Rafael Santos Badía "El presidente quiere la fusión y que sea pronto" | Hoy Mismo

Interview with Rafael Santos, Minister of Higher Education

Introduction and Context

• The host welcomes Rafael Santos, the new Minister of Higher Education, Science, and Technology.

• Santos expresses mixed feelings about his appointment due to a recent minister's quick dismissal after just one day in office.

Mission and Objectives

• The host questions whether Santos' role is to halt or expedite the merger of higher education with the Ministry of Education.

• Santos clarifies that President wants the merger to happen quickly as part of an immediate task assigned to him.

Historical Background on Educational Structure

• Discussion on past attempts to merge educational sectors dating back to 1992 when a law was proposed for a unified ministry covering various educational aspects.

• The evolution of laws leading up to Law 6697 is mentioned, highlighting changes in educational governance over time.

Funding and Resource Allocation

• Santos discusses historical funding allocations: 4% for pre-university education, 1% for technical education, and 1% for higher education.

• He notes current debates around resource management within the Ministry of Education and its implications for other educational systems.

Current Educational Strategy

• Santos emphasizes the need for reforming university education while integrating it with primary and secondary levels.

• He highlights that universities historically preceded primary schools in their establishment and stresses their ongoing importance.

Systemic Changes Required

• The conversation shifts towards necessary reforms in curriculum design aimed at improving literacy rates among students at all levels.

• Santos identifies specific areas needing reform such as reducing outdated content from curricula that do not contribute meaningfully to scientific understanding.

Future Directions

• He outlines plans for establishing two types of high schools: polytechnic schools focused on technical training and scientific-humanistic schools.

• Despite discussing broader educational improvements, he reassures that merging efforts are intended solely to enhance overall educational quality.

Legislative Outlook

• The discussion concludes with an indication that current legislative proposals focusing only on merging without comprehensive reform will be reconsidered.

Discussion on Educational Law and Reform

Legislative Framework for Education

• The executive can withdraw or enrich legislative proposals, emphasizing the importance of adhering to existing laws such as Law 6697 and Law 116-80, which established Infotec.

• A comprehensive approach will be taken by considering three key laws: Law 11680 (Infotec), Law 6697 (pre-university education), and Law 139-01 (higher education) in drafting new legislation.

Collaboration with Educational Authorities

• Coordination will involve not only university rectors but also the Ministry of Education, highlighting a strong alliance between the ministers involved.

• Personal connections are noted, including historical ties to political figures who have influenced educational policies since the early '90s.

Challenges in Educational Transformation

• The process of educational transformation is acknowledged as time-consuming; there are three years left in the current government's term to implement changes effectively.

• Initial steps include securing support from various educational stakeholders, indicating a collaborative effort despite opposition from some groups like ADP.

Negotiation and Consensus Building

• The speaker has engaged with multiple political parties to gain support for negotiating a new law, demonstrating strategic alliances across party lines.

• There is recognition of resistance from certain educators regarding proposed reforms; however, efforts are being made to clarify intentions and build consensus around a new educational framework.

Vision for Future Education Structure

• Questions arise about structuring ministries for different education levels versus creating an integrated system that encompasses all forms of education from preschool through PhD.

• Emphasis is placed on aligning educational outcomes with labor market needs, suggesting that students should graduate with practical skills relevant to current job demands.

Adapting Education to Market Needs

• The discussion includes recognizing changing job markets where certain professions may become obsolete while others emerge; thus, an adaptable educational system is necessary.

• Consideration is given to international scholarship opportunities and partnerships with universities that specialize in high-demand fields like robotics and semiconductor engineering.

Teacher Training and Support Systems

• Proposals include establishing separate ministries focused on teacher training and student needs, advocating for evidence-based arguments rather than emotional responses against reform initiatives.

Education Reform and Technological Integration

The Need for a Comprehensive Approach to Education

• The speaker emphasizes the importance of separating higher education from other educational sectors, highlighting the need for clarity in initiatives related to science and technology.

• There is a call for innovative applications of technology, such as artificial intelligence, to address pressing issues like waste management.

• Transforming the educational system is framed as a collective responsibility that requires support from all societal sectors, not just one political party or individual.

Collaborative Efforts in Educational Transformation

• The speaker notes that the President has shown capability in fostering collaboration among various stakeholders to facilitate educational reform.

• A recent meeting with representatives from 53 universities and higher education institutions was held, indicating broad institutional support for developing a new educational framework.

Vision for a New Educational Model

• The goal is to create an engaging learning environment where children do not perceive school as punishment but rather as an enjoyable place of learning.

• There is an emphasis on rethinking school architecture to foster pleasant learning spaces that promote scientific inquiry and awareness.