Stanley Roberts Olympia

STATE AND NON-STATE EDUCATION: platitudes, similarities and differences. Municipal Education "vs? Subsidized Private Education.

For Dr.Guillermo Williamson Castro

school year starts. The private means of communication show municipal education of low quality, creating a more effective ideological image of non-state (including subsidized and paid for). Data seem to give reason ... however you have to critically analyze what appears to be obvious.

The DEMRE University of Chile lists the 100 best performing schools in the PSU-2005 (between 705.25 and 623.75 points):

93 are
• private, 4 private subsidized (EPS) and 3 municipalities (MS).

The average was 514.24 points, which is the closest to the majority of young people and establishments: the 100 as far exceed, among the EPS and MS the middle score is higher than this: The EPS = 629.72 points and MS = 648.5.

If we use this indicator and group settings, the "best" sector is not the state but not paid particular, most of which responds to the needs, contexts and cultures of the dominant social sectors with the greatest resources of the country: the distinction is not between state and non-state education, but between public education (all municipal and private subsidized) and private (paid) and this is what has always happened in the country, because it's an obvious consequence of a system essentially social injustice, that the best educational policy can not change, at most ease (and what has been done), it does not respond to an educational cause, but societal.

• Another fact is that not always, within the public education (subsidized) the particular sector has better results.
  

Considering the Araucanía Region, data regarding the results SIMCE for the 4th grade in 2005 of 529 establishments (45.2% attend school population socioeconomic group "low" and 1.8% of "high"), average scores on this measure totaled 233 points in the municipal education, 228 subsidized private education and paid 310 in particular.

(Calderon, Miguel; http://educaaraucania.blogspot.com/; Acc. 14/11/2006).

is, discounting private education, the city had similar averages and even a bit higher than the subsidized private.

therefore is not so obvious that the municipal education is "worse" than the subsidized private: public education, on average, have similar results.

Where does the difference? In those schools to assisting a middle-class sector that participates in the financing through the shared system or other and which are generally subsidized private. Again, the difference is due to economic factors, class, and not necessarily management.

therefore not obvious that the municipal education (state) is of lower quality than the "particular" (which is actually "non-state), that is a fallacy, that hides the differences within the latter sector (the private "fire" the particular is similar to subsidized municipal) and within the public sector (municipal and private subsidized) the results are very similar in their results. In this context, the municipal education is efficient because it achieves similar results to the particular subsidized school population socialmente homogénea.

A mediados del año 2006 la Asociación Regional de Directores de Educación Municipal de la Araucanía, que agrupa a las 32 comunas de la región, elaboró un diagnóstico y un conjunto de proposiciones para el sector (“Diagnóstico Regional. Informe Regional sobre Gestión Administrativa y Financiera”. Una propuesta para mejorar. Mayo de 2006”) el que muestra la complejidad y gravedad de la situación de la educación municipal en comunas de bajos indicadores de desarrollo humano e ingresos.

El diagnóstico indica que a abril del 2006, el sistema cuenta con 638 establecimientos municipalities, of which 53 have not yet enter the JEC, an enrollment of 102,710 students, 5,624 teachers (of which 542 are in retirement age) with an average age of 50 years. Indicates some trends by comparing averages 2002-2005 to 2006: enrollment (April 30) fell from 108,428 to 102,710 students, the percentage contribution of the municipalities to cover total costs of education rose from 6.72% to a 13.73%, although this means July 1, 2001% and 6.72% of total municipal budget respectively. That is, students decrease, increases the demand for system resources, but decreases in the overall percentage of the municipality. For the year 2006: the grant MINEDUC covers 88.01% of total educational remuneration (April), the management of the system corresponds to 5.37% of salaries and payment of biennia and a 26.72% improvement, no improvement in debt with teachers of M $ 1,528,572 (April) to be added to the debt retirement program concept (advance funding) that is M $ 1,208,971. This situation leads to permanent financial deficit and therefore educational management issues as ending the immediate requirements of development projects unfeasible.

They make some proposals to be considered (present synthesis of them):

1. Better regulation building new facilities where coverage is served because, especially in rural areas, adversely affecting the current municipal coverage;

2. Increased Educational Grant Unit to incorporate the experience and refinement mappings (which are not required to particular sector).

3. That rural schools and colleges with an average attendance 80% urban and 85% of average monthly assistance they cancel 100% of the grant.

4. That all programs of the MOE or other state programs provide for the financing of its sustainability over time not to increase municipal deficit.

5. Flexible teachers' statute to streamline the provision of educational.

6. Recover the original spirit of the JECD so that hours are intended to increased needs and requirements of students and Institutional Education Projects to develop recreational activities, innovative and participatory.

7. MINEDUC assume the entire cost of compensation of teachers qualifying for retirement, improve and approve the project to promote retirement security damage in conditions similar to active time, provide an incentive for teachers to encourage their staff retirement similar conditions.

So far the document. The Municipal Education Directors of La Araucanía make diagnosis and proposals reflecting the situation of hundreds of small towns poor of our country. It is a great challenge for the state and country to consider these ideas and improve the education sector.

Source: http://educaaraucania.blogspot.com/index.html

( EducAraucanía of Blog Miguel Calderon Silva, teacher)

PS: the importance of the chosen subject, we take the liberty to publish this article in order to promote dissemination and discussion. Thanking you in advance for the contribution made by the author of the blog Dan. Miguel Calderon Silva and the author of that article Dr.Guillermo Williamson Castro, in the debate on regional education.

APAC, Hire Association of Professors of Temuco.