Chilean education system

The geography lesson of the Chilean painter Alfredo Valenzuela Puelma.

The Chilean education system is complex and of a mixed nature —public and private—, which is evident in its structure, institutions, members, regulations and financing, among other elements.

Governed by the General Education Law of 2009 (LGE), the country has four levels of education —preschool, basic, middle and higher—, of which the first three are compulsory, to which are added educational modalities aimed at serving specific populations —special or differential and for adults. The coverage of the system for those levels considered mandatory is high and similar to that of OECD countries.

In 2020, the country had 16,474 educational establishments: 4,373 preschools, 11,342 primary and secondary schools, and 140 higher education establishments—including technical training centers, professional institutes, universities, and higher education institutions of the Armed Forces. That same year, national enrollment amounted to 5,079,313 students: 250,316 preschools, 3,607,980 primary and secondary schools —1,171,288 in municipal (public) education, 1,960,998 in private subsidized (mixed) education, 324,860 in private education. paid individual (private), 44,538 from delegated administration corporations and 106,296 from local education services—and 1,221,017 higher.

In education, the State assumes a subsidiary role and promotes private participation in a regulated environment. An extensive international and national regulatory framework has governed the Chilean educational system. At the macro level and with greater hierarchy, the Political Constitution of the Republic of Chile stands out, while by means of its article 5, constitutional status is granted to the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Human Rights. Cultural. With a lower level of hierarchy, the General Education Law (LGE) of 2009 continues, which governs Chilean education.

Since the beginning of the XXI century, the Chilean education system has undergone a process of deep and extensive Educational Reform, which affects to its institutions and regulatory framework. This reform will be fully implemented from 2026.

The rights to education and freedom of teaching are protected in the Political Constitution of the Republic.

Legal framework

An extensive international and national regulatory framework has governed the Chilean education system.

International

Chile adhered to the Universal Declaration of Human Rights (1948) and the International Covenant on Economic, Social and Cultural Rights (1966); both documents declare education as a right and establish certain conditions for it. Article 26 of the Universal Declaration of Human Rights establishes: education as a right, its roles, compulsory and free according to educational level; and finally, the freedom of parents to choose the type of education for their children. Article 13 of the International Covenant on Economic, Social and Cultural Rights, ratifies the rights established in the Declaration Universal Declaration of Human rights; and establishes: the right to education, the role of education, compulsory educational levels and their scope, as well as the right to freedom of education.

The legal principles contained in both bodies of international law are the basis and inspiration for national legislation; the one that collects and interprets them, according to the political ideology of legislators and rulers. Extensive literature and debates: academic, social, political and even technical; They deal with this matter and the consequences it has had on the Chilean educational system.

National

• Political Constitution of the Republic of Chile
• Organic Law on Education - LOCE
• General Law on Education - LGE

History

Colonial period

In the Colony, education was mostly in charge of the Church, especially the religious congregations established in the country, emphasizing the Jesuits and Dominicans. At the primary level the focus was on teaching reading and writing, plus some catechism and arithmetic lessons. In this period, the orders of the Mercedarians and Franciscans also formed schools and they did so in: Concepción, Osorno, La Imperial and Valdivia. Due to the need to convert the natives to the Catholic faith, an Araucanian language course was opened in Penco, but it did not last due to the shortage of students. A school was also created for the Mapuches to learn Spanish, the Colegio de Naturales de Chillán (1697).

Regarding higher education in Chile, in the XVII century three higher education centers were created with category of pontifical universities, which had an eminently ecclesiastical character: the Colegio Máximo San Miguel de los Jesuitas and the Universidad de Santo Tomás de Aquino de los Dominicos, both in Santiago; while in Concepción, it functioned for 43 years, the Pencopolitana University also directed by the Jesuits. In 1758, by authorization of Felipe V, the University of San Felipe was erected, predecessor of the current University of Chile.

Independence

With the advent of Independence, education was a topic of interest to the patriotic leaders. In 1812 the National Library was created and in 1813 the National Institute was created. The various constitutional texts establish the obligation of the State to maintain schools of first letters.

Republican period

19th century

Once the organization of the State was consolidated, various milestones in educational matters followed one another. Thus, in 1842 the University of San Felipe became the University of Chile, and the Normal School of Preceptors was created; first of its kind in South America. For the development of technical education, in 1848 the School of Arts and Crafts was created. In 1860 the Organic Law of Primary Education was promulgated, and in 1877, the Amunátegui Decree, which allowed the incorporation of women into higher education.

During the 19th century the public and private education systems coexisted, the latter dominated by the Catholic Church. With the advent of the Liberal Republic, and within the framework of Theological Questions, debates arose about state surveillance in education versus freedom of education, defended by denominational schools. One of the most important milestones in this confrontation was the creation, in 1888, of the Universidad Católica de Chile; first private higher education center in the country. While for the training of secondary school teachers, the Pedagogical Institute was created in 1889.

20th century

The XX century was generous in the creation of establishments and in the reforms promoted. In 1921, the first university outside of Santiago, the Universidad de Concepción, was created (although previously there were separate university courses in Valparaíso). In addition, four other private universities were created in regions: Universidad Católica de Valparaíso (1928), Universidad Técnica Federico Santa María (1931), Universidad Austral de Valdivia (1954) and Universidad Católica del Norte (1956). Meanwhile, in 1947 the School of Arts and Crafts, along with other public technical institutes, merged and created the State Technical University (UTE). All the institutions mentioned above, in addition to the universities of Chile and the Catholic University of Santiago, formed the Council of Rectors of Chilean Universities (CRUCH) in 1954. On the other hand, the University of Chile would expand throughout the country creating several regional headquarters, which would be imitated by the UTE and the Catholic.

Enactment Law on Compulsory Primary Instruction was held with a national holiday and a great civic event, on August 29, 1920.

Regarding educational reforms, in 1920 the Compulsory Primary Instruction Law established the 3rd year of high school as the minimum level of education. In 1945 plans were made for the partial reform of school education, and in 1953 the Superintendency of Education and JUNAEB were created. In 1965 during the government of Eduardo Frei Montalva, a profound educational reform began in which secondary education, called "humanities", was reduced from 6 to 4 years, which would become to be called "secondary education" (secondary), while preparatory education, was renamed to "basic education" (primary) and went from 6 to 8 compulsory years, in addition the hours were divided into two. Later, and towards the end of the sixties, the universities would go through the period of the university reform, where it was intended to give a more democratic aspect to the government of these institutions, seeking representation for the different estates.

After the 1973 coup, there was a process of setback in terms of educational democracy, while some aspects of education were decentralized or liberalized. In 1974 a process began that eliminated normal schools and transferred the training of basic education teachers to universities. In 1981 the headquarters of the Universities of Chile and Técnica del Estado were converted into regional universities, or into other metropolitan universities, and the creation of private universities outside the Council of Rectors was authorized. Likewise, the schools were transferred from the State to the Municipalities (municipalization). At the end of the regime, the Constitutional Organic Law of Education (LOCE) was issued, which established the guidelines for Chilean education from pre-school levels to higher education. This law recognized the right to education and the freedom of teaching, and also set the minimum requirements and basic objectives that must be met.

After the return to democracy, education experienced a series of curricular changes, in addition to increased demands for access and quality of education. In 1992 the Teaching Statute was established and in 1996 the Full School Day program began, together with important curricular changes.

The Penguin Revolution, which took place between May and June 2006, placed education as a central issue in Chilean politics and society. This led, among other things, to the replacement of the LOCE by the General Education Law, which contemplates important modifications in the admission processes, curriculum, and official recognition of educational establishments. Likewise, there have been events that generate a great impact on public opinion, such as the forced closure of the ARCIS University, the Universidad del Mar, the Universidad del Pacífico, the Universidad Iberoamericana, the disappeared universities of Chile, and the corruption cases that affected members of the National Accreditation Commission.

Features

Kindergarten or preschool

Arvule educator next to his students.

Preschool education serves the population of boys and girls between 6 months and 6 years. It became compulsory on May 21, 2013, when President Sebastián Piñera announced the approval of the bill that stipulated the compulsory nature of kindergarten, thus leaving pre-kindergarten non-compulsory.

Nursery care is carried out through the nurseries and kindergartens of the municipal administration, subsidized private, private, JUNJI or the National Foundation for the Care of Minors (Fundación Integra). Preschool education is divided into the following levels:

• Cottage: 84 days up to 2 years
• Medium: from 2 to 4 years. It is divided into lower and higher medium levels.
• Transition: from 5 to 6 years. It is divided into first transition level (pre-kínder, 5-5 years) and second transition level (kínder, 6-6 years)

On May 21, 2013, a constitutional reform was announced to establish the second transition level (kindergarten) as mandatory as of 2015, becoming a requirement to attend the basic level, thus reaching 13 years of guaranteed education.

In 2015, a law was enacted that creates a new governing scheme for the preschool level, which as of August 2016 is in the implementation phase.^[update]

Basic or primary level

Basic level students.

Basic Education, since the 1965 reform, corresponds to the initial cycle of school studies. In 1920 Chilean legislation had established the obligation to attend four years of minimum schooling. In 1929 this minimum was increased to six years. Finally, in 1965 the compulsory nature of the basic level was established, whose current duration is eight years divided into two cycles and eight grades (from 7 to 14 years of ideal age).

• EGB cycle I: 1.o, 2.o, 3.o and 4.o year or degree of schooling
• EGB cycle II: 5th, 6th, 7th and 8th year or grade of schooling

The General Education Law of 2009 contemplates the change to a six-year basic education and a six-year secondary education, with a renewed curricular structure. The change will take effect from 2026.

Middle or secondary level

The Secondary Education is divided into Scientific-Humanistic Secondary Education (EMCH), Technical-Professional (EMTP), and Artistic (since 2006), with a duration of four years.

In 2003, former President Ricardo Lagos together with the Minister of Education Mariana Aylwin made this stage mandatory through Law 19876.

High School is organized as follows:

• EMCH 1.o to 4.o degrees
• EMTP 1.o and 2.o degrees with the same educational program as EMCH
• EMTP 3.o and 4.o degrees programs differentiated according to speciality

The high schools or colleges that teach technical-professional specialties grant Intermediate Level Technical Titles and are called:

• Agricultural Liceos: granting titles of Medium-level Technician in the activities of agriculture.
• Commercial Liceos: administration, accounting and secretarial dominate these liceos.
• Industrial Liceos: electricity, mechanics, electronics, computing, among others.
• Technical Liceos: costumes (cut, preparation and/or fashions), kitchen, nurse, nurse and others.
• Polyvalent Liceos: they are those who have two or three of the liceos mentioned above.

Upper level

Frontis de la casa central de la Universidad de Chile, the first Chilean university founded in the republican era.

In higher education in Chile, there are four types of establishments, created by the 1981 higher education reform. All high school graduates can opt for them:

• Technical Training Centres (CFT): they have 2-year-old careers and they give higher-level technical degrees.
• Professional Institutes (IP): they award degrees of Senior Technician and Professional Degrees in those careers that require the academic degree of Bachelor.
• Universities (U): they grant all Professional Degrees and Academic Degrees of Bachelor, Master and Doctor in their specialty.
• Higher Education Institutions of the Armed Forces: FF.AA. can deliver degrees and academic degrees through their educational institutions. This type of institution was recently incorporated and this group belongs to the National Academy of Political and Strategic Studies (ANEPE), the Military Polytechnic Academy, the Naval Polytechnic Academy and the Aeronautical Polytechnic Academy, among others.

Those who enter university higher education can choose between traditional universities, which were created before 1981 and which are grouped in the Council of Rectors of Chilean Universities (CRUCH) or in "private". The former receive various types of funds from the State, such as the direct fiscal contribution (AFD) and the indirect fiscal contribution (AFI). According to current legislation, all Chilean universities are considered non-profit organizations, although only since 2011 has a mechanism for monitoring this situation been discussed.

Selection process

There are 25 CRUCH institutions and the selection for admission to these universities is made through the University Selection Test (PSU), which measures the knowledge of students in subjects that are part of the expected contents for the secondary education level. This test allows an integrated, simultaneous and coordinated system between the various institutions. It is currently controlled by the University of Chile.

During 2011, CRUCH invited private universities to join the admission system, of which 8 joined.

Student Funding

Education is free in its formal duration for the 50% of the most vulnerable population and who have chosen a public university or institute that is not for profit. As for private or for-profit universities, The student can opt for different scholarships or credits with very different conditions to finance their studies. This has provoked criticism of the system by students and graduates. Students from CRUCH universities can apply to the Solidarity Fund for University Credit and other higher education students only to Credit With State Guarantee (or Credit with State Guarantee, FALLS OFF). In 2011, a commission was created that would study mechanisms to improve the financing of higher education, which was made up of 12 academics. The average fee for a Chilean university is $3,565,645 Chilean pesos. This corresponds to 132% of the minimum annual salary, and 93% in the case of the "reference tariff", which is used to calculate the amount of credit granted for the CAE.

Quality

Since 2004, a process of accreditation of the quality of higher education began through the National Commission for Undergraduate Accreditation (CNAP). Law No. 20,129 of 2006 establishes a national quality assurance system for higher education (CFT, IP and universities) under the National Accreditation Commission (CNA-Chile). Its main objectives are institutional accreditation and accreditation of higher education careers and programs. The system is voluntary for institutions, so its impact is limited.

Coverage and mandatory nature

The coverage of the Chilean educational system is practically universal, as occurs in developed countries, with enrollment rates that represent that reality. Enrollment in Basic Education (EGB) reaches 99.7% of children between 7 and 14 years of age. In the case of Secondary Education enrollment coverage is 87.7%, for adolescents between 15 and 18 years of age.

Formerly, compulsory schooling covered only the 8-year Basic Cycle (EGB). But, as of May 7, 2003, a constitutional reform, under the government of President Ricardo Lagos, established free and compulsory Secondary Education for all Chileans up to 18 years of age, handing over to the State the responsibility of guaranteeing access to her. Special modalities of basic and secondary education are also distinguished, such as adult and special education (differential education).

Institutionality

Primary and secondary levels

With the entry into force of the General Education Law of 2009, the Higher Education Council was replaced by the National Education Council. Additionally, the Education Quality Assurance Law of 2011 separates ministry functions into three agencies, for which it creates two new regulatory institutions for the school system, the Education Superintendence and the Education Quality Agency, which they entered into operation in the second half of 2012.

In 2017, Law No. 21,040 created a new Public Education System, transferring the educational establishments of the 345 municipalities of the country to 70 new Local Public Education Services (SLE). The SLE will constitute decentralized public services whose sole purpose will be the provision of educational services in their respective territories of competence, and will be formed through a gradual process that will last until 2025.

Upper level

The creation of equivalents for the higher level has been mentioned, but as of August 2016 these projects have not materialized.^[update]

International Rankings

In the United Nations Human Development Index (Education), Chile (0.847) is ranked number 1 in Latin America. The countries with the best composite Education indices (literacy, education spending, gross enrollment rate, internet users per 100 people, average years of education, expected years of instruction) in Latin America are Argentina (0.764), and Uruguay (0.731).

In the 2013 PISA Report, Chilean students achieved the highest average score among Latin American countries, ranking 52 out of 66 countries that participated in the measurement, although it has fallen from 44th place. Chile it is ranked 51st with 423 points in mathematics, below the average set by PISA (494), while in reading it obtains 441 and in science 445. In Language it obtained 441 points against 449 in 2009 and 494 OECD average; while in Sciences, 445 was obtained, lowering two points from the previous measurement. The Pisa Test measures 66 countries, all those belonging to the OECD organization plus different countries from Latin America, Asia and Europe.

In the university field and based on the international classification prepared by the Shanghai Jiao Tong University in China, the University of Chile and the Pontificia Universidad Católica de Chile are among the best 500 in the world. On the other hand, in the In 2013, the QS World University ranking included nine Chilean universities among the 800 best in the world, including, in addition to the above, the University of Santiago de Chile, the University of Concepción, the Pontificia Universidad Católica de Valparaíso, Universidad Adolfo Ibáñez, Universidad Austral de Chile, Universidad de Talca and the Universidad Técnica Federico Santa María. At the research level, and according to the SIR Global 2013 ranking, there are 17 Chilean universities led by the Universidad de Chile, followed by the Pontificia Universidad Católica de Chile, University of Concepción, Pontificia Universidad Católica de Valparaíso and Universidad Austral de Chile, among others.

Chilean education in the 21st century: an end to social segmentation and openness to social inclusion

Monument to Chilean Professor at the Professor's Hospital, Central Station

The current educational system has its origin in the 1980 reforms that meant the transfer of public education to the municipal administration, allowing the competition of municipal and private schools that received school subsidies from the state, in addition it allowed private companies to create universities, professional institutes and technical training centers. This institutionality deepened social segmentation, a historical characteristic of Chilean education.

Before the military dictatorship there were three schools; upper-class students attended paid private schools, middle-class students preferably studied in public high schools, and those of popular extraction attended only a few years of basic education in public or private subsidized primary schools. The universities were free, they were reserved for a small part of the population that managed to pass the demanding entrance requirements and whose families could continue supporting it, on average, only 7% of young people of university age studied in higher education, that is say 55,000 students.

The reform of the eighties reinforced social stratification, due to the differentiation that was induced between subsidized private and municipal schools. The former were allowed to operate as entities that could earn profits, to which the traditional offer of religious schools was added with new private establishments. Many of them sought to attract middle-class families by offering them a more homogeneous social environment and symbols of distinction, sports facilities and the like. The most successful launched admission tests to select the students with the greatest learning capacity. In this way, the subsidized private sector began to congregate middle-class students and the municipal schools were left in charge of those students of lower socioeconomic status and with greater difficulties for their learning.

When democracy arrived, a series of initiatives were developed to implement equity, equality and educational quality; this with high investment in infrastructure, educational improvement projects, full school day, etc.; Time has passed and in recent years a major educational reform has been chosen, aimed at modifying the structure of the current system. For this reason, at the end of 2016 the legislative process for the end of the municipalization and its replacement by centrally financed local services began. Also, the inclusion law, promulgated in 2015, prohibited selection in publicly financed establishments, ending the co-payment in subsidized private education and prohibited profit from these establishments, through a gradual implementation that begins fully this anus.

Throughout the period there were also fundamental changes in the institutional framework of education with the creation of organizations for the quality and regulation of the sector, setting up a teaching career system, the curriculum was reformed, the Undersecretariat was created Early Childhood Education and the endowment of establishments of this level of education multiplied. Most of these initiatives are related to basic and secondary education, of course, the quality is still being questioned. Meanwhile, higher education was practically devoid of attention by public policy, except for what referred to the student loan system.

In recent years, enrollment in higher education has expanded like never before in the history of Chile, but under a deregulated framework, without coordination instances or safeguards for the quality of studies. The situation began to change after the massive protest mobilizations of 2011. In the second government of Michelle Bachelet, a reform of the sector has been promoted that includes the gradual installation of free education, an Undersecretary of Higher Education and the creation of more state universities, among other initiatives that the government of Sebastián Piñera must refine, modify and promote.

It is worth asking whether or not all initiatives in education achieve the central objective, which is to contribute to economic growth with more qualified and productive human resources, to equalize opportunities and reduce learning gaps among young people, also serving the demands social.

The contribution of higher education to social mobility is a relevant issue if one considers that the coverage of higher education has increased in recent years and that between 40% and 50% of young people from the middle classes bajos y bajos is entering an institution of higher education. Many of these young people are the first generation of their families to enter higher education.

But there are challenges, a UNDP study in Chile points out that young people from the lower middle and lower strata do not achieve the same results as young people from a more affluent family background. The majority pursue higher technical-professional studies or go to universities of lower academic quality, have higher dropout rates, and their earnings when they graduate are lower, but higher than in the case of not having reached this level of education. The latter contributes to shortening gaps; however, the number of these students has grown at much higher rates than the economy in the last ten or fifteen years, therefore, a critical factor is the current and future capacity of our economy to provide the jobs expected by the more than one million students who are in higher education today. We add to this the effect that the increasing automation of production processes will have on jobs.

In relation to the above, it is likely that the coverage of higher education in Chile is close to reaching its ceiling in terms of the jobs that the economy can provide for its graduates. International evidence indicates that there is no country in the world that aspires for the entire population to have higher education. It is a pending challenge for secondary education to provide skills to young people who will not enter higher education, as well as the installation of a continuous education offer that allows the renewal of knowledge and skills throughout life.

Young people from the low and medium-low strata who pursue higher education in technical training centers and professional institutes obtain incomes that are lower than those obtained by young people from wealthy homes who are less likely to study in these centers. However, the income gap between university professionals, according to their socioeconomic origin, is significant. This salary difference between professionals from the upper stratum and the lower stratum is explained by the accumulation of factors throughout childhood and youth, which determines a very differentiated access to higher education in terms of the quality of the institution and the race type. In addition, it is explained by the differentiated assessment made by employers, especially when it comes to high positions. In the case of senior executives, graduates from elite private schools are preferred for a supposedly cultural issue and because they have more contact networks.

Perhaps, an issue not studied in academic terms is the future impact that the “new Chileans” will have on this picture, that is, the children of immigrants and young foreigners who will settle permanently in the country, they will come to join to the demand for higher education and employment, for which public policies will have to be adapted, both for access and financing for education as well as for the labor incorporation of all young people, will be the challenge for the century XXI. Greater access to higher education has generated expectations of social mobility in Chilean homes, and it is part of the political discourse to place education as the center of the country's development; For this reason, the results of the process will be very important, not only for the economic and social development of Chile, but also for the inclusion of people in the current development model.

News

According to Francisco Ocaranza Bosio, Director of the School of History and Geography, Member of the Doctorate Program in Education at the Bernardo O'Higgins University, points out that «from the student movement of 2006, that of the penguins, and later with a With an almost annual frequency, the national student body, and sometimes also the teachers, have manifested through various channels and strategies, their discomfort with the conditions of the system in relation to aspects such as quality, financing, inclusion and others. In 2014, according to the Ministry of Education, Chile had five million students. 76% distributed between the kindergarten, basic and secondary level, and the remaining 24% in the higher level. Of the 762,000 preschoolers, 32% go to JUNJI or Integra institutions, while the remaining 68% go to schools. At the basic level there are around two million students, of whom 53% attend subsidized private institutions, 40% municipal, and 7% paid individuals. At the medium level, 51% to subsidized individuals, 37% to municipalities, 8% to paid individuals, and 5% to delegated administration corporations.

Regarding higher education, 27.4% of students attend CRUCH institutions, 31% private universities outside CRUCH, 29.4% professional institutes, and 12.2% technical training centers.

In terms of economic resources allocated to each student, Chile allocates half the OECD average (US$ 5,092 versus 10,000), 6,500 at the pre-school level (18% of GDP per capita), 4,074 at school (19 %), and 7600 (35%) in the superior.

The figures related to GDP per capita are also below the OECD average, where it stands at 22%, 25% and 41% respectively. Notwithstanding this, it should be noted that there is a 12% increase in spending on school education, between 2008 and 2013, and a 5% increase in higher education in the same period of time.

Associated with all this, the source of financing for education must be taken into account, which in Chile has a significant proportion coming from the private wallet. Thus, private spending on school education amounts to 21% (only 9% OECD average), and 62% on university education (30% OECD), which tends to compensate for what was stated in the previous paragraph.

The education system, in force since the 1980s, and slightly modified in 1994 through the installation of the subsidized private system for the basic and intermediate level, brings as one of its most marked consequences, a very high level of segregation, favoring an inevitable reproduction of social stratification.

In this regard, it is illustrative to take into account the results obtained in the 2012 PISA test, where Chile ranks penultimate in the OECD in minimum reading literacy (68% compared to 80%). The difference in performance between the first and fifth quintiles is more than 35 percentage points, while the OECD average is 20.

In terms of distribution of resources at school, or their availability in relation to socioeconomic status, Chile presents a concentration ratio of over 30%, with fifteen OECD countries with ranges ranging from 0% to 10%, and another five with a negative rate, due to its equal opportunity policies through which lower-income families receive more resources for equalization purposes.

Finally, it is worth considering the existing social segregation between schools, according to Duncan's index (0 is total integration and 1 is absolute segregation), where Chile occupies the last position on the list.