LIMITED
INSTITUTO LATINOAMERICANO
DE
P L A N I F I C A C I O N
ECONOMICA
Y
SOCIAL
INST/69
30 August I972
ENGLISH
ORIGINAL: SPANISH
EDUCATION AND DEWELOHENT
Paper submitted to the Regional Meeting of Resident Representatives
in Latin America (Santiago, Chile > 1 2 September 1972).
EDUCATION AMD DEVELOPMENT -1
1. The diversity of Latin America and the space available make it
necessary to restrict this paper to the enumeration of some common
problems which are considered fundamental to this discussion.
2. The nature of the meeting determines the object of this document,
which is to serve as a basis for the discussion of criteria for the
evaluation of educational projects. To evaluate means, of course, to
determine the value of something. Evaluation can only take place in
accordance with a system of patterns or values, and this system
depends on the country concerned and the developmental ideology
adopted. The far-reaching social transformations in Latin America
imply a need for profound changes in Latin American educational systems.
Evaluation will be quite different when existing tendencies are taken
as patterns rather than focusing attention on the changes desired.
It would appear that the fundamental objective is to seek new
instrumental educational policies which correspond to the image of
society to be constructed and which are compatible with the scarcity
of resources and the limited investment capacity of the countries in
Latin America. This document accepts that objective and analyses its
principal implications.
3. Present educational policies cannot satisfy the expectations placed
in them, for reasons connected with the existing structure of society
and its inequalities, because they are incapable of contributing to a
better distribution of income, because of their incompatibility with
available resources, and because they tend to reproduce models from
other countries without analysing the implications of these models
under very different social, economic and cultural conditions nor
their suitability for different schemes of development.
Social and political changes require profound changes within
education and outside it, but above all they demand the rejection of
an imitative posture.
4. These points of view are generally accepted and indeed are easy to
accept, but often some of their necessary consequences are overlooked
or even denied. One of these is the need for the united Nations to
strongly support a coherent and pragmatic research programme on
education, employing "pragmatic" in the sense of a system of research
capable of producing long-term guidelines for a rational construction
1/ Paragraphs 1 to 4 inclusive constitute a synthesis of the basic lines
of this document, which are developed subsequently.
/of the
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of the fatare and not only dealing' with the consequences of recent
trends or the making of evaluations based on criteria merely concerned
with immediate results. In fact relatively little is known about the
relation of carrent educational systems to the objectives proposed and
about the real significance of the investments made in them and
obviously still less about the way in which they should be oriented,
assuming-that the need for fundamental changes is accepted. Thus, .
contrary, to what many people think, there is nothing more "practical"
and realistic than a scientific investigation of these problems. .
5. For a number of reasons, it is impossible to transfer to Latin America
arguments based on the historical experience of the developed countries.
Latin America has its own stages of development., Primary education in
Latin America covers a smaller proportion of the.population than that
achieved long ago by the developed countries, but in contrast,
secondary and higher education cover a relatively higher proportion of
the population and are growing at rates unheard-of in the developed
countries, the "educational pyramid" therefore is quite distinct. In
addition to these internal structural differences, there are differences
connected with the social and political context and the historical
moment. International society has changed as much as technology and '
means of communications.
6.
Latin American educational systems are nevertheless heteronomous. Both
with respect to their objectives and their means, instruments and'
content, they tend to transplant the experience which appears to be :
most "up to daté" in developed countries. In practice» the perception
of the model may be and often is erroneous, and even when it is correct
the transplantation itself is impossible given that structural conditions
are quite different. The imitative intention fatally results in a
caricature of the original.
7.
The objectives of all educational policies are related, in the first
place, to concepts of both Human Eights and development. The former
appears to include essentially such aspects as universal enrollment,
selection on merit and the increased capacity for participation as an
aspect of civic or political socialization. Prom the other point of
view, consideration is given to the effect of education on development,
social mobility and income distribution. In the second place there are
the instrumental objectives: the capacities and abilities which
education proposes' to cultivate in students. No country in the world has
been able to achieve these objectives completely, and it is quite
possible that there are insuperable contradictions between some of
them. The scarcity of available resources make's it all the more
/necessary in
necessary in Latin America to adopt realistic educational policies. By
1980, it is expected that some of the more advanced countries of the
OECD will be spending 10 per cent of their national product on
education, yet even so they will be far from fulfilling all these
principles. In Latin America such a proportion is unthinkable.
8. It is fundamental to know what can reasonably be expected from
educational systems. It frequently happens that when nobody knows
how to solve a problem it is said to be a matter of education, and
responsability for its solution is transferred to that field. It is
often thought, for example, that social inequalities can be overcome
by making education accessible to all. However, if the social inequalities
outside the school system are very large, the equalization of opportunity
through equal access to education remains a myth, even for those who
do have such access.
9. The same is true of the objectives related to development. From the
standpoint of economic growth it is significant that the rates of
return on educational investment seem high in Latin America. It must
not be forgotten, however, that there is no definitive proof that the
magnitude of these rates of return is not attributable simply to the
fact that those few who have been educated earn incomes greatly in
excess of their real productivity because they belong to groups which
aire well placed in the power structure. It is most probably a fallacy
to assume that there is necessarily a relationship between education,
productivity and income. Moreover, if the imitation of the models of
the more developed societies and the pressure of certain social groups
lead to the production of high qualifications which cannot be utilized
in the economy, and which result in a brain drain or the underutilization of those qualified, the social productivity of education
declines.
10. With respect to the effect of education on social mobility and income
distribution, it is useful to recall that the distribution of education
in those Latin American countries for which data are available is even
more unequal than income distribution (Gini coefficient for income
concentration in Colombia in 1964 is .57, while the distribution of
education is .84).2/ It has been demonstrated that the great
expansion of education in Mexico over the past 20 years has had no
appreciable effect on income distribution. The basic reason is that as
the number of persons with primary and secondary education increases,
2/ This coefficient ranges from 0,0 to 1.0, The first value represents
perfect equality; the second, total concentration or perfect inequality.
/the requirements
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the requirements in terms of educational qualifications for activities
paying higher incomes become more exacting. Education "devaluates" in
the sense that the same diploma and the same number of years of
schooling have increasingly less Significance: in other words, many
more years of schooling are.required to occupy the same positions.
Therefore there is no reason why social mobility should increase
because education expands: indeed, a highly unequal distribution of
education may help to increase or maintain existing social inequalities.
This is one of the fields where empirical research is needed in order
to determine the real implications of educational policies,
11. The considerations raised in the foregoing three paragraphs show that
the effects of the expansion of educational, systems, which are so often
taken for granted, cannot be expected to*materialize unless there are
far-reaching changes in the social structure and unless educational
policy is linked to employment policy. Without far-reaching changes in
the social structure, the lower strata will continue to be excluded
from the school system or will merely reach levels which will do
nothing to increase their real opportunities. Failing an adequate and
rational employment policy, more educated people will take the place
of less educated people in jobs at increasingly lower levels; there
will be under-utilization of skills, and the best paid jobs will be
kept for the higher strata.
12. The coherence of a country's social policy and, within it,,its
educational policy, is therefore more important than the existence of
educational plans which usually only show what would happen if there
was no plan, since they are limited to the extrapolation of past
trends. It is necessary to have a proper understanding of the social
situation and to relate it to the accepted ideologies before formulating
the plan. All this entails research, but only when all these requirements
have been met can a proper answer be given to the question which must
always be asked: education for what?
13. The answer to this question depends on each country's structural
conditions and the image it has of the kind of society it wishes to
build, i.e., its ideology. Here, ideological and instrumental
requirements are linked, and the idea of imitation must be discarded
if the problem is to be adequately solved. Although the solution
depends on each individual country, it should be remembered that
everywhere the demand for real participation is becoming stronger, and
extending to more groups. Education must be an education for change,
not only in the sense of preparing people to adapt themselves to
changes, but rather to be agents of those changes. This means .that
/the first
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the first priority is massive basic education. Its duration will depend
on conditions in the countries concerned, and it must obviously not be
confused with conventional primary education, but must be a cycle with
clear-cut minimum objectives and almost exclusive concentration on
them. Human Rights and development requirements coincide in this
respect,
14. There is no room here to discuss the instruments; stress need only be
laid on the obvious, they are only instruments. New technologies, for
example, are not miraculous panacea. Their use raises a series of
problems, and they can do more harm than good if they are not used in
relation to priority objectives. We know very little, for instance,
about the cost/benefit ratio of many modern technologies. Nor do we
know the extent to which they may tend to produce a massification of
education, in the worst sense of the term, which would vitiate still
further the dialogue on which education must be based.
15. The scarcity of resources and the need for systematic checking of the
relationship between means and objectives gives evaluation a priority
role, yet for various reasons the importance of evaluation is consistently
overlooked in Latin America. u'NDP should help to emphasize that
importance and should, perhaps, refuse to fineince projects for which
evaluation machinery has not been defined in eidvance. The responsible
utilization of scarce resources makes it essential that the rational
suitability of projects for meeting the objectives of educational
policy should be kept under constant review, csnd this presupposes
adequate scientific research.
16. Confirmation of the criticism that the true objective of current
educational systems seems to be to consolidate social differences
rather than to reduce them is provided by the fact that rural education
and technical instruction are always poor relatives in such systems.
In this connection, stress is frequently laid on a more general need:
that of linking education with work. It appears to be very difficult
to find a solution to this problem, but any solution will depend
strictly on the objectives in view. If the aims are those declared,
then the demands of both development and human rights require that
students be given a flexible education to enable them to continue
their studies and/or undertake a variety of jobs at their educational
level; but there should be no question of the definitive pigeonholing
of human beings. It is also necessary to devise mechanisms that will
ease the transition from education to employment, from employment
back to education, and so on. It is essential to do away with rigidities
that restrict the range of options open to the individual. From the
/point of
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point of view of development; it is all to the good when education is
of such a nature as to produce human resources who are not tied to
specific aims bu t are adaptable to a broad range of alternative aims.
Moreover, if human beings are to be effective agents of change, then
that change must signify the least possible psychological cost to them.
The chances of this happening will depend on the existence of the type
of training mentioned above,
17. There are a multitude of educational agencies in a sociéty, and they
must all be co-ordinated if a genuine educational policy is to be
achieved, unfortunately, in Latin America, education is equated solely
with the conventional formal systems. It is urgently necessary to give
non-formal education the importance that it deserves and to incorporate
it in educational policies and plans.
.18, It is impossible to dissimulate the magnitude of the difficulties
which must be overcome in order to approach an educational policy
like that outlined here. Many of these problems have already been
mentioned, but there are others which should not be overlooked.
Education is connected with employment policy not only because it
prepares students for employment but also because it is in itself an
important source of employment. In nearly all the Latin American
countries, education is the iargest single employer. This turns
educators into important pressure groups, with a marked tendency to
create effectively autonomous areas and private preserves at all levels
of the educational system. Any educational activity entails a series
of technical problems, ahd educators are the experts best fitted to
deal with them. But the ends, the objectives and a good part of the
instruments imply political options. Restricting these options to
certain groups does not signify that they are not taken, rather that
they are exercised denying others (entrepreneurs, labour unions, etc.)
the possibility of participating in decisions which affect the entire
society.
19,
These considerations show the importance of analysing specific projects
in the light of an overall policy. The combination of heteronomy and
blind faith in the magical effects of education leads to the implementation
of projects which appear to be unexceptionable in themselves, but which
bear no relation to the real needs of the country and the priorities
that should be established in the light of those needs. Thus, there
are countries that invest public funds in pre-primary education that
is enjoyed only by those who do not need it, while a very high
proportion of children remain completely outside the educational
system, and there are other countries which organize projects for
/school libraries
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school libraries and the training of librarians, even though they have
no boolcs or funds with which to buy them, and so forth. It would
appear that there is no sector where this kincl of analysis is more
necessary than in education, because in no other sector is it easier
to demonstrate the apparent intrinsic value of isolated projects. The
problem of blind imitation should be overcome by looking at education
in a new light; the lack of original thinking is an intellectual
obstacle to the changes that are required. In addition, structural
changes are needed in connection with the problem of social inequality
and the structure of power. It is inconceivable that good intentions
alone will suffice to bring about the required, changes', the main item
lacking is not good will, but the scientific research essential for
the rational application of a policy fully suited to the needs of the
countries of Latin America.