Publication: LECCIONES DE CAUSALIDAD ENTRE EDUCACIÓN Y CRECIMIENTO ECONÓMICO: ESTUDIO PARA ELABORAR PROPUESTA DE POLÍTICAS PÚBLICAS PARA CHILE.
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Date
2020-12
Authors
SOTO HERRERA, BEATRIZ ALEJANDRA
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Abstract
El presente trabajo tiene como propósito determinar la existencia de causalidad entre la educación y el crecimiento económico a través de la evidencia literaria con el propósito de elaborar políticas públicas para Chile.
Para comenzar, se realiza un diagnóstico del contexto nacional educativo de los últimos años. Para esto, se hace un repaso de las reformas educacionales de 1980 y 2016 a través de las principales políticas que las sustentan, el financiamiento de la educación y como ha cambiado su composición pública/privada, además de comparar el desempeño de los niveles de enseñanza en Chile con el promedio de los países de la OCDE considerando su Programa para la Evaluación Internacional de Alumnos (PISA).
En cuanto a la situación económica del país se monitorea el crecimiento del PIB per cápita (% anual), los principales gastos procrecimiento económico del año 2019, Índice de Desarrollo Humano, Gini y la inversión en investigación y desarrollo del país.
Además, se realiza la revisión de las experiencias de Singapur, Finlandia y Canadá, pues en los últimos años han destacado con su desempeño educativo. Los 3 países tienen diferentes formas de abordar la educación, además de sus diferencias geográficas y culturales.
El propósito de analizar el contexto nacional e internacional en materia educativa y económica es disponer de un diagnóstico y como consecuencia dilucidar los cambios más relevantes, características, debilidades y posibles mejoras que sirvan como base para las propuestas de políticas públicas.
Por otro lado, se destaca la gran importancia que tienen los dos temas centrales del documento en la Agenda 2030 para el Desarrollo Sostenible de las Naciones Unidas. Donde la educación de calidad y el crecimiento económico son 2 de los 17 objetivos que los 193 países miembros prometieron trabajar e invertir para lograr las metas propuestas, sirviendo como guía para las futuras políticas públicas del país.
La literatura utilizada se enfoca en repasar las conclusiones de los principales estudios de las teorías de crecimiento económico, derivando en búsquedas de calidad educativa y la importancia del capital humano. Dado el análisis anterior, se procede a estudiar los beneficios de la educación preescolar y tecnologías de información, ya que son las bases de las propuestas elegidas.
Las propuestas elaboradas en este documento parten de la premisa en la cual no se encuentra evidencia que sustente causalidad, pero si una correlación positiva importante entre la educación y el crecimiento, sobre todo del desarrollo de las habilidades cognitivas como herramienta del capital humano.
Es por lo anterior, que dichas propuestas educativas consideran factores importantes para el desarrollo del país en el siglo 21 como lo son la investigación, tecnología, innovación, mejorar la calidad del profesorado y educación preescolar, además de la implementación de nuevas metodologías utilizando herramientas que promuevan el aprendizaje y la participación de las salas de clases.
The purpose of this work is to determine the existence of causality between education and economic growth through literary evidence with the purpose of developing public policies for Chile. To begin with, a diagnosis of the national educational context of recent years is carried out. In this regard, a review of the educational reforms of 1980 and 2016 is made through the main policies that support them, the financing of education and how their public / private composition has changed, in addition to comparing the performance of the levels of education in Chile with the average of the OECD countries considering the PISA tests. Regarding the economic situation of the country, the growth of GDP per capita (annual%), the main expenses for economic growth in 2019, Human Development Index, Gini and investment in research and development of the country are monitored. In addition, the experiences of Singapore, Finland and Canada are reviewed, since in recent years they have stood out with their educational performance. The 3 countries have different ways of approaching education, in addition to their geographical and cultural differences. The purpose of analyzing the national and international context in educational and economic matters is to have a diagnosis and as a consequence to elucidate the most relevant changes, characteristics, weaknesses and possible improvements that serve as the basis for public policy proposals. On the other hand, the great importance of the two central themes of the document in the United Nations 2030 Agenda for Sustainable Development is highlighted. Where quality education and economic growth are 2 of the 17 objectives that the 193 member countries promised to work and invest to achieve the proposed goals, serving as a guide for the future public policies of the country. The literature used focuses on reviewing the conclusions of the main studies of economic growth theories, resulting in searches for educational quality and the importance of human capital. Given the previous analysis, we proceed to study the benefits of preschool education and information technologies, since they are the bases of the chosen proposals. The proposals elaborated in this document are based on the premise in which there is no evidence that supports causality, but there is an important positive correlation between education and growth, especially the development of cognitive skills as a tool of human capital. It is because of the of the aforementioned, that such educational proposals consider important factors for the development of the country in the 21st century such as research, technology, innovation, improving the quality of teachers and preschool education, in addition to the implementation of new methodologies using tools that promote learning and participation in classrooms.
The purpose of this work is to determine the existence of causality between education and economic growth through literary evidence with the purpose of developing public policies for Chile. To begin with, a diagnosis of the national educational context of recent years is carried out. In this regard, a review of the educational reforms of 1980 and 2016 is made through the main policies that support them, the financing of education and how their public / private composition has changed, in addition to comparing the performance of the levels of education in Chile with the average of the OECD countries considering the PISA tests. Regarding the economic situation of the country, the growth of GDP per capita (annual%), the main expenses for economic growth in 2019, Human Development Index, Gini and investment in research and development of the country are monitored. In addition, the experiences of Singapore, Finland and Canada are reviewed, since in recent years they have stood out with their educational performance. The 3 countries have different ways of approaching education, in addition to their geographical and cultural differences. The purpose of analyzing the national and international context in educational and economic matters is to have a diagnosis and as a consequence to elucidate the most relevant changes, characteristics, weaknesses and possible improvements that serve as the basis for public policy proposals. On the other hand, the great importance of the two central themes of the document in the United Nations 2030 Agenda for Sustainable Development is highlighted. Where quality education and economic growth are 2 of the 17 objectives that the 193 member countries promised to work and invest to achieve the proposed goals, serving as a guide for the future public policies of the country. The literature used focuses on reviewing the conclusions of the main studies of economic growth theories, resulting in searches for educational quality and the importance of human capital. Given the previous analysis, we proceed to study the benefits of preschool education and information technologies, since they are the bases of the chosen proposals. The proposals elaborated in this document are based on the premise in which there is no evidence that supports causality, but there is an important positive correlation between education and growth, especially the development of cognitive skills as a tool of human capital. It is because of the of the aforementioned, that such educational proposals consider important factors for the development of the country in the 21st century such as research, technology, innovation, improving the quality of teachers and preschool education, in addition to the implementation of new methodologies using tools that promote learning and participation in classrooms.
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Keywords
CRECIMIENTO ECONÓMICO , POLÍTICAS PÚBLICAS , EDUCACION