Transcript Un Cita con la Educación Superior

The Bank’s
Portfolio in LAC
Washington, February 18,2004
The World Bank
 Economic
and social development are
increasingly driven by the advancement
and application of knowledge. Education
in general — and tertiary education and
research in particular — are fundamental
to the construction of a knowledge
economy in all nations
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 However,
S&T systems in developing and
transition countries face persistent
problems of finance, efficiency, equity,
quality and governance
 New challenges linked to rapid changes in
technology, communication and the
globalization of trade and labor markets
have amplified the traditional problems of
tertiary education and S&T
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Challenge ...
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Knowledge Market
 the
knowledge market is global and
open,
– knowledge producers exchange
knowledge at “low price”
– knowledge users have access at
“high price”
 knowledge is not consumed when it is
applied
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Lessons ...
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 Knowledge
is a critical determinant of
economic growth and quality of life
 Knowledge is transformed into goods and
services through a country’s NIS
 Trained human brains are the most effective
knowledge transfer and adaptation
mechanism
 Good science is international
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Recognition of the Importance of
S&T for Development is Not New
 technology
transfer is involved in virtually
every sector
 usually
includes building of capacity to
understand and use new technologies
 sectors
such as agriculture, education, and
health have emphasized building local
capacity to generate or utilize new
knowledge for development
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World Bank Lending, 1992-02
(volume by region)
MENA ECAECA
1%
1%
4%
HE and S&T Lending
not including
Agricultural Lending
was concentrated
predominantly in East
Asia and Latin
America
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MENA
4%
SA
0%
SA
0%
LAC
31%
LAC
31%
EA
60%
EA
60%
AFRAFR
4%
4%
Trends ...
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Scientists and Engineers
1988 y 1998
Source: World Development Indicators 2002
Science and engineers in R&D
2500
2000
Korea
1500
1000
Spain
500
Argentina Chile
0
20
25
30
35
40
Science and enginnerng students (% of total tertiary)
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45
Tertiary- OK given level of
GDP but...
Ph.D.s in Science/million habitants 1996-1997
Source: Brunner 2001
120
100
80
60
40
20
0
Arg
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Bra
Chi
Mex Gre
Cor
Esp
Irl
Hol
Fin
Increased Returns to Schooling
(Brazil)
130
120
110
Tertiary
100
Upper sec
Primary
90
Low er sec
80
70
60
1982
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1984
1986
1988
1990
1992
1994
1996
1998
Increased Private Sector Response
(Colombia)
100%
80%
Public
Private
60%
40%
20%
0%
1960
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1965
1970
1975
1980
1985
1990
1995
Demand and GNP
(Colombia)
6.0
15%
4.0
10%
2.0
5%
0%
0.0
-5% 1988 1990 1992 1994 1996 1998 2000
-2.0
-10%
-15%
-20%
First time enrolment Private
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GDP-growth in %
Changes in first time enrolment
20%
-4.0
-6.0
GDP growth
.. an Equity Challenge
(Colombia -- 1992 and 1997)
0.5
Coverage
0.4
0.3
1992
0.2
1997
0.1
0
1
2
3
Quintiles
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4
5
Origin of Foreign Students in
OECD - 1999
Source: OECD
North America
(excl. Mexico)
6%
Middle East
and North
Africa
10%
China & SAR
H.K.
14%
South Asia
6%
Latin America
and the
Caribbean
3%
Europe
34%
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East and
Southeast Asia
27%
NIS …
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National Innovation System
Global Knowledge Economy
Human Capital
Think Tanks/
Antenna
University
Innovation
Clusters
Firms
The FPSI Challenge:
Other Public Policies
Innovation & TFP Growth
Rules of the Game
Infrastructure (ICT)
Demand for innovation
Global Knowledge Economy
Closing the gap
 Skilled
people
 Knowledge networks and centes of
excellence
 Creation and transformation of knowledge
 Strengthening of culture and language
 Information infrastructure
 National Information System
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WB Education Portfolio in LAC
2002
Science and
Technology
6%
Tertiary
17%
Vocational
12%
Secondary
17%
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Prim ary
48%
Tertiary Education in LAC
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• it is critical to aim at subsidiarity and
coherence in policies and practices. Ofthen
lack of continuity in funding and coherence
of science and technology policies.
 governments should resist the risk of
neglecting fundamental science and social
sciences, which both are very important
components of the NIS.
 transparency in communication between
players are of critical importance. Can be
facilitated by international participation, fx.
as peer reviewers, program committees,
program reviews, and supervision teams
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• improve policies and institutions within a
•
•
•
•
framework of autonomy and accountability
recognize and support human resources and
management capacity
achieve funding sustainability through publicprivate interaction and cost-recovery
aim at merit and scientific rigor (through
competitive funding, peer review, etc.)
establish linkages from productive and the
knowledge sectors to basic research and the
international knowledge base
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Thanks for the
Invitation
Lauritz B. Holm-Nielsen
[email protected]
The World Bank