Educational gaps and intergenerational reproduction of inequality Martín Hopenhayn Director Social...
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Educational gaps and intergenerational reproduction of inequality Martín Hopenhayn Director Social Development Division, ECLAC Taller UNESCO-UNICEF, “El Derecho a una Educación de Calidad para todos en América Latina y el Caribe”, Cartagena de Indias, Colombia, 20-22 de septiembre del 2011
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Transcript of Educational gaps and intergenerational reproduction of inequality Martín Hopenhayn Director Social...
Educational gaps and intergenerational
reproduction of inequality
Martín HopenhaynDirector
Social Development Division, ECLAC
Taller UNESCO-UNICEF, “El Derecho a una Educación de Calidad para todos en América Latina y el Caribe”, Cartagena de Indias, Colombia, 20-22 de septiembre del 2011
• Formal education reinforces, does not reverse, the intergenerational reproduction of inequality.
• Socioeconomic conditions of adolescents and youngsters households have a strong influence not only on their educational achievements (years of schooling) but also on acquisition of significant knowledge.
• The linkage between family conditions (social, economical and cultural), educational performance, work-income opportunities and access to social security wrap up a life-cycle system on gaps and lacks.
Main ideas
Fuente: CEPAL, sobre la base del Sistema de Información de Tendencias Educativas en América Latina (SITEAL), Resumen estadístico I, totales nacionales, octubre de 2008, y de tabulaciones especiales de las encuestas de de los países.
Main progress in covergage, with social convergence, within primary education
LATIN AMERICA (17 COUNTRIES): PRIMARY EDUCATION CONCLUSION AMONG POPULATION AGED 15-19, BY SEX AND INCOME QUINTILS, CIRCA 2007-2008 (%)
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
CONCLUDING SECONDARY EDUCATION: WHERE THE GREAT GAP BEGINS
LATIN AMERICA (18 COUNTRIES): POPULATION AGED 20-24 WITH COMPLETE SECONDARY EDUCATION BY PER CAPITA
INCOME AND SEX, AROUND 2008(Percentages)
Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of special tabulations of data from household surveys conducted in the respective countries.a The data for indigenous and non-indigenous young people refer to eight countries and correspond to 2007.
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 national hoousehold surveys.
Conclusion rates in tertiary education is extremely stratified by family incomes
LATIN AMERICA (19 COUNTIRES) % OF CONCLUSION, AT LEAST 5 YEARS OF UNIVERSITY EDUCATION AMONG YOUNGSTERS AGED 25-29 YEARS OLD, ACCORDING TO INCOME LEVELS AND SEX, CIRCA 2008
NOT ONLY A QUESTION OF ACHIEVEMENT: ALSO A QUESTION OF RYTHM
LATIN AMERICA (18 COUNTRIES): YOUNG PEOPLE AGED 15-19 WITH TIMELY PROGRESSION THROUGH THE EDUCATION SYSTEM, AROUND 2008
(Percentages)
73
5561
6669
7376 79
8286
89
0
20
40
60
80
100
To
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De
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1
De
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2
De
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3
De
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4
De
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5
De
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6
De
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7
De
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8
De
cile
9
De
cile
10
Per
cen
tag
e
Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of special tabulations of data from household surveys conducted in the respective countries.
Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of special processing of microdata from the 2009 PISA test.
NOT ONLY GAPS IN YEARS OF SCHOOLING BUT ALSO IN RELEVANT LEARNING
LATIN AMERICA AND THE CARIBBEAN (NINE COUNTRIES) AND OECD AVERAGE: DISTRIBUTION OF PERFORMANCE ON THE PISA READING TEST AMONG 15-YEAR-OLD STUDENTS, BY INDEX OF
SOCIOECONOMIC AND CULTURAL STATUS (ISEC)
10080604020
020406080
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Argentina Brasil Chile Colombia México Panamá Perú Trinidady Tobago
Uruguay OECD
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Bajo nivel 1 Nivel 1 Nivel 2 Nivel 3 Nivel 4 Nivel 5
ALTHOUGH CORRELATED, YOUNG GENERATIONS EXCEED IN AVERAGE EDUCATIONAL ATTAINMENTS OF THEIR PARENTS
LATIN AMERICA (SELECTED COUNTRIES): YOUNG PEOPLE AGED 25-29 WHO COMPLETED VARYING LEVELS OF EDUCATION BY HOUSEHOLD EDUCATIONAL CLIMATE, AROUND 2006a
(Percentages)
Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of special tabulations of data from household surveys conducted in the respective countries. a Average years of education their parents completed, except for young people who are already emancipated and are themselves heads of households. In this case, refers to their own level of educational attainment.
Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of special processing of microdata from the 2009 PISA test.
Significant role played by the educational system in shortening the gap in access to ICTs (but does not assure quality or
relevancy in uses)
LATIN AMERICA AND THE CARIBBEAN (9 COUNTRIES): GAPS IN ACCESS TO COMPUTERS AMONG STUDENTS AGED 15, COMPARING HIGHEST AND LOWEST SOCIOECONOMIC AND CULTURAL QUARTILE, ACCORDING TO PLACE OF ACCESS (%)
THRESHOLD OF EDUCATIONAL ATTAINMENT FOR LABOR INCOMES MOVES UPWARDS
LATIN AMERICA (18 COUNTRIES): YEARS OF SCHOOLING REQUIRED TO BE LESS LIKELY TO LIVE IN POVERTY OR TO EARN ABOVE-AVERAGE LABOUR INCOME AMONG THE EMPLOYED POPULATION AGED 20-29, AROUND 2008A(Years of schooling)
Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of special tabulations of data from household surveys conducted in the respective countries.a Employed persons working 20 or more hours per week.b Urban areas.
THE HEART OF LIFE-CYCLE REPRODUCTION OF INEQUALITIES: EDUCATION-EMPLOYMENT
LATIN AMERICA (SELECTED COUNTRIES): INFORMALITY AND MONTHLY LABOUR INCOME FOR THE EMPLOYED POPULATION AGED 15-29, 30-64 AND 15 AND OVER, BY LEVEL OF EDUCATION(Percentages)
Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of special tabulations of data from household surveys conducted in the respective countries.
THE GENDER INEQUALITY IN THE EDUCATION-INCOME RELATION
LATIN AMERICA (SELECTED COUNTRIES): INCOME TRAJECTORY BY YEARS OF SCHOOLING, WAGE-EARNERS AGED 20 AND OVER WORKING 20 OR MORE HOURS PER WEEK, BY SEX, (Index: wages with zero years of schooling in the comparison category with the highest income=100)
Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of special tabulations of data from household surveys conducted in the respective countries.
FORMALITY-INFORMALITY GAP IN INCOME RETURNS TO EDUCATION
.
LATIN AMERICA (SELECTED COUNTRIES): INCOME TRAJECTORY BY YEARS OF SCHOOLING, WAGE-EARNERS AGED 20 AND OVER WORKING 20 OR MORE HOURS PER WEEK, BY LABOUR MARKET FORMALITYA
(Index: wages with zero years of schooling in the comparison category with the highest income=100)
Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of special tabulations of data from household surveys conducted in the respective countries.a Simple average trajectory for each segment of the labour market, by country. The trajectory within each segment was calculated using a separate model that does not control for the other segmentations.
• Gaps in secondary level is a quite recent concern compared to primary level enrolment and conclusion (still evident in working with family and the community).
• Demographic transition poses challenges to review composition of spending and non monetary efforts among different levels.
• Educational reforms during the last two decades emphasize quality rather than equity when it comes to secondary education.
• Segmentation depending on pocket-expenditure poses a great challenge to universal public supply with good quality and relevant knowledge.
• Strong need to build links between leaving the school and moving into the labour market (and viceversa).
Politics and policies considering education and intergenerational reproduction of inequality
1. Educational policy require links to other efforts of social protection and promotion (i.e. cash transfers to vulnerable households with children in risk of dropout school, broadening of child care).
2. Key issues of intervention
– Increase coverage of pre-primary level
– Longer school days in primary education
– Incorporation of ICTs in formal education
– Improve progression and conclusion of secondary education among students from household with lower incomes and educational assets
– Articulation of formal education and training-for-job system
– Improve curriculum relevance aiming at life projects and productivity
(cont…)
Educational gaps and intergenerational
reproduction of inequality
Martín HopenhaynDirector
Social Development Division, ECLAC
Taller UNESCO-UNICEF, “El Derecho a una Educación de Calidad para todos en América Latina y el Caribe”, Cartagena de Indias, Colombia, 20-22 de septiembre del 2011
