Transcript Lifelong Learning in Latin America

Lifelong Learning
A policy framework for skill acquisition
in Latin America and the Caribbean?
World Bank
September 13, 2005
The storyline
• The growing demand for skilled workers in the
face of growing global economic interdependence
• The weak educational foundations, unevenly
distributed in the adult population
• A Lifelong Learning framework for leveraging
training investment
Low Productivity Growth
Annual growth rate of Productivity
1960/69
East Asia Pacific
1.14
Eastern Europe
-0.17
Latin America
1.5
Middle East N Afr 1.14
OECD
2.09
South Asia
0.46
Sub Saharan Africa 1.54
1970/79
1.28
-0.27
1.15
-1.62
0.85
-0.39
-0.55
1980/89
2.27
0.52
-0.93
-1.12
1.1
2.27
-0.88
1990/99
2.01
0.3
0.45
0.85
0.56
1.72
-0.43
The Diverging paths:
• LAC has seen a remarkable growth in the
relative wages of the most skilled workers—
those with tertiary education.
• In contrast the relative wages of the workers
with secondary education tend to stagnate or
deteriorate.
Changes in relative wages in
tertiary and secondary education
Colombia
Colombia
200
180
180
160
140
140
1983 = 100 (3-year MA)
1983 = 100 (3-year MA)
160
120
100
80
60
Wages
Supply
40
20
120
100
80
60
40
Wages
Supply
20
0
0
1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000
1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000
Year of Survey
Year of Survey
What accounts for the patterns?
• To a great extent, the increase in relative wages to
tertiary-level education has resulted from shifts in
the demand for qualified, skilled workers by firms
• Changes are occurring in same sectors in different
countries and in sectors which opened up to trade,
in particular trade which is intensive in R&D
SO …
• Increases in the demand for skilled workers are
related to patterns of integration of LAC countries
in the “global knowledge economy”
• Trade is a vehicle transmitting skill-biased
technological change (increases productivity and
relative wages)
Latin American countries tend to be under-educated
relative to their incomes
.
Mean years of education, population aged 25+
Uni ted S
12
New Zeal
Canada
Sweden
Australi
Fi nland
Korea
Hong Kon
Barbados
9
Argentin
Phi lippi
PanamM
a alaysia
Chi le
T rinidad
Peru
Uruguay
M exico
T ai wan
Singapor
Ecuador
T hailand
Guyana
Costa Ri
Chi na
Paraguay Venezuel
Bol ivi a
Jam
aica
Dom
Colinica
om bia
Indonesi
Brazil
El Salva
Nicaragu
Honduras
6
Guatem al
3
Hai ti
5
6
7
8
9
Log of per capita GDP, 2000
10
11
With a gap in secondary
enrollment rates
Net secondary enrolment rate, 1998
.
100
Sweden
Finland
Canada
New Zeal
United S
Australi
Korea
Malaysia
80
Jamaica
Trinidad Argentin
Chile
Hong Kon
Guyana
60
Philippi
China
40
Nicaragu
Peru
Mexico
Thailand
Dominica
Ecuador
Colombia
IndonesiParaguay Costa Ri
El Salva Belize
Brazil
Venezuel
20
5
6
7
8
9
Log of per capita GDP, 1998
10
11
And also at the tertiary level …
Gross tertiary enrolment rate, 1998
.
Finland
Australi
United S
80
Korea
New ZealSweden
Canada
60
Argentin
Singapor
40
Panama Chile
Costa Ri Barbados
Thailand
PeruVenezuel
Philippi
Hong Kon
Bolivia
Bahamas
Dominica
Colombia
Mexico
El Salva
Ecuador
Brazil
Honduras
Nicaragu
Guyana
Malaysia
IndonesiParaguay
Jamaica
Guatemal
Suriname
China
Trinidad
Haiti
Belize
20
0
5
6
7
8
9
Log of per capita GDP, 1998
10
11
Some countries have an unbalanced
education development
• While most Latin American countries
follow a balanced but slow education
transition.
• Some countries like Costa Rica, the
Dominican Republic, Ecuador, El Salvador
and Venezuela have the bulk of population
with some primary schooling and more
individuals with tertiary education than
secondary.
Educational transitions (2)
South Korea: fast and balanced
100
10
90
80
Change in years of
education: 7.2
70
8
60
6
50
40
4
30
20
2
10
0
0
1960
Primary or less
1980
Secondary
Tertiary
2000
Years of Education
Educational transitions (3)
Colombia: balanced, but slow
100
10
90
80
8
70
Change in years
of education:
2.0
60
6
50
40
4
30
20
2
10
0
0
1960
Primary or less
1980
Secondary
Tertiary
2000
Years of Education
Educational transitions (4)
Costa Rica: unbalanced and slow
100
10
90
Change in
years of
education: 2.2
80
70
8
60
6
50
40
4
30
20
2
10
0
0
1960
Primary or less
1980
Secondary
Tertiary
2000
Years of Education
LAC the most unequal region
• LAC income inequality is wider than any other
region of the world (the nine most unequal
countries are in LAC).
• Income inequality in the region has increased
since World War II
• During the 90’s, inequality increased but not
uniformly across countries: Argentina has
experienced dramatic increases in inequality while
in Brazil inequality has fallen
Latin America is unusually unequal in
income differences…
Gini coefficient: distribution of household per capita income, regions of the world, 1990s
60
LAC
50
Asia
40
Developed
Eastern Europe
30
20
10
0
1
Source: Authors’ calculations based on UNU/WIDER-UNDP World Income;
Inequality Database, Version 1.0, September 2000.
Education is central to the reproduction of
inequality
Example: differences in years of education between top and bottom
quintiles, 1990 and 2000
8
7
6
5
Around 1990
Around 2000
Mexico
Brazil
Ecuador
Peru
Panama
Honduras
Paraguay
Costa Rica
Argentina
Chile
Nicaragua
Venezuela
Uruguay
3
El Salvador
4
Secondary Education remains the
priority
• Countries without a large fraction of the workforce
with at least secondary education do not attract
advanced technologies—and when they do, there are
few “knowledge spillovers”
• Secondary education as a necessary stepping stone to
university-level education
• Countries which have had the most successful
educational transitions have done so sequentially
The modest private rate of
return to secondary education
Argentina
Bolivia
Brazil
Chile
Columbia
Mexico
Jamaica
Secondary
Education
5
8
19
8
5
6
3.3
Tertiary
Education
11
14
19
22
18
13
8.4
Removing constraints to secondary
education development
Demand side
• Cost of schooling
• Opportunity Cost
• Low rate of return
Supply side
• School Infrastructure
• Teacher shortage
• Private sector
•
•
•
•
Scholarships
Cash transfer/attendance
Certification of basic skills
Fees in Higher education
• Reconverting primary schools
• Scholarships in higher education
• Funding formula, vouchers,
charter schools
Does lifelong learning provide a
useful framework to guide policy
makers in shaping policies that
address the challenges of skill
development in Latin America
and the Caribbean?
The case studies:
• Peru: Skill acquisition in “High Tech”Export Agriculture (Martin
Carnoy, Tom Luschei and Enrique Aldave)
• Brazil: Mapping the “invisible lifelong learning non-system (Elenice
Leite)
• Colombia: The demand for training ( Felipe Barrera Osorio and Lucas
Higuera)
• Costa Rica: Learning and training for work (Hernan Araneda)
• Dominican Republic: Lifelong learning in the labor force (Rolando
Guzman)
• Jamaica: Building a lifelong learning strategy (Lorraine Blank, Tom
Mc Ardle)
• Mexico: The Educational status of out of School adults in Mexico
(Roger Diaz de Cosio and Alfonso Ramón Bagur)
• Chile: Meeting the challenge of the knowledge economy (Hernan
Araneda)
The main findings:
• LLL foundations are weak
• Employers and individuals make substantial
investments in post school LLL
• Much of post school LL is job related training for
younger workers
• The articulation between formal schooling and
post school LLL is weak
• Participation in post school LLL is more unequal
than formal schooling
• Education and training policies are not aligned in a
LLL framework
Implications for policy
• An LLL inventory
• LLL as a framework to guide adult education
and training
• Filling the gaps: targeted intervention in LLL
• LLL and new opportunities
• Financing lifelong learning
Lifelong Learning is more
Necessity than Luxury
• Rapid and continuous change in technology
• Organizational changes at firm level
• Short job tenure in competitive sectors
Learning in the Knowledge Economy
•
•
•
•
•
•
•
•
Then
Information based
Rote learning
Teacher directed
Just in case
Formal education only
Directive based
Learn at a given age
Terminal education
•
•
•
•
•
•
•
•
Now
Knowledge creation/
application
Analysis and synthesis
Collaborative learning
Just in time
Variety of learning modes
Initiative based
Incentives, motivation to
learn
Lifelong learning
Knowledge Economy and Lifelong Learning
Require Rethinking of Education and Training
• Knowledge economy puts premium on
learning and skills
• Increased access to learning–through home,
school, job
• Chances of lagging further behind–“Digital
Divide”
• Transformation of learning
A New Architecture for
Education and Training
• New skills and competences
• New pathways to learning
• Governance system
• Financing options
New Skills and Competences
• Traditional academic skills
• Literacy, numeracy,
• Science, technology/ICT, international language
• Emerging need for different skills
•
•
•
•
•
self-regulated learning
tolerance for ambiguity
creative thinking
ability to work in a team
learning how to learn
New Pathways to Learning
• Increased access to learning opportunities
• Variety of ways learners can learn
• Increased access to knowledge resources
• Additional/diverse learning modalities
• Modular, Part-time, Distance/e-learning,..
• Different approach to learning (pedagogy)
• Changing role of teachers, curricula, technology
Governance of Lifelong Learning:
Challenges
Traditional Education
Lifelong learning
Scope
• Formal schooling
• Formal, non/informal
Content
• Acquisition/
repetition
• Curriculum-driven
• Creation/application
• Diverse source
Delivery
• Limited options
• Institutions
• Uniform, supplydriven
• Multiple options
• Individuals
• Pluralistic, demanddriven
Learning
Outcome
• Standardized
assessment
• Flexible recognition
of soft skills
Governance for Lifelong Learning
From
To
• Sectoral approach
• Multi-sectoral, coordination
• Control and regulation
• Support and partnership
• Issue orders
• Direct students
• Create choices, pathways;
• Inform learners
• Institution-driven
• Learner-driven
• National curriculum
• Recognition & quality control
• Rules and regulations
• Incentives and facilitations
Financing Lifelong Learning:
Challenges
• Expenditures increase, public resources
limited
• Priority for public: basic education
• Balance between subsidies and market
mechanisms given that
• Benefits both private and public
• Access to capital uneven
Financing Options
Cost-recovery
Subsidies
Traditional loan
Voucher
Human capital contracts
Learning accounts
Graduate tax
Savings accounts
Income contingent loans
Tax credits
Entitlements: combination loan/voucher
Building the missing
lifelong learning framework
• Adapting curriculum, pedagogy and objectives
within the education system, to give to everyone
the foundations for autonomous learning (at
school and for adults)
• Promoting complementarities between education
and training, formal and informal learning, public
and private provision (learning pathways)
• Revamping
training
policies
(modular,
competencies based, certification of achievement)
• Creating alternative modes of financing to
stimulate demand and provision of training
Questions for a debate:
• In a context of limited financing, are investments
in formal secondary and investments in out of
school unskilled youth conflicting priorities?
• Should public financing focus on providing
foundation skills leaving to the private sector the
more costly vocational training.
• Is it the right policy to target LLL on youth
considering that LLL start in early childhood.
• With a LLL policy stimulating the individual
investment is there a risk of increasing inequity.