Two years ago, 23-year-old Pedro Flores became a technician specializing in renewable energy—all thanks to a degree from a technical institute in Maule, located in one of Chile’s poorest regions. After completing his degree in just two years, Flores became the only person in his family to obtain an advanced degree. Today, he lives in Santiago and works for a private solar energy multinational corporation, where he earns a competitive salary that is only slightly below the average for entry-level professionals in his field, most of whom spent over five years in university.
Intensive “bootcamp” training programs that develop coding and other computer science skills and directly connect students with jobs are becoming increasingly popular. In the U.S, there are already over 90 bootcamps—and they are taking root in Latin America too, helping to close the region’s skills and gender gaps.
[Estancamiento en el nivel de aprendizaje: stagˈlərniNG/ sustantivo
Un crecimiento nulo en los resultados básicos de aprendizaje, pese a los altos niveles de gasto en educación.]
Argentina no es ajena a la estanflación, es decir un estancamiento del crecimiento económico, a pesar de una alta inflación. Pero durante aproximadamente la última década, además ha sufrido de estancamiento en el nivel de aprendizaje, o sea un crecimiento nulo en el aprendizaje, pese a los elevados niveles de gasto en educación. Esto no es solo ineficiente sino también doloroso, ya que significa que el país no está aprovechando la posible oportunidad de reducir la pobreza.
A condition of no growth in basic learning outcomes, despite high levels of education spending.]
Argentina is no stranger to stagflation – a condition of stagnant economic growth, despite high inflation. But, over the last decade or so, it has also been suffering from staglearning – no growth in learning, despite high levels of spending on education. This is not just inefficient; this is heartbreaking since it means the country is not capitalizing on potential poverty reduction.
In conjunction with the Ibero-American Summit this month, Pamela Cox, Vice President for Latin American and Caribbean, emphasizes the urgent need to focus on education quality in a recent op-ed that appeared in major news outlets across the region:
If education were simply a matter of attending classes, Latin America and the Caribbean would have already done its homework. Most regional countries have made enormous progress towards achieving universal access to basic education. There is also clear progress at the secondary and tertiary levels.
But more than access, the key goal of education is learning. Making sure that children and youngsters perform according to the requirements of the day is a necessary condition for the advancement of society. In that respect, the region still has some unfinished business.