Publication: Incidencia de la descentralización territorial en la financiación pública de la enseñanza no universitaria en España e impacto de la crisis económica internacional: 2000-2012
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2016-12-19
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Universidad Complutense de Madrid
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Abstract
La educación es un derecho fundamental, cuya finalidad básica es el desarrollo humano, moral e intelectual de las personas que configuran la sociedad. Es necesario garantizar la igualdad en el acceso y en el desarrollo del derecho a la educación, resolviendo el problema del fracaso y abandono escolar, que afecta especialmente al alumnado que procede de las clases más desfavorecidas. En este sentido, la educación –en su condición de universal, pública y gratuita– se convirtió en un pilar del Estado de Bienestar clave para poder cohesionar una sociedad compleja y multicultural, encargándose de compensar los desequilibrios y desigualdades que el sistema económico pudiera generar por su propio funcionamiento. No obstante, se considera que en el momento a partir del cual la lógica neoliberal se hizo predominante en la economía mundial, la educación no quedó al margen, viéndose afectada tanto en la definición de sus objetivos como en el papel que dentro de ella quedaba reservado para el Sector Público, así como para los demás agentes que intervenían en ella. Todo este proceso ha venido marcado, a su vez, por el desencadenamiento de la crisis económica internacional de 2008. Por otro lado, los países de la UE-15 comparten la existencia de una educación obligatoria, que abarca entre diez y doce cursos, junto con la gratuidad de esta enseñanza en los centros de titularidad pública. No obstante, los países difieren en dos principales rasgos de sus modelos de financiación: el grado de descentralización de sus sistemas educativos y la existencia o no de subvenciones a los centros de titularidad privada. España, con un sistema educativo descentralizado desde el año 2000, representa un caso singular dentro del panorama internacional en lo referente a su red de centros privados, bajo regulación estatal, a los que se transfieren fondos públicos a través de los denominados conciertos educativos. A su vez, la descentralización regional de la gestión educativa supuso el traspaso de las funciones y servicios a las Comunidades Autónomas, de forma que estas pasaron a ser las principales responsables de la asignación del gasto en educación...
Education is a fundamental right, whose basic purpose is intellectual, moral and human development, of the persons that make up the society. It is necessary to ensure equal access and right to education development, solving the problems of failure and dropout that especially affect students coming from disadvantaged classes. In this sense, education -universal, public, and free- became a pillar of the welfare state and was key to the unification of a complex, multicultural society, helping to compensate for the imbalances and inequalities that the economic system could generate during its own progress. However, it is considered that, at the time in which the neo-liberal logic became predominant in the world economy, education was not left aside, and therefore was affected both in the definition of its objectives as in the role it had to play in the public sector. This whole process has been marked, in turn, by the release of the international economic crisis of 2008. On the other hand, the EU-15 countries share the existence of compulsory education, which covers between ten and twelve courses, together with the free use of these education systems in publicly owned workplaces. However, countries differ on two main features of their models of funding: the degree of decentralization of their educational systems and the existence or not of subsidies to the privately owned centres. Spain, with a decentralized education system since the year 2000, represents a unique case within the international scene in relation to its network of private schools, under State regulation, where public funds are transferred by means of the so-called educational subsidies. In turn, regional decentralization of educational management implies the transfer of functions and services to the autonomous communities, in such a way that they became primarily responsible for the allocation of expenditure on education...
Education is a fundamental right, whose basic purpose is intellectual, moral and human development, of the persons that make up the society. It is necessary to ensure equal access and right to education development, solving the problems of failure and dropout that especially affect students coming from disadvantaged classes. In this sense, education -universal, public, and free- became a pillar of the welfare state and was key to the unification of a complex, multicultural society, helping to compensate for the imbalances and inequalities that the economic system could generate during its own progress. However, it is considered that, at the time in which the neo-liberal logic became predominant in the world economy, education was not left aside, and therefore was affected both in the definition of its objectives as in the role it had to play in the public sector. This whole process has been marked, in turn, by the release of the international economic crisis of 2008. On the other hand, the EU-15 countries share the existence of compulsory education, which covers between ten and twelve courses, together with the free use of these education systems in publicly owned workplaces. However, countries differ on two main features of their models of funding: the degree of decentralization of their educational systems and the existence or not of subsidies to the privately owned centres. Spain, with a decentralized education system since the year 2000, represents a unique case within the international scene in relation to its network of private schools, under State regulation, where public funds are transferred by means of the so-called educational subsidies. In turn, regional decentralization of educational management implies the transfer of functions and services to the autonomous communities, in such a way that they became primarily responsible for the allocation of expenditure on education...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Ciencias Económicas y Empresariales, Departamento de Economía Aplicada I (Economía Internacional y Desarrollo), leída el 15/01/2016