università reale ed immaginaria: diagnosi, terapie ed esiti

Università reale ed immaginaria: diagnosi, terapie ed esi4

Giuseppe De Nicolao Università di Pavia

In luglio il Senato ha approvato la riforma dell'università. Non è una legge ideale, ma va dato a;o al ministro Gelmini di aver fa;o un importante passo avan=. La legge riconosce che i corsi devono essere rido+, le università snellite, alcune chiuse

F. Giavazzi, Corriere della Sera 24-‐10-‐10

Diagnosi: troppa università

Una diagnosi corre:a? Verifichiamo ...

UNIVERSITÀ ED ALTRI ISTITUTI DI FORMAZIONE TERZIARIA PER MILIONE DI ABITANTI

Fonte dei da=: “Malata e denigrata : l’universita italiana a confronto con l’Europa” (a cura di M. Regini, Donzelli 2009)

Troppi atenei per abitante? Università ed altri is4tu4 di formazione terziaria

•  1.6/milione in Italia (61 atenei statali + 6 scuole superiori + 26 non statali [10 telemaDche])

•  1.7/milione in Spagna (75 Università di cui 25 private)

•  2.3/milione nel Regno Unito (117 Università + 24 Colleges of Higher EducaDon)

•  3.4/milione nei Paesi Bassi (14 Università + 41 Hogescholen)

•  3.9/milione in Germania (104 Università + 184 Fachhocschulen + 103 altre scuole superiori)

•  8.4/milione in Francia (83 Università + 444 Grandes Ecoles)

•  14.5/milione negli USA (4314 totali di cui: 2.629 con corsi quadriennali, 1.685 college biennali, 622 con doTorato, 2.626 privaD).

“Malata e denigrata : l’universita italiana a confronto con l’Europa” (a cura di M. Regini, Roma, Donzelli 2009)

Esito delle terapie

che nell’università ci siano

troppi professori è un fa7o


Diagnosi: troppi professori

!"#$%&' D T!" L"#$%&%' E%(&$)%*"%+ #%, O$'#%&-#+&)% ). S/!))0-

D2

Education at a Glance 2013: OECD Indicators © OECD 2013370

Countries are ranked in descending order of students to teaching sta! ratios in primary education.Source: OECD. China, Indonesia and Saudi Arabia: UNESCO Institute for Statistics (World Education Indicators Programme). Table D2.2. See Annex 3 for notes (www.oecd.org/edu/eag.htm).Please refer to the Reader's Guide for list of country codes for country names used in this chart.

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Number of students per teacher in full-time equivalents Pre-primary education

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OECD average

OECD average

OECD average

OECD average

OECD average

Chart D2.3. Ratio of students to teaching sta! in educational institutions, by level of education (2011)

1 2 http://dx.doi.org/10.1787/888932851706

!"#$%&' D T!" L"#$%&%' E%(&$)%*"%+ #%, O$'#%&-#+&)% ). S/!))0-

D2


Countries are ranked in descending order of students to teaching sta! ratios in primary education.Source: OECD. China, Indonesia and Saudi Arabia: UNESCO Institute for Statistics (World Education Indicators Programme). Table D2.2. See Annex 3 for notes (www.oecd.org/edu/eag.htm).Please refer to the Reader's Guide for list of country codes for country names used in this chart.

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Number of students per teacher in full-time equivalents Pre-primary education

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Number of students per teacher in full-time equivalents Primary education

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Number of students per teacher in full-time equivalents Upper secondary education

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Number of students per teacher in full-time equivalents Tertiary education

OECD average

OECD average

OECD average

OECD average

OECD average

Chart D2.3. Ratio of students to teaching sta! in educational institutions, by level of education (2011)

1 2 http://dx.doi.org/10.1787/888932851706

1

26 countries

6 4 2 5INDONESIA CZECH REP. ITALY BELGIUM SLOVENIA

3 SAUDI ARABIA

Rapporto studenti/docenti: su 26 nazioni solo 5 stanno peggio di noi

Ricercatori accademici (% occupati): l’Italia è 18° su 20

COMPOSIZIONE N. RICERCATORI (PER MILLE UNITÀ FORZA LAVORO)

Esito delle terapie

Esito delle terapie

PIANO STRAORD. ASSOCIATI

Giavazzi: Siamo sicuri che questo paese davvero abbia bisogno di più laureaA?

(28-‐11-‐2012 Lavoce.info)

Diagnosi: troppi laurea4

De Rita: “le università italiane sono cresciute troppo”, troppi ingegneri, “non abbiamo bisogno di geni”

Troppi laurea4?

Quale % della popolazione di età 25-‐34 anni ha un Atolo di studio universitario?

INDICATOR A1


TO WHAT LEVEL HAVE ADULTS STUDIED?

The rate of tertiary education attainment among adults in OECD countries has increased by almost 10 percentage points since 2000.

In most OECD countries, 25-34 year-olds have the highest rate of tertiary attainment among all adults by an average of 7 percentage points.

Gender gaps in educational attainment are not only narrowing, in some cases, they are reversing.

1 2 http://dx.doi.org/10.1787/888932846215

ContextEducational attainment is frequently used as a measure of human capital and the level of an individual’s skills, in other words, a measure of the skills available in the population and the labour force. !e level of educational attainment is the percentage of a population that has reached a certain level of education. Higher levels of educational attainment are strongly associated with higher employment rates and are perceived as a gateway to better labour opportunities and earnings premiums. Individuals have strong incentives to pursue more education, and governments have incentives to build on the skills of the population through education, particularly as national economies continue to shift from mass production to knowledge economies.

Over the past decades, almost all OECD countries have seen signi"cant increases in the educational attainment of their populations. Tertiary education has expanded markedly, and in most OECD countries, an upper secondary quali"cation (ISCED 3) has become the most common education level attained by young people. Some countries have introduced policy initiatives to more closely align the development of particular skills with the needs of the labour market through vocational education and training (VET) programmes. !ese policies seem to have had a major impact on educational attainment in several OECD countries where upper secondary VET quali"cations are the most common quali"cations held among adults.

Indicators in this volume show that gender di#erences persist in educational attainment, employment rates and earnings. In OECD countries, younger women have higher attainment

70605040302010

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Rep

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Turk

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Countries are ranked in descending order of the percentage of 25-34 year-olds who have attained tertiary education.Source: OECD. Table A1.3a. See Annex 3 for notes (www.oecd.org/edu/eag.htm).

25-34 year-olds 25-64 year-olds

Chart A1.1. Population that has attained tertiary education (2011)Percentage, by age group

% della popolazione nella fascia 25-‐34 anni con 4tolo universitario: l’Italia è 34° su 36

(Italia: 21%, media OCSE: 39%)

Esito delle terapie

Ha ragione Roberto PeroR: il sistema universitario e della ricerca in Italia non sono riformabili. Serve un cambiamento radicale perché riversare più fondi in questo sistema è come bu7arli al vento

R. Alesina e F. Giavazzi ww.lavoce.info 16-‐12-‐2003

Diagnosi: troppa spesa

Spesa per università (% PIL): l’Italia è 30° su 33 (fonte: OCSE 2013)

B2

What proportion of national wealth is spent on education? – INDICATOR B2 !"#$%&' B

Education at a Glance 2013: OECD Indicators © OECD 2013 189

Expenditure on educational institutions by source of funding

Education is funded from both public and private sources. Increased expenditure on educational institutions in response to enrolment growth and other factors implies a heavier financial burden for society as a whole. However, this burden does not fall entirely on public funding. On average, of the 6.5% of the combined GDP in the OECD area devoted to education, three-quarters (5.0%) come from public sources for all levels of education combined (Table B2.3). Public funds are the major source of funding for education in all countries and account for at least 60% (Chile) to nearly 98% (Finland and Sweden) of total expenditure. However, differences among countries in the breakdown of education expenditure by source of funding and by level of education are great (see Indicator B3).

DefinitionsAncillary services are services provided by educational institutions that are peripheral to the main education mission. !e main component of ancillary services is student welfare services. In primary, secondary and post-secondary non-tertiary education, student welfare services include meals, school health services, and transportation to and from school. At the tertiary level, they include residence halls, dining halls and health care.

Core education services include all services that are directly related to instruction in educational institutions, including teachers, school buildings, teaching materials, books, and administration of schools.

Expenditure on R&D includes all expenditure on research performed at universities and other tertiary educational institutions, regardless of whether the research is "nanced from general institutional funds or through separate grants or contracts from public or private sponsors. !e classi"cation of expenditure is based on data collected from the institutions carrying out R&D, rather than on the sources of funds.

Private payments for instruction services/goods outside educational institutions include the education goods and services purchased outside the educational institutions. For example, families may purchase textbooks and materials themselves or seek private tutoring for their children.

3.5

3.0

2.5

2.0

1.5

1.0

0.5

0.0

% of GDP

1. Some levels of education are included with others. Refer to “x” code in Table B1.1a for details.2. Total expenditure at the tertiary level including expenditure on research and development (R&D).Countries are ranked in descending order of total expenditure on educational institutions in tertiary institutions. Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). Table B2.4. See Annex 3 for notes (www.oecd.org/edu/eag.htm).

Research and development (R&D)

Ancillary services (transport, meals, housing provided by institutions)

Education core services

Total expenditure on educational institutions

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Chart B2.4. Expenditure on educational institutions for core services, R&D and ancillary services as a percentage of GDP, at the tertiary level of education (2010)

1 2 http://dx.doi.org/10.1787/888932846937

0

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2006 2007 2008 2009 2010

France

Germany

Italy

Japan

UK

USA

China

SPESA R&D (COME % DEL PIL) NEL SETTORE DI IMPIEGO “ISTRUZIONE SUPERIORE”

FONTE: OECD

Esito delle terapie

non possiamo più perme7erci

un'università quasi gratuita


Diagnosi: troppo poche tasse

Tasse universitarie: l’Italia è 3° in Europa (fonte: OCSE 2013)

INDICATOR B5


HOW MUCH DO TERTIARY STUDENTS PAY AND WHAT PUBLIC SUPPORT DO THEY RECEIVE?

OECD and G20 countries di!er signi"cantly in the amount of tuition fees charged by their tertiary institutions. In eight OECD countries, public institutions charge no tuition fees, but in one-third of the 26 OECD countries with available data, public institutions charge annual tuition fees in excess of USD 1 500 for national students.

Countries with high levels of tuition fees tend to be those where private entities (e.g. enterprises) contribute the most to funding tertiary institutions.

An increasing number of OECD countries charge higher tuition fees for international students than for national students. An average of 22% of public spending on tertiary education is devoted to supporting students, households and other private entities.

1. Figures are reported for all students (full-time national and full-time non-national/foreign students)2. Average tuition fees from USD 200 to 1 402 for university programmes dependent on the Ministry of Education.3. Tuition fees refer to public institutions but more than two-thirds of students are enrolled in private institutions. 4. If only public institutions are taken into account, the proportion of students who benefit from public loans and/or scholarships/grants should be 68%.Source: OECD. Tables B5.1 and B5.2. See Annex 3 for notes (www.oecd.org/edu/eag.htm).

7 500

6 000

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3 000

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0

Average tuition fees charged by public institutions, first degree programmes, in USD

% of students who benefit from public loansand/or scholarships/grants

0 25 50 75 100

Australia

United Kingdom

Finland France2

Japan3

Netherlands

New Zealand

Norway

Chile4

United States1

Switzerland

Denmark

Belgium (Fr.)

Sweden

ItalyAustria

Mexico

Belgium (Fl.)

Chart B5.1. Relationship between average tuition fees charged by public institutions and proportion of students who bene!t from public loans

and/or scholarships/grants in tertiary-type A education (2011) For full-time national students, in USD converted using PPPs for GDP, academic year 2010-11

How to read this chartThis graph shows the relationships, at the tertiary-type A level of education, between annual tuition fees charged by educational institutions and public support to households for students’ living costs. The arrow show how the average tuition fees and the proportion of students who benefit from public support have changed since 1995 following reforms.

1 2 http://dx.doi.org/10.1787/888932847108

ContextPolicy decisions relating to tuition fees a!ect both the cost of tertiary education to students and the resources available to tertiary institutions. Public support to students and their families also enables governments to encourage participation in education – particularly among low-income students – by covering part of the cost of education and related expenses. In this way, governments can address issues of access and equality of opportunity. #e impact of such support must therefore be judged, at least partly, by examining participation and retention in, and completion of, tertiary education.

TASSE UNIV. SOSTEGNO

ECONOMICO

INFERNO

PARADISO

Esito delle terapie

L’ammontare del Fondo statale integrativo, anni 2000-2013 (valori in milioni di euro)

Esito delle terapie Gli studenti universitari beneficiari di borsa in Italia, Spagna, Germania e Francia.

Fonte: MIUR, www.destatis.de, Datos y cifras del sistema universitario espanol 2012-2013, www.pleiade.education.fr.

Esito delle terapie

... l’università italiana non ha un ruolo significaAvo nel panorama della ricerca mondiale Roberto Pero\, L’Università truccata, Einaudi 2008

Diagnosi: troppo inefficiente nella ricerca

Risulta4: ricerca scien4fica

Che ruolo ha l’Italia nel panorama della ricerca mondiale?

Italia: 8° per ar4coli scien4fici Fonte: SCImago su daD Scopus 1996-‐2012

% Western Europe

% World

Italy: scien4fic documents 1996-‐2012

% Western Europe

% World

USA UK Germany

China France Japan

Canada Italy

% Asia % Asia

% Northern America

% Western Europe % Western Europe

% Western Europe

% Western Europe

% Northern America

% World % World % World

% World % World % World

% World % World

Netherlands

% Western Europe

% World

Documen4 scien4fici 1996-‐2012: Cina, NL, Canada e Italia incrementano la loro quota sul totale mondiale, mentre USA, UK, Germania, Francia, Giappone calano

FONTE: SCIMAGO (powered by Scopus)

Italy: scien4fic documents 1996-‐2012

FONTE: SCIMAGO (powered by Scopus)

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1985 1990 1995 2000 2005 2010

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PUBBLICAZIONI (WoS)

PUBBLICAZIONI 2004-2010: CRESCITA MEDIA ANNUA (%)

-‐1

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Fonte: VQR 2004-2010 – Rapporto Finale ANVUR, Giugno 2013 (Tab. 3.2) (dati ISI Web of Knowledge, Thomson-Reuters) http://www.anvur.org/rapporto/files/VQR2004-2010_RapportoFinale_parteterza_ConfrontiInternazionali.pdf

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PUBBLICAZIONI 2004-2010: NUMERO DI CITAZIONI


Cosa significa entrare nella “top 500”?

OTHER 16,500 UNIVERSITIES TOP 500

% di Atenei che entrano nei “top performers”

Fonte dei da=: “Malata e denigrata : l’universita italiana a confronto con l’Europa” (a cura di M. Regini, Roma, Donzelli 2009)

CLASSIFICA:

OPERATING EXPENSES

FONDO FINANZIAMENTO ORDINARIO 2012

MILIARD

I DI EURO

LE “OPERATING EXPENSES” DI HARVARD AMMONTANO AL 44% DEL FONDO DI FINANZIAMENTO DELL’INTERO SISTEMA UNIVERSITARIO STATALE ITALIANO

Efficienza: ricerca scien4fica

Cosa spendiamo per ogni arAcolo scienAfico e per ogni citazione o7enuta?

Efficienza: Italia ba:e Germania, Francia e Giappone


# pa

pers

/mill

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(PPP

)


# ci

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mill

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USD

(PPP

)

OCTOBER 2009

Ma come fanno questi italiani a produrre così tanta ricerca con così poche risorse?

Esito delle terapie

FINANZIAMENTO PRIN 2001-2012

Esito delle terapie

la spesa italiana per studente equivalente a tempo pieno diventa 16.027 dollari PPP, la più alta del mondo dopo Usa, Svizzera e Svezia

Roberto Pero\, L’università truccata

Diagnosi: troppo inefficiente nella didamca

Efficienza: spesa per studente

Spendiamo di più o di meno delle altre nazioni?

La fonte è Perom che però “ritocca” il dato l’OCSE ...

Per i confron4 usa la spesa cumulaAva per studente perché 4ene conto delle diverse durate degli studi (e anche dei fuoricorso)

Pero+ dimenAca di citare il dato OCSE secondo il quale ...

Cosa dice veramente l’OCSE?

Spesa cumulativa per studente: l’Italia è 14° su 24 (fonte: OCSE

2013)

B1

How much is spent per student? – INDICATOR B1 !"#$%&' B

Education at a Glance 2013: OECD Indicators © OECD 2013 167

Educational institutions in OECD countries spend an average of 1.7 times more per tertiary student than per primary student, but spending patterns vary widely, mainly because education policies vary more at the tertiary level (see Indicator B5). For example, Austria, Estonia, Iceland, Italy, Poland, the Slovak Republic and Slovenia spend less than 1.5 times more on a tertiary student than on a primary student, but Brazil and Mexico spend about three times as much or even more (Table B1.1a and Chart B1.3).

Differences in expenditure per student between general and vocational programmes

In the 17 OECD countries for which data are available, USD 706 more is spent per upper secondary vocational student than per student in a general programme, on average. The countries with large enrolments in dual-system apprenticeship programmes at the upper secondary level (e.g. Austria, Finland, France, Hungary, Luxembourg, the Netherlands, and Switzerland) tend to be those with the largest differences between expenditure per general and vocational student, compared with the OECD average. For example, Finland spends USD 1 422 more per vocational than per general upper secondary student; Luxembourg spends USD 3 664 more; the Netherlands spends USD 2 628 more; New Zealand spends USD 1 559 more; and Switzerland spends USD 4 495 more. The Czech Republic (USD 1 182 more), France (USD 801 more) and the Slovak Republic (USD 1 234 more) also spend more per student in vocational programmes than they spend per student in general programmes, although the differences are smaller. Exceptions to this pattern are Austria, which has approximately the same level of expenditure per student regardless of the type of programmes, and Hungary, where expenditure per student enrolled in a general programme is slightly higher than expenditure per student in an apprenticeship programme. The underestimation of the expenditure made by private enterprises on dual vocational programmes can partly explain the small differences in Austria, France and Hungary (Box B3.1 in Education at a Glance 2011, Table B1.6, and Table C1.3 in Indicator C1).

1 2 http://dx.doi.org/10.1787/888932846804

120 000100 000

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0

In equivalent USD converted using PPPs

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Note: Each segment of the bar represents the annual expenditure by educational institutions per student. !e number of segments represents the average number of years a student remains in tertiary education.1. Public institutions only.2. Tertiary-type A and advanced research programmes only.Countries are ranked in descending order of the total expenditure per student by educational institutions over the average duration of tertiary studies.Source: OECD. Table B1.3a. See Annex 3 for notes (www.oecd.org/edu/eag.htm).

OECD average

Chart B1.4. Cumulative expenditure per student by educational institutions over the average duration of tertiary studies (2010)

Annual expenditure per student by educational institutions multiplied by the average duration of studies, in equivalent USD converted using PPPs

Expenditure per student by educational institutions over the average duration of tertiary studies

Given that the duration and intensity of tertiary education vary from country to country, differences in annual expenditure on education services per student (Chart B1.2) do not necessarily reflect differences in the total cost of educating the typical tertiary student. For example, if the usual duration of tertiary studies is long,

Esito delle terapie

La terapia finale è ...

... puntare sul turismo oppure ...

Ci sono un miliardo e qua;ro di cinesi e un miliardo di indiani che vogliono vedere Roma, Firenze e Venezia ... L’Italia non ha un futuro nelle biotecnologie perché purtroppo le nostre università non sono al livello, però ha un futuro enorme nel turismo Luigi Zingales (Fermare il Declino), 15 novembre 2012, Servizio Pubblico

... sulle scarpe?

Che sia ora di cambiare medici

e cambiare terapie?

Links

OCSE Educa4on at a Glance 2012 http://www.oecd.org/edu/eag.htm

SCImago Journal & Country Rank http://www.scimagojr.com/

CERIS-‐CNR: Scienza e Tecnologia in Cifre http://www.cnr.it/sitocnr/IlCNR/Datiestatistiche/ScienzaTecnologia_cifre.html