Better Education Quality Needed
Formal education and skills aren’t connecting in Latin America.
By Gabriel Sanchez Zinny
Education advocates in Latin America have long pushed for expanded access for all students. Indeed, access has improved, with secondary school completion rates climbing from 30 to 50 percent over the past two decades. However, there is a growing realization that greater access alone will do little good without higher quality.
8 Business leaders, in particular, have argued
that there is a profound disconnect between what schools are
10 teaching and what is actually required for a worker to succeed in a globalized, innovation-driven, and knowledge-based modern economy.
13 “There are very talented people in the region. All they need is a chance to develop,” says Felipe Vergara, co-founder of Lumni, a company that invests in students’ education in exchange for a fixed portion of the
16 income they will go on to receive with their improved career path.
At the same time that the private sector is beginning to take matters into its own hands, a new report from a team of Inter-American Development Bank education researchers, led by Marina Bassi and Jaime Vargas, has shed new light on the failures of Latin American education systems to prepare students for the job market. Entitled “Disconnected: Skills, Education and Employment in Latin America”, the report uses surveys of both students and employers across the region to understand why and how this gap in skills is occurring.
The results are surprising. While access has increased, in two other critical areas - quality and relevance - there has been little to no progress, leaving students unprepared for the demands of the modern workplace. The employers surveyed all pointed to the importance of what are known as “socio-emotional skills”, in contrast to traditional cognitive skills such as literacy and basic mathematics. Socio-emotional skills relate to personality, and include punctuality, politeness, work ethics, 39responsibility, empathy, and adaptability, and are especially critical for workers and managers in a globalized economy defined by its unpredictability and dynamism.
While high costs are certainly playing a role, it is clear that addressing the skills gap in Latin America will require a multifaceted approach. As the authors of “Disconnected” argue, schools must find ways to become more engaged with the productive economy that surrounds them, and improve their ability to instill and evaluate the type of skills that the private sector is looking for. This effort should go beyond increasing the access and completion of secondary school. It should involve more research, better teacher recruitment and evaluation, and incentives for developing socio-emotional skills.
Companies have a strong role to play, and some of them are just not giving up. As Juan Iramain, Vice President of Public Affairs and Communications in Coca Cola’s South Latin region, puts it, “at the Coca-
58 Cola Company we understand that in order to catch up with the necessary level of sustainability of the globalized world, our business 60should rely on the sustainability of the communities in which we operate. For some time now, therefore, we have been dealing with specialized NGOs to strengthen the work of parents and school. The aim is not only for students to complete the school year, but also that they incorporate the curiosity and lifelong learning capabilities needed to work in the labor market of the 21st century.
68 We just can’t put up with a school program that cannot prepare youngsters for a better society”.
But above all, as the authors Marina Bassi and Jaime Vargas have argued, we must continue this dialogue between governments and the private sector so that education reform can lead to increased opportunity and economic development across the region.
Available at: <http://www.latinbusinesschronicle.com/app/ar-ticle.aspx?id=5623>. Retrieved on: 20 May 2012. Adapted.
According to the text, in Latin America, education advocates