents themfrom being undertaken on a large scale. In turn, the programs of level 5A are habitually structured asprofessional training, and not as occurs in developed countries as general education preceding
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