Presentada por el Dr. Jamil Salmi, Consultor Internacional; en el marco del XXV Congreso Internacional de Crédito Educativo: "Crédito Educativo e inserción en el sector productivo: responsabilidad compartida, realizado en la ciudad de Bogotá, D.C., noviembre del 2012
3. un quiz difícil
• Mongolia
• Kazakhstan
• Alberta
• Bethany College
• Ursinus College
• Universidades públicas
• Oregon Institute of Technology
• India Institute of Management
• Duke University
• Chile 3
4. esquema de la presentación
• mobilización de recursos
• el papel del crédito educativo
• empleo y repago
4
6. mobilización de recursos
gasto público como % del PIB
≤ 0.5 0.5 – 1 ≥1
≥ 40 Chile
cobro de
matrícula
20 - 40 Japon, Corea, China,
como % del
Tailandia Indonesia
costo
unitario
≤ 20 Guatemala, Argentina, Costa Rica,
Perú, Rep. Brasil, Cuba,
Dominicana, El Colombia, Jamaica,
Salvador México, Malasia, 6
Paraguay Venezuela
7. cobro de matrícula
• para todos / doble camino
• todas las instituciones / algunas
• pregrado / postgrado
• política nacional / decisión a nivel
institucional
7
8. cobro de matrícula (II)
• categorias especiales de estudiantes
• repitentes
• maduros / educación continua
• tiempo parcial
• extranjeros
• otros estados
8
9. cobro de matrícula (III)
• mismo monto o ligado al programa?
costo unitario o beneficios privados?
• pago anticipado o pago posterior?
• techo fijo / libertad de fijar
9
18. gratuito es más equitativo?
• Brasil: Universidad de São Paulo
– no cobro de matrícula
– 84% candidatos vienen de colegios públicos
– 30% de los que ingresan vienen de colegios
públicos
– en medicina, solo 3 de los 180 nuevos
estudiantes vienen de colegios públicos
18
19. gratuito es más equitativo?
• Colombia
– Q1 y Q2 juntos reciben el 10,4% del gasto
público
– Q5 recibe el 45,8% del gasto público
19
29. que tiene un nombre?
• me das tu nombre…
• o te quedas con tu nombre…
29
30. filantropia
• EUA informe de junio de 2011
– no hay intentos serios
– éxito vinculado a (i) fama de la U, (ii)
ubicación, y (iii) esfuerzos
• el poder de los fondos de contrapartida
“matching grants”
30
46. calidad y relevancia
contenido de los programas
(competencias profesionales
–para que empleos?
competencias “soft”(genéricas)
46
47. MODES OF TEACHING AND LEARNING
AT OLIN, WE TEACH, AND STUDENTS LEARN, IN
A VARIETY OF MODES
• HANDS-ON PROJECT-BASED LEARNING
• LABORATORY-BASED EXPERIENCES
• SEMINAR-DISCUSSION
• INTERACTIVE LECTURE
• STUDENT-BASED INDEPENDENT LEARNING
• TEAM-BASED INDEPENDENT LEARNING
• INDIVIDUAL AND TEAM MENTORSHIP BY FACULTY
48. calidad y relevancia
contenido de los programas
competencias “soft”(genéricas)
énfasis en carreras “STEM”?
vínculos estrechos con el mundo
laboral
48
49. evolución del esquema de
crédito educativo
de
crédito de tipo hipotecario
a
créditos vinculados al ingreso de los
egresados
49
55. concepto integral
del crédito educativo
• apoyo financiero y aspectos no financieros
• vínculo con el empleo
55
56. dimensiones políticas
• reformas financieras son controversiales
• necesidad de manejar los aspectos
políticos (ganadores y perdedores)
• no es excusa para no hacer las reformas
• las reformas deben ser del Estado, no de
un partido político
56
57. Primer Ministro de Malasia
(2006)
• creo que es necesario hacer hincapié en
que para la mayoría de los países hoy
en día, el desarrollo de los recursos
humanos y la formación de capital
humano son o bien muy importantes,
absolutamente vitales, o una cuestión de
vida o muerte. En el caso de Malasia ...
creemos que es una cuestión de vida o
muerte ".
57
Notas del editor
CamilaVallejosGabriel Nadeau Dubois
There have been four jurisdictions that have had major changes in tuition policy in the last fifteen years. Ontario in 1996 (a series of increases from 1996-99 of roughly 20% per annum), Manitoba in 2000 (a 10% cut in tuition with a freeze thereafter), Newfoundland and Labrador in 2000 (a 20% decrease in fees implemented over four years), and British Columbia in 2001 (a 55% increase over two years).
PHILANTHROPY is becoming big business for Australian universities as they seek to prop up income from government and student fees.With the University of Sydney set to sell a donated Picasso for an expected $18 million tomorrow, the tertiary sector is embracing new methods of gleaning gifts.Some universities in NSW employ their students in call centres to help raise donations. They ring alumni to ask them to invest in a stranger's future.Advertisement: Story continues below <iframe id="dcAd-1-3" src="http://ad-apac.doubleclick.net/adi/onl.smh.news/national/education;cat=national;cat1=education;ctype=article;pos=3;sz=300x250;tile=3;ord=6.1486564E7?" width='300' height='250' scrolling="no" marginheight="0" marginwidth="0" allowtransparency="true" frameborder="0"> < /iframe> Universities receive property, books, manuscripts, artworks and millions of dollars in cash for scholarships and research.The sale of Picasso's Jeunefilleendormie at Christie's, London, may break the record for any gift to an Australian university.The University of Sydney reported donations and bequests of more than $44 million last year.The deputy vice-chancellor of the University of Western Sydney, John Ingleson, said when it came to donations, younger universities struggled to keep up with Australia's older institutions. ''We only have 25 years of graduates,'' he said.The university received the largest philanthropic donation in its history when a 90-year-old Parramatta resident, Harold Hort, gave $600,000 to create a scholarship for disadvantaged students.A reluctance on the part of Australians to talk about wealth was also a barrier to receiving donations, Professor Ingleson said.''We don't like to boast. In the US, there's a different culture where if you make a lot of money, it's expected you donate and you talk about it all the time and there's a kind of social pressure on you to do it.''The University of Sydney benefited from its established brand name and received repeat donations from people who had seen the results of previous gifts, the university's director of development, Tim Dolan, said..''If you're worth a hundred million bucks and you've got a bunch of Van Goghs hanging above your fireplace, the truth is you can't take it with you to the netherworld. You're going to either have to give it to your relatives or give it to someone else. Our job as a university is to try to convince the wealthy that if you give it to us, we can help you change the world.''Read more: http://www.smh.com.au/national/education/universities-look-for-benefactors-to-close-funding-gap-20110620-1gbz4.html#ixzz1QR5vVwVE
U of AlbertaU of Wisconsin-Madison – 85 millones de dólaresTsinghua
Stanley Ho challenge
Magnitude of the problemConceptual frameworkDeterminants of inequalityMethodological challenges
Chile’s public investment in tertiary education is only .3% of GDP, Brazil invests .8%Both have high proportion of private sector enrollment (70%), but Chile in addition has extensive student aid system, and more diversified institutional setup
The hourglass economy – UK University Alliance March 2012