MINISTERIO DE EDUCACIÓN Education for the 21st: Finance and a new architecture to confront the...

MINISTERIO DE EDUCACIÓN

Education for the 21st: Finance and a new architecture to confront the challenges of quality, equity, and greater opportunity.

Cristian Martínez Ahumada

Subsecretario de Educación


Education: A Citizen’s Right

• Education is a right, a good belonging to the general public, and a means to permit that people develop their potential and enjoy a more fulfilling life.

• It is the principal tool to guarantee that the next generation has access to relatively stable jobs and dignity in employment.

• It is one of the necessary conditions to avance social cohesion towards the fulfillment of the duties and rights of democratic states and citizens.


Twelve years of Mandatory Education and Committment to Education

• Twelve years of schooling for all members of the population are considered, for Chile, the minimum schooling threshold, such that our citizens are able to thrive in the globalized economy.

• The Concertación governments have put into the education system more financial resources for the service of our students in the effort to reach an equity of educational opportunity.


Chile: return to democracy and the stengthening of education

• First stage: immediate measures of recovery by means of basic school assistance;, teachers, support programs, coverage, and infrastructure.

• Second stage: Reform process with four axes: - New curricular frameworks - Extension of the school day - Increased teaching resources and new technologies

in educational establishments. - Teacher training and profesional development.

All of this to achieve a quality educational system.


New Challenges: Finance

The State: principal source of educational finance

• In Chile, investment in education has been expanded continually since 1990

• In 1990 it increased from 2.4% to 3.8% of the GDP

• In 2006 it increased to 6.1% of the GDP and 17.5% of the national budget.

• Financial differentation has been incorporated according to the recognition by the state that students who come from familes of lower socio-economic resources have greater needs and that they are more expensive to educate.


Public expenditure in education and total public expenditure (1990-2008)

The largest investment is in semi-private schools (64%) and support for teachers (10%).


Public resource distribution for Education within the National Context.

• Curricular and Evaluation Development.

• Supervision and Inspection of Semi-Private Educational Establishments.

• ‘Chile Califica’ Program.

• Improvement Projects for Primary and Secondary Education.

• Improvement of the equity and quality of Higher Education.

• Indigenous Peoples’ Scholarships.

• Educational Resources.

• Scholarships, Training, and Monetary Incentives for Teachers.

• Information Technology.

• School Lunch, School Health, and Scholarships.


Regional Investment Context

• National Fund for Regional Development (FNDR), utilized to finance infrastructure projects en educational establishments in the municipal system.


Incentive policies for private sector investment

• Tax benefits, by means of a tax credit for donations to higher educational establishments, vocational educational establisments, cultural projects, teacher training, and infrastructure.


Measurement and evaluation systems

• Assignment of resources to sistems of measurement and evaluation of students, teachers, principals, and educational supervisors.

• System of evaluation and supervision has the special task to achieve efficiency and quality of teaching.


New frameworkfor

new challenges

• New instruments and institutions: General Law of Education, is responsible for the new challenges.

• Establishes a set of regulations and institutions which have as an origin and the goal of guaranteeing the quality and equity of our educational system.

The demand for quality education is also a demand for more democracy and participation, in order to widen citizenship and build more inclusive societies. This is on the foundations of the new institutionality for Chilean educatio;


General law of education takes into consideration the new challenges

Introduces the diversity of educational modalities.

• More and better intercultural education

• Training for life, recognizing the existence of adult education

• Education for students in school with special needs


General law of education considers the new challenges

• Looks to guarantee the access, permanence and graduation from the educational system, reaching quality learning.

• Improves equal opportunities to have access to education of quality

• Incorporates the concept of educational community

• Establishes rights and duties for their members. • Defines as a requisite the existence of Student`s

council, parents associations, teachers and school councils.


General Law of Education is responsible for the new challenges

New curricular structure and 14 years of schooling

• Financing of a free system from first level of transition up to 12th grade

• 2 cycles of 6 years each (elementary and secondary)

• Secondary education is dissagregated into 2

cycles, one of 4 years of general training and one of 2 with differentiated training.


General law of education is responsible for the new challenges

Creation of a system of quality guarantee

• Education superintendence

• Education quality agency

• National council of Education

• Accountability


Strengthening of public education

• Public Education provided by municipalities and municipal corporations, for the majority of students, the most vulnerable ones, who represent the biggest challenge.

• In order to anchor democracy and to build social cohesion is necessary that boys, girls and young people from different social backgrounds, religions and ideologial visions, can be educated on a same pedagogical environment.


Strengthening of public education

Main principles:

• Decentralization

• Autonomy and responsibility

• Professionalization

• Transparency and accountability


Education for the 21st century

The task is towards a first level public education, urgent for society to delivers

opportunities which guarantee opportunities of access to all citizens to

development and progress of the country.


Education for the 21st: Finance and a new architecture to confront the challenges of quality, equity, and greater opportunity.

Cristian Martínez Ahumada

Subsecretario de Educación

MINISTERIO DE EDUCACIÓN Education for the 21st: Finance and a new architecture to confront the...

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