Advocating Against the privatisation of education:

The Chilean experience

Javier González D.

Affiliated Lecturer

Centre of Development Studies

University of Cambridge

The Neoliberal Paradise:Coercion + Persuasion

Javier González D.

1980`s Reforms

• Pinochet Dictatorship committed to Neoliberal reforms and eliminating “Marxist threat” at all costs.

• Influence of Chicago School of Economics (Friedman).

• Influence of World Bank and IMF’s policies.

1980`s Reforms: Main pillars

School Level Reforms.

• Decentralization of Governance:• School administration transfered to municipalities, but with no

capacity building.

• Deregulation of teacher labour market:• No longer civil servants

• Weakening of Unions

• Introduction of voucher system:• School funding based on attendance

• Increase of private providers

• Information• Incipient national assessment system

Results

School Level Reforms.

1. Has it worked?

2. Why free choice does not work in education?

• Asymetries of Information

• Quality Improvement: selection vs competition

• Quality Improvement: captive demand vs free mobility of students

• The importance of Money: fees and the lack of a levelled field

• Social Segregation

• Nature of education: cooperation and social right vs competition and profit

Social Movements:

• Reclaimed the State

• Promotion of Social Citizenship

Social movements 2006 and 2011: New Hope?

Education and L.A. societies: A unique moment for change

• Context:• Global Financial Crisis 2008 (Questioning of NL paradigms)• Left wing governments in LA• Positive Commodity Cycle• Civil and Student Protests in LA

• Effects so far in Chile: • Political (Nueva Mayoria and Gov. Program),• Ideological (Social Agenda at the centre), • Legal (Tax Reform, Educational Reform: Profit, Selection, Cost-

sharing).

• Nevertheless, social change and reforms are not guaranteed!!!

Shaping the future: Relevance of Int. Advocacy

Why promote international advocacy?

• Learn from other countries

• Use the Chilean experience as a case study of ‘what doesn’t work’

• Create and strengthen partnership and advocacy networks

• Make good use of mechanism available in UN Human Right Commission to increase national pressure for change and strengthen local position.

Shaping the future: Advocacy Experience from red

How can we use the UN Human Rights Commission mechanisms to promote effective advocacy?

Key Actors:

• Chilean NGOs => RED, Opcion,

• International Partners (Global Initiative, Open Society Foundation, etc).

CRC Concluding Observatio

ns

ReviewMeetin

g

Gov. Response

CRC Pre-

session

National Gov.

Report

Alternative Coalition Report

CRC Active Participati

on+

Embassy Discussion

CRC ISSUES

Press Conferenc

e => Local

Pressure

CRC Participati

on

Press Conferenc

e => Local

Pressure

Advocating Against the privatisation of education:

The Chilean experience

Javier González D.

Affiliated Lecturer

Centre of Development Studies

University of Cambridge

SIMCE: aggregate performance hasn´t changed much…

4th grade math results

SIMCE: ACADEMIC inequalities persist in time

4th grade math results by SES

Enrolment is segregated

Enrolment by type of school and income quintile of students 2000

68

41

10

28

45

36

414

54

0%

20%

40%

60%

80%

100%

Municipal Part subv Part pagado

V

III+IV

I+II

PRIVATE FAMILY BUDGET PLAYS AN IMPORTANTE ROLE

relevance of family budget

Simulación Urbano-Particular Subvencionado

0

10.000

20.000

30.000

40.000

50.000

60.000

70.000

Subvención Base Otras Subvenciones Aporte Municipal

Exclusivo Prioritarios Distribuido en total de alumnos Pago por Concentración

Fondo Solidario Aporte Padres (Finan. Comp.)

LACK OF LEVELED FIELD

WHY IS THIS SEGREGATION POSSIBLE: relevance of family budget

Simulación Urbano-Particular Subvencionado

0

10.000

20.000

30.000

40.000

50.000

60.000

70.000

Subvención Base Otras Subvenciones Aporte Municipal

Exclusivo Prioritarios Distribuido en total de alumnos Pago por Concentración

Fondo Solidario Aporte Padres (Finan. Comp.)

WHY IS THIS SEGREGATION POSSIBLE:Selection PRACTICES

% of parents that declare having been screened

MUN

PSUB

PPAG

Informed Choice?

% of parents who know the school’s SIMCE

Competition or cream-skimming?

% of parents that declare having been screened

MUN

PSUB

PPAG

Choosing quality education?

Parent chose school because it is next to their house