(Thoughts from Sunday, 17 October)

Notes on the current state of education in Ecuador

Last night I slept on a bed that is about twelve inches too short to accommodate my lower legs.  Sparkle-eyed Barbie princesses stare up from the bedspread and my own face smashes that of Winnie Pooh (note the absence of the word the) on the tiny pillow.  I stole this bed from the sweet three year-old who normally sleeps in it.  I am in the home of Rodrigo and Paula, two professors at the Universidad Técnica de Cotopaxi (U.T.C.).  Their daughter, Ana Paula, has been kind enough to lend me her bed for the duration of my stay, which should be just over one week.  Last night I slept better than I have any other night in Ecuador thus far.   

We ate dinner in last night (finally, a supper at home – rice, canned tuna, onions, tomatoes, and papas fritas).  Afterward, once Ana Paula’s attention had been directed away from the table and toward a buzzing program on Discovery Kids, Rodrigo and Paula and I had an interesting conversation about the changing state of education here in Ecuador.  Below are some points that should help to illustrate the situation as I understand it. 

The current president in this country is named Rafael Correa.  He came into power in 2006 through election (rather than by means of a military coup or other non-traditional replacement strategy).   He is an economist, he was educated in the U.S., and his political stance is that of a progressive socialist.  He is traditional in his Catholic beliefs but also maintains that drastic changes to social and environmental programs here will promote a healthier future for the country.  A couple of points that are consistently presented in conversations about Correa:

1. The new Constitution.  It’s full of idealistic promises.  For example: it “gives rights” to Mother Nature by outlawing practices that threaten ecosystems and species, it outlaws discrimination, it allots more money to the welfare system, it enhances the rights of long-oppressed indigenous groups.  Correa’s administration has also revamped lending processes for student loans and home-owner loans.  Ecuadorians now have the option to use borrowed money to make realistic investments.  (See also these articles that explain the government’s radical attempt to earn money for preservation through previously unexplored means: Yale Environment 360 and World Resources Institute. ) Most people I’ve talked to agree that this new Constitution is positive in its intentions.  Most people also don’t believe that the promises can be brought to fruition.  They seem reluctant to accept the changes that will be necessary to realize these promises.  As Rodrigo said last night, regarding social change: “If not now, then when.  We can’t have change without suffering.”  But he admits that he, personally, will resist change for which he and his family must suffer.  This contradiction, of course, seems to perpetuate the poverty and social struggle here.  Simultaneously, I understand his opinion.

2. Hugo Chavez.  Correa’s critics say he aspires to “achieve” what his Venezuelan friend has, in terms of his “leftist” agenda. 

3. He is stubborn and resilient.  My first day at the Fulbright office in Quito, Susana Cabeza de Vaca mentioned (citing the police-led protests of September 30, 2010, a.k.a. the “attempted coup”) that Correa could not and would not acquiesce to the demands of the policemen.  She maintained that his stance on contentious issues must be firm.  If it’s not, the people will continue to protest and band against the government any time they disagree with a proposed action.  And this, she says, is what will keep Ecuador from realizing its potential as a healthy, productive nation.

So now, we turn to look at proposed changes to the system of education here in Ecuador.  If you have taken time to recognize recent changes to our own educational system in the States, you will doubtlessly see the parallels and their all-but-certainly unfortunate outcomes.  First of all, according to Rodrigo, the current administration wants to require standardized tests for all graduating high school seniors in both rural and urban schools.  These tests will determine entry into the university system.  Without a passing score, students will be denied entry into college.  Secondly, the administration plans to standardize public education throughout the country.  Curriculum should be aligned and tests should be implemented to gauge the success of this standardization.  (Does this model sound familiar?)

Other proposed changes that will be adamantly opposed by the public sector (especially those currently involved in higher education) are the following.  Keep in mind that public universities are completely free of charge to Ecuadorian citizens.  They are funded by the government, not by investors, alumni, or the student body, and are frequently without adequate monetary resources. 

1. All university “professors” will be required to possess, at minimum, a Master’s degree. (To me, this seems absolutely reasonable and, again, familiar.  To those Ecuadorians teaching now within the university who do not hold a higher degree, this seems like discrimination.  They feel trapped: If they are suddenly out of work, how are they going to afford the Master’s degree?  But if they aren’t required to attain the degree for employment, what incentive to actively pursue further education do they have?  Right.)

2. All “unsuccessful” universities will be closed.  The goal is to consolidate the universities into five regional institutions (one per region of the country).  These universities would be staffed by individuals with graduate and post-graduate degrees (as it should be?) and would be attended only by students that successfully demonstrate their commitment to education (i.e. by passing the standardized exam).  Something to keep in mind here: Ecuador is only slightly larger than the state of Colorado (some use Oregon as a reference, others Nevada).  How many accredited public universities does each of those states have?  Does the proposal of five good universities for this small country seem unreasonable?  However, there are 14 million people that live here in Ecuador.  The common sentiment is that the younger generation must attend college to secure a better future.  As a result, the public universities are overcrowded, under-funded, attended by students who may or may not be truly dedicated to their studies, and staffed by people who may or may not be able to deliver quality information.  Even those Ecuadorians who are committed to the idea of quality education are resistant to these proposed changes because they will certainly cause (temporary?) suffering for those who don’t immediately meet the new standards. 

Note that these proposed changes apply only to public institutions.  Here in Ecuador, as in the States, citizens with money have the option to pay for a private education.  Limited scholarships, loans, and grants are also available from private and public organizations (such as the Fulbright program). 

Tomorrow, Monday, I begin my work at the university here in Latacunga.  The main building on campus was originally built as the new prison. (The old prison, still in use, is located downtown; the idea was to move it to the outskirts, where the college lies now.)  The “new” building, whose construction was started with money from the previous administration, is now a half-finished shell, an (overzealous, maybe?) attempt at the incorporation of modern architecture.  As the funding for this building was retracted by the present law-makers, the university now resembles many of Latacunga’s (and, indeed, Ecuador’s) structures: halfway finished (or halfway demolished) with no immediate prospect of completion. 

An explanation of Dollarization

Ecuador uses the United States dollar as its official and only currency.  Dollar bills here are scarce – Sacagawea’s face is everywhere.  The actual bills, in all denominations, are surprisingly trashed – they’re dirty, ripped, and tired after spending a busy decade in sweaty hands and pockets.  (A Polish-Ecuadorian woman told me the other night as she pulled out a thoroughly worn five to pay for a drink, “The people here have no respect for the money.”  I thought that was interesting.)  In 2000, after inflation had exceeded a rate of 60%, Ecuador’s then-President Gustavo Noboa (who took power from Jamíl Mahuad after a successful coup forced him to resign) resorted to switching the currency to the U.S. dollar.  Prior to the year 2000 (prior to the switch), the exchange rate was 6000 sucres to 1 U.S. dollar.  After the massive inflation in this period, the exchange rate became 25,000 sucres to $1.  Needless to say, this uncontrolled inflation has contributed significantly to the present economic strife in the country.