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© Preal/BID
Primera Edición, marzo de 2002

I.S.B.N: 956-8169-00-8

Motivo de la cubierta: Fotografía Paulo Slachevsky

Diseño Ángela Aguilera

Diseño y diagramación
Impreso en los talleres de LOM
Maturana 9, Santiago
Fono: 672 22 36 Fax: 673 09 15

Impreso en Santiago de Chile.

4
 Educación pública o privada para América
Latina: una falsa disyuntiva

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* Laurence Wolff es consultor de la Unidad de Educación del Departamento para el Desarrollo

Sustentable y Claudio de Moura Castro acaba de dejar el cargo de Asesor Jefe en Educación
del Departamento del Banco Interamericano de Desarrollo. Los autores desean agradecer a
Henry Levin, Pablo González, Jeffrey Puryear y Jaime Vargas por sus comentarios con
respecto a una versión anterior de este trabajo.
Tanto la información como las opiniones contenidas en este capítulo son de responsabilidad
de los autores y no reflejan necesariamente las posiciones oficiales del Banco Interamericano
de Desarrollo.

15
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1
Véase McEwan para la más reciente revisión general de este tema. Véase también la Serie de
Documentos Ocasionales del Centro Nacional para el Estudio de la Privatización en la
Educación (National Center for the Study of Privatization in Education - NCSPE) del
Columbia Teachers College. Entre los estudios que analizan este tema en América Latina se
incluyen UNESCO/Orealc, 2000 McEwan y Carnoy, 2000 (sobre Chile) y Mizala y
Romaguera (sobre Chile y Bolivia). Vease también el capítulo siguiente en este libro.
2
Esto no ocurre necesariamente en las comparaciones entre diferentes países. Por ejemplo, en
promedio, los alumnos de las escuelas privadas de América Latina obtienen puntajes muy
inferiores en las pruebas estandarizadas que los alumnos del sistema de educación pública de
Cuba (Unesco/Orealc 2000).

20
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21
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23
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24
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25
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B-5(!#*)+:&'(%).(!9)%4)/-&5!.(/4)5,-,),-9).(2!%(2!.!#$![&(2!(%&.(#)!.7
,+&.(1(%).(!./4!%).($+!.!5,)5(#4/A&.(+-!.:&.<(J5($+-#!+(%4:)+'(!.(2-6>/-%(#!2-+(!%
!"#$%&'#(2!(%)(!24/)/-;5'(!.$!/>6-/)#!5,!'(45()%4#5&(!24/)2&<(J5(.!:452&

4
Sin embargo, hay investigaciones que sugieren que los padres se preocupan más por el nivel
de los demás alumnos de la escuela que por la calidad de la escuela medida a través de las
pruebas (Willms).
5
Consciente de estos problemas, la Asociación Norteamericana para la Investigación Educacional
(American Educational Research Association) emitió recientemente una serie de recomendaciones
para el uso apropiado de los resultados de las pruebas que son pre-requisito para continuar o
cerrar ciclos de estudio. Véase AERA, Vol. 29, N° 8.

26
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#)5,!5/-;5'(!%(!@4-$&(!(-5/%4.&(!%(.4!%2&(2!%($!+.&5)%()4C-%-)+<(B-5(!#*)+:&'(!5
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%&.(#)!.,+&.<(H(5-9!%(2!(%)(!24/)/-;5(.4$!+-&+'(%).(!./4!%).(/&*+)5(!%(%)*&+),&+-&'

5
Esto es común en todo el mundo en desarrollo. Véase por ejemplo el trabajo de Tsang
(1999) sobre Tailandia y Pakistán.

34
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