Demographic Change in Uruguay: Economic Opportunities and Challenges by Rafael Rofman Verónica Amarante Ignacio Apella

Author:Rafael Rofman, Verónica Amarante, Ignacio Apella
Language: eng
Format: epub
Publisher: The World Bank

Sources: (1) and (2) General Accounting Office of the Nation (CGN) and Central Bank of Uruguay; (3) and (4) Education Observatory at the National Administration of Public Education (Administración Nacional de Educación Pública, ANEP; http://www3.anep.edu.uy/observatorio), CGN, and population forecasts from chapter 2.

Note: In order to break down total spending from the Early Childhood and Primary Education Council (Consejo de Educación Inicial y Primaria, CEIP) into the early childhood and primary education components, we took the proportion of the level in question of total CEIP enrollment. This entails assuming that per-student spending is the same in early childhood and primary education. In turn, early childhood education spending also includes INAU (Instituto del Niño y Adolescente del Uruguay–Institute of Children and Youth of Uruguay) spending in this category. The same criteria were used to break down spending by the Secondary Education Council (Consejo de Educación Secundaria, CES) and the Technical Professional Education Council (Consejo de Educación Técnica Profesional, CETP) on basic and upper secondary education. In order to calculate spending for the ANEP on the levels under consideration, each level was assigned the corresponding portion of spending on central services (CODICEN) that arose from that level’s proportion of total ANEP spending. Spending on central services by the Ministry of Education and Culture was also distributed among these levels based on their proportion of the education system’s total spending. The calculations for primary education do not include enrollment in special primary education, while the calculations for upper secondary education include the CES and the Technological Secondary Education component of the CETP.

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