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Educación, Desigualdad Y Democracia

Listed author(s):
  • Harvy Vivas Pacheco

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    La hipótesis central de este articulo, a diferencia de otros estudios realizados sobre el sector educativo, es que además de las restricciones de recursos financieros, los principales predictores de la inserción, permanencia y nivel máximo de escolaridad alcanzado por los individuos y en los diferentes ámbitos territoriales obedecen a las condiciones socioeconómicas, al background familiar y a la calidad de los entornos locales en los que viven. La conjetura básica es que la calidad de los entornos familiares y locales determina o condiciona los resultados del modelo de financiación y que adicionalmente existe un nexo entre la desigualdad agregada del ingreso y las tasas de matricula en la educación básica. El trabajo toma distancia respecto a los enfoques que hacen hincapié en los problemas de ineficiencia en la producción o en las fallas del diseño financiero del modelo de descentralización educativa adoptado en el país a partir del año 1991 y asigna un peso preponderante a la capacidad de apropiación efectiva de los recursos.

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    File URL: http://cms.univalle.edu.co/socioeconomia/media/ckfinder/files/DOCUMENTO%20DE%20TRABAJO%20CIDSE%20N%C2%B0%20118.pdf
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    Paper provided by UNIVERSIDAD DEL VALLE - CIDSE in its series DOCUMENTOS DE TRABAJO-CIDSE with number 005091.

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    Length: 22
    Date of creation: 06 Oct 2008
    Handle: RePEc:col:000149:005091
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    1. Hanushek, Eric A & Rivkin, Steven G & Taylor, Lori L, 1996. "Aggregation and the Estimated Effects of School Resources," The Review of Economics and Statistics, MIT Press, vol. 78(4), pages 611-627, November.
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