Market Overview: Argentina

release date December 2005

Australian Education International Market Overview: Argentina

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Australian Education International Market Overview: Argentina

Table of Contents
1. 1.1. 1.2. 1.3. 2. 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 3. 3.1. 3.2. 3.3. 3.4.
4.

ENVIRONMENTAL PROFILE .............................................................................................. 4 Political Environment............................................................................................................. 4 Economy ............................................................................................................................... 5 Labour Force......................................................................................................................... 6 EDUCATION FRAMEWORK................................................................................................ 7 Argentinas Education Portfolio ............................................................................................. 7 Argentinas Education System .............................................................................................. 8 Primary and Secondary Education........................................................................................ 9 Vocational and Technical Education ................................................................................... 10 Higher Education................................................................................................................. 11 International Education in Argentina ................................................................................... 16 COMPETITOR ACTIVITY ................................................................................................... 18 United Sates of America ..................................................................................................... 18 United Kingdom................................................................................................................... 18 Canada................................................................................................................................ 19 New Zealand ....................................................................................................................... 19
OPPORTUNITIES AND CONSTRAINTS FOR AUSTRALIAN EDUCATION PROVIDERS .....20

5. 6.

CONTACTS ........................................................................................................................ 21 USEFUL WEBSITES .......................................................................................................... 22

Australian Education International Market Overview: Argentina

1.

ENVIRONMENTAL PROFILE

1.1. Political Environment

Argentina is the eighth largest country in the world and the second largest in South America after Brazil, with an area of approximately 2.8 million square kilometres and a population of 38.7 million (2004). The country is bordered by the Atlantic Ocean, Uruguay and Brazil to the east, Paraguay and Bolivia to the north, and Chile to the west. The country is a presidential democracy, having returned to a democratically elected civilian government in 1983 after decades of military rule. Voting is compulsory by universal suffrage. Argentina is a federation consisting of 23 provinces and a Federal Capital District, Buenos Aires City. In the years since 1983, the country's democratic institutions have achieved unprecedented stability, and military intervention no longer appears a prospect. The system of government (at both the federal and provincial levels) is based on the separation of powers. There are three branches: the Executive branch, the Legislative branch and the Judiciary. No member of one branch of government can simultaneously perform official duties in another. At the Federal level, the Executive branch comprises a President, a Vice-President and a Cabinet of Ministers. The President and Vice-President are chosen by direct popular vote for a four-year term and one consecutive re-election is permitted. Ministers are appointed by the President. The Federal Legislative branch consists of a bicameral Congress, namely the Senate and the Chamber of Deputies. The Senate is made up of 72 senators - three per province and three for the Federal Capital District. Senators are chosen by direct popular vote for a six-year term. The Chamber of Deputies is made up of 257 deputies, chosen by direct popular vote for a four-year term. The Federal Judiciary is made up of trial courts, appeals courts and one Supreme Court. The provinces elect governors, legislators and local officials. Reform legislation in the 1990s led to greater provincial autonomy, particularly in education and health. The provinces receive funds from the federal government but also raise their own funds through provincial taxes. Argentinas two largest political parties are the Partido Justicialista (PJ) and the Unin Cvica Radical (UCR). The PJ party evolved from Juan Perns efforts in the 1940s to expand the role of the labour force in the political process. The current President, Nstor Kirchner, belongs to the PJ. The UCR was founded in 1890. Traditionally, the UCR has had more urban middle-class support and the PJ more labour support; however, both parties are now broadly based. The economic crisis, which peaked in mid-December 2001 (see p.5), caused civic unrest and the resignation of President De la Rua. Argentina then experienced a fortnight of high political instability, with a succession of three presidents, each remaining in office no longer than a week. Finally, on 1 January 2002, Eduardo Duhalde was appointed as President. Duhalde remained in this position until presidential elections took place in May 2003, when Nestor Kirchner was democratically elected. Since then, Kirchner has enjoyed consistently solid public approval ratings.

Australian Education International Market Overview: Argentina

1.2. Economy
Argentina has a market economy based on an abundance of natural resources, a highly literate population and an export-oriented agricultural sector. Although an industrialised country, Argentinas major exports are dominated by agricultural products, minerals, fats and oils. In the last decade, soybeans have become Argentina's main commodity, accounting for 50 percent of agricultural production and 30 percent of export earnings. Economic turmoil in the 1980s led to hyperinflation that ended in 1991 with the implementation of the Convertibility Plan that pegged the Argentine peso 1:1 with the US dollar. However, persistent budget deficits, which were incompatible with the convertibility regime, resulted in an unsustainable public debt load of US$145 billion and a debt default to private creditors for a total of US$98 billion in December 2001. This economic crisis led to end of the Convertibility Plan and the re-float of the Argentine currency. Following six months of virtual economic inactivity during the first half of 2002, the country has experienced unprecedented growth over the last few years, mainly as a result of increased exports due to a favourable exchange rate. Argentina officially emerged from the default in February 2005 when it issued new debt in exchange for defaulted bonds, thereby completing its long-awaited debt swap. Argentina has signed a number of investment protection agreements, including one with Australia. This agreement provides additional security to Australian investors by protecting against the possibility of expropriation of Australian investments and providing an international dispute settlement mechanism. Argentina also has a double taxation agreement with Australia as well as with key partners. Argentinas most important trade agreement is Mercosur. Mercosur works as an imperfect customs union between Argentina, Brazil, Paraguay and Uruguay, with a common external tariff (CET) ranging from 3 percent to 23 percent, applied on all but some sensitive products (Argentina's average weighted tariff is 13 percent). The main effect of Mercosur has been significant growth in trade among members, particularly between Brazil and Argentina. Trade between the two countries increased from US$2.2 billion in 1990 to US$13.2 billion in 2004. Mercosur accounts for 20 percent of Argentina's total exports. Figure 1. Economic Indicators
2002 GDP (US$ bn) GDP per capita (US$): Real GDP Growth (% change YOY) Current Account Balance (US$ m) Current Account Balance (% GDP) Goods & Services Exports (%GDP) Inflation (% change YOY) Unemployment Rate (%):
*Estimates YOY = Year Over Year GDP = Gross Domestic Product

2003 129.6 3,389 8.8 7,839 6.0 25.0 13.4 17.3

2004 146.4 3,788 8.5 3,339 2.3 25.7 4.4 13.8

2005(*) 167.0 4,273 5.4 1,237 0.7 24.0 7.5 11.5

102.0 2,699 -10.9 9,142 9.0 27.7 25.9 22.4

Argentinas main industries are edible oils, fuels and energy, cereals, livestock feed and motor vehicles and its main export markets are Brazil (19%), Chile (10.6%), the United States (9.7%), China (7.7%) and Spain (4.6%). 5

Australian Education International Market Overview: Argentina

1.3. Labour Force

Argentinas labour force is approximately 13 million strong and is considered to be well educated and highly literate. The adult literacy rate among the population aged 15 and over is 97.1 percent for both males and females. The unemployment rate as of the third trimester of 2005 stood at 11.1 percent. National employment grew by 6.8 percent in 2004, although in some provinces this figure is higher. In Mendoza, for example, employment grew by 15 percent in the same period. Generally, employment is growing faster in the provinces than in the Buenos Aires metropolitan area. The greatest demand exists in small to medium sized enterprises, mainly in the manufacturing industry, where demand increased by 8.5 percent. In the construction industry demand grew by 5.8 percent and in the commerce and services industry by 8.9 percent. Of the new jobs on offer, 57 percent were for technically qualified personnel. Despite the steady growth in employment over the past two years, 15.7 percent of companies that sought to incorporate personnel in the first trimester of 2005 were unsuccessful due to a lack of qualified applicants mainly in the plastics, automotive and transport, non-metallic minerals, printing and hospitality industries. Of these unfilled positions, 30.6 percent were for operators, 27 percent for professionals and 42.4 percent for technically qualified personnel. This has been a general trend that has caused the Ministry of Education to begin re-evaluating the technical nonuniversity education sector. Salaries suffered greatly with the financial crisis in 2001-02 and have not yet fully recovered. The average monthly salary is US$196, with a wide variation in the provinces. In the Federal Capital, for example, the average monthly salary is US$320, while in Corrientes it is US$119. Unlike most other South American countries, Argentinas population descends mainly from Europeans. Approximately 80 percent live in urban centres and the most populated provinces are Buenos Aires (16.6 million), Crdoba (3.1 million), Santa F (3 million), Mendoza (1.6 million) and Tucumn (1.3 million). Argentina has one of Latin America's lowest population growth rates (about 1 percent per annum), which is attributable in part to the economic crisis of 2001-02. It also enjoys a comparatively low infant mortality rate. The age structure of the population is therefore similar to that of more developed countries, with a median age of about 29 years and a life expectancy of 75 years at birth. The average number of years of education in Argentina is 8.8.

Australian Education International Market Overview: Argentina

2.

EDUCATION FRAMEWORK

2.1. Argentinas Education Portfolio

The Argentine Minister for Education, Science and Technology is Daniel Filmus, an educational sociologist, who has held this position since President Kirchner came to power in 2003. In 1993 the then ruling government carried out a complete overhaul of the education system. Under the Federal Law on Education the Government restructured the organisation of school education, made changes to technical and vocational education programmes at the secondary school level, and changed teacher education programmes. The Law came into force in 1995 and was phased in over a five-year period. It decentralised some of the responsibility for education, assigning it to the provinces; established a national system of institutional evaluation; set minimum common knowledge components for students at each level; and established 10 years of compulsory education comprising one year of pre-school education (Nivel Inicial) for five year-olds and nine of General Basic Education (Educacin General Bsica). The impact of the 2001-02 financial crises on Argentinas education system can not be overlooked. This period saw many schools take on a social rather than educational role in response to the number of school-age children affected by poverty. As the economic situation improves, the Ministry of Education has increased its budget from US$873 million in 2003 to US$1.8 billion in 2005; however, many provinces have not been able to do the same and continue to struggle with minimal education budgets and poor infrastructure. One of the first undertakings of Minister Filmus was to convene the Federal Education Council, comprising the portfolio ministers from each province and the Federal Capital, to re-define the Federal Law on Education within the context of Argentinas social, economic and political situation. The Council defined education policy in Argentina as a strategic means to promote personal, social, economic and cultural development. The Council also expressed a desire to build an education system that is articulated to the countrys national development plan. As President Kirchner noted, We must stop thinking of education, science and technology as social policies and understand them as strategies for development It is indispensable to deepen the ties of exchange between the education system and the world of production and employment. The objectives of Filmus term as Minister of Education are outlined in a document entitled Quality Education for All and comprise the following: Guarantee a minimum of 10 years of quality schooling for all Argentines; Guarantee a minimum of 180 days of class for all students; Strengthen the role of the Federal Education Council as the official entity for orientation and regulation of national education policies; Develop education policies that tend to unify the national education system; Guarantee equality of access; Develop strategies to combat social, gender and regional inequalities; Strengthen links between the education system and the workplace; Develop articulation and integration strategies within and among the different levels of the education system; Support policies that strengthen, professionalise and improve material and cultural conditions for teachers; Develop policies of continuing education and innovation for teachers; 7

Australian Education International Market Overview: Argentina

Develop systematic strategies of evaluation of educational quality; Promote the expansion and improvement of educational infrastructure; Promote active collaboration between public and private education; generate active participation among all players of the education system in debate and implementation of education policies; generate specific programmes for the development of reading; support policies that improve the quality, retention, modernisation and democratisation of universities; strengthen scientific and technological investigation as public and private resources improve; integrate the objectives of the education system, universities and the scientific/technological system; and call on all educators, political parties, religious and industry sectors to assist in the elaboration of a long-term National Education Project.

Some commentators have suggested that the Federal Law on Education was responsible for the deterioration of the Argentine education system by decentralising education services and giving more power to the provinces without guaranteeing the re-distribution of funding and by decreasing the technical/vocational focus at the secondary school level. Minister Filmus aims to change these characteristics and has implemented initiatives such as financial assistance for schools and scholarships for students, to ensure that they attend school and that those students who have abandoned their studies return. The Ministry is working on an Education Finance Law that will guarantee funding to the provinces and teacher salaries, extending class hours and improving digital education. The Ministry has also formulated the Technical Education Law (Ley de Educacin Tcnica) to reintroduce into the secondary school system technical qualifications that were eliminated under the Federal Law on Education of 1993. The aim of this Law is to provide qualified personnel to local industry. The project includes initiatives such as the national recognition of studies, certificates and qualifications, and articulation between different levels of technical/professional education. It ultimately aims to contribute to sustained regional and national growth.

2.2. Argentinas Education System

There are over 41,000 educational establishments (not including universities) in Argentina; 78 percent of which are state-run institutions. The remaining 22 percent are private. State education is free and most private schools are religious (Catholic) or linked to community groups such as Jewish, American and Anglo-Argentine communities. Many of the latter offer international qualifications such as the International Baccalaureate and Cambridge qualifications in the English language. Private school fees vary, but can be as much as US$500 per month. Under the Federal Law on Education, Argentinas education system was completely reformed and ten years of compulsory schooling was established, with a guarantee of 180 days of classes per school year. One year of pre-school education and nine years of general basic education (primary and lower secondary school) are compulsory, covering children generally aged five to 14 years. The three years of upper secondary school known as Multimodal Education are not compulsory. Spanish is the language of instruction and English is widely taught. In several provinces, study of a second language at the lower secondary school level is compulsory, and bilingual schools abound, although they all fall under the private system.

Australian Education International Market Overview: Argentina

It is common for state schools to have two sessions per day, either in the morning or in the afternoon, and, to a certain extent, students can select their preferred session. Private schools usually require full day attendance in order to deliver curricula in English and in Spanish. The national curriculum is organised according to three levels: national, provincial and local. The Common Basic Contents - Contenidos Bsicos Comunes (CBC) are common to all schools and aim to ensure the acquisition of basic competencies in subjects such as Mathematics, Language, Science and Technology. Approximately 30 percent of the curriculum consists of Provincial Curricular Designs - Diseos Curriculares Provinciales which are formulated to suit identified regional needs, and the remaining 20 percent consists of Institutional Education Projects (Proyectos Educativos Institucionales), designed to fit the needs of individual institutions. Funding for education is divided between the provincial and federal governments the federal government provides 60 percent of each provinces total education budget, with the province making up the remaining 40 percent. Generally, the tertiary sector receives federal funding and the provinces fund the school sector. Most schools depend on funding from parent co-operatives, as funds received from the federal government are not sufficient. State school students do not pay fees, but they do have to purchase their own stationery and uniforms and arrange their own transport. Public universities are also free but there is constant debate regarding the introduction of fees. Private university fees can range from ARS200 to ARS1600 per month (A$88 to A$700). The academic year is similar to the Australian one. Classes run from March to December, divided into two semesters for government schools and three terms for private schools. University calendars can vary, but classes usually run from April to December and are divided into two semesters.

2.3. Primary and Secondary Education

General Basic Education is compulsory and comprises primary and lower secondary education. It is nine years in length, divided into three three-year cycles. The entry age is six years and is generally completed at 14 years of age. The curriculum includes Mathematics, Language and Literature, Natural and Social Sciences, Technology, Art and Physical Education. Students who complete 10 years of education, comprising Initial and General Basic Education, are awarded a Primary Education Certificate. Upper secondary multimodal education (Educacin Polimodal) is not compulsory and lasts for three years. Students may choose between five major study areas or modules: Natural Sciences, Health and the Environment; Economics and Organisation Management; Productivity of goods and services; Arts, Design and Communication; and Humanities and Social Sciences.

All modules have common competency-based core subjects in: Spanish language and literature; Mathematics; Foreign languages; and Ethics, Civics and Health Education.

Australian Education International Market Overview: Argentina

Each module also has subject areas in Natural Science, Humanities and Social Science, Technology and Arts, and Communication. Although each module contains these subject areas, the weight given to each of these subject areas varies depending on the students chosen specialisation. Assessment is school-based and there are no external examinations or assessments. On completion of multimodal education, students are awarded the secondary school title of Bachiller, which legally entitles them to enrol at a public university. Figure 2. Argentinas Primary and Secondary Education Cycle

2.4. Vocational and Technical Education

Given the recent lack of skilled and technically qualified workers in the Argentine workforce, vocational and technical education is receiving a significant amount of attention from the government. The changes that were introduced by the Federal Law on Education of 1993 virtually did away with the technical secondary school system and the Government is looking to introduce a completely renovated system that is competency-based and industry-led. As it stands, vocational and technical training at upper secondary level is for students who are enrolled in that level or who have graduated from multimodal education. The training is called Technical and Professional Pathways - Trayectos Tcnico-Profesionales (TTP) and is administered by the National Institute for Technical Education Instituto Nacional de Educacin Tcnica (INET). In theory, competency-based modules have been devised in consultation with educators, industry groups and trade unions and the programmes are closely aligned with industry. One of the intended outcomes of the TTP programme is to introduce students to life-long learning. However, this is not always the case and the Government realises that this system needs to be redesigned. There are some 1,700 non-university tertiary institutions (Terciarios) in Argentina, two-thirds of which are public. Some are run by trade associations, such as the automotive and printing industries. Over two-thirds of the 1,700 institutions are teacher-training institutes. More recently, private institutes have appeared in response to industry needs in areas such as hospitality, information technology (IT) and computer repairs, business administration, welding, construction, auto mechanics and child care. There is no system in place to regulate private institutions, although they must be authorised by the Ministry of Education in order to grant their own awards. Most of the courses offered by the Terciarios are from two to four years in duration. 10

Australian Education International Market Overview: Argentina

A two-year, full-time programme leads to a Certificate of Professional Aptitude. Three-year programmes result in an award known as a Certificate of Competence and students may go on to complete a fourth year for the title of Technical Assistant. Argentine society has tended to stigmatise individuals who have been trained in the vocational education and training system. In a country where state universities are free and there are no entrance examinations, these professionals are sometimes poorly regarded for the simple fact that they did not attend university. The Government plans to overturn this community sentiment by designing new technical education programmes in close conjunction with industry sectors. In this way, technical qualifications may become more associated with employability, generating a sense of appreciation amongst students, industry and the general community. It is also intended that stimulating the technical education sector will encourage life-long learning and lead to the development of clear lines of articulation within the education system. To this end, a series of national fora on vocational and technical education have been held in different provinces and the Ministry of Education is expected to formulate a national strategy within the next 12 months.

2.5. Higher Education

In Argentina there are 38 state universities and six state university institutes, 41 private universities and 13 private university institutes, one provincial university, one foreign university and one international university, all of which are accredited by the Ministry of Education and recognised by the Government. Figures from 2003 indicate that there were 1,279,000 students enrolled in state universities and institutes and a further 216,000 enrolled in the private system. The largest university by far is the Universidad de Buenos Aires (UBA), with over 325,000 students. This is followed by the Universidad Nacional de Crdoba (113,296 students), which is also the oldest university, having been founded in 1631. Universidad Nacional de La Plata is the third largest university (90,564 students) followed by Universidad Nacional de Rosario (72,932 students) and Universidad Nacional de Tucumn (57,009 students). Another university, Universidad Tecnolgica Nacional, has just under 64,000 students spread over 29 faculties and academic units throughout the country. Its main focus is on meeting the needs of regional industries and it trains engineers in a variety of specialisations. It offers training with a strong practical focus, which distinguishes it from the more theoretically based Engineering faculties in other public universities. The university institutes are specialised institutions focussing on particular fields such as Aeronautics, Maritime Studies, Health and Medical Studies and the Arts. They also include training institutions for the armed forces and the police. The most popular degrees at the university level are in Economics and Management, with over 300,000 students, followed by Law, Architecture and Design, Engineering, Computer Sciences, Medicine, Education and Psychology. This applies to both the public and private sector universities. Private universities emerged in Argentina in 1958 and qualifications from private universities only gained recognition by the Government during the late 1980s. Official recognition by the Government authorises a private university to grant its own awards, although the university continues to be supervised for six years after gaining recognition. 11

Australian Education International Market Overview: Argentina

Private universities fall into two main groups. The larger and older institutions are located mainly in Buenos Aires, with a few in the regional cities of Crdoba, Mendoza and Tucumn. This group includes the two older Catholic universities dating from the 1950s, Universidad Catlica and Universidad del Salvador, and some established by private foundations dating mainly from the 1970s, such as Universidad de Belgrano. The other group comprises newer and smaller universities located mainly in Buenos Aires, which are run by various foundations, professional bodies and religious groups. The individual universities usually offer only a few fields of study or specialise in areas such as Business, Finance, Economics, Medical and Health Sciences, Engineering and Technology. Both public and private universities in Argentina are autonomous and free to determine their own internal policies. The administration of public universities is somewhat political and involves commissions or councils of administrative staff, academic staff and students. Rectors of state universities participate in the National Inter-university Council and Rectors of private universities have the Council of Rectors for Private Universities. Both are discussion fora and neither has the authority to establish national policy. Under the Higher Education Law of 1995, the National Commission for University Evaluation and Accreditation Comisin Nacional de Evaluacin y Acreditacin Universitaria (CONEAU) was established to help improve the quality of university education in Argentina. The process consists of two steps self-evaluation and external evaluation. Institutions may choose to be evaluated externally by CONEAU or by evaluation agencies formed by the universities themselves. External evaluations take place every six years and complement the self-evaluations. The university entrance examination system was abolished in 1983 in order to increase the number of students enrolled in university. Any student who holds a multimodal secondary school title is legally entitled to enrol in a state university. This has led to huge enrolments in the first year of some programmes and most universities now deliver preparatory courses for first year students in order to weed out unsuitable students. Consequently the first year drop-out rate is very high. Most private universities have implemented admissions evaluations for prospective students. The average length of study for an undergraduate degree is five years, although many students take much longer. It is characteristic of Argentine universities that students attend part-time and university buildings are often deserted during the day. Another characteristic of Argentine universities (particularly state universities) is the lack of a university campus. Faculties can be spread across the city in different buildings, and in some cases faculty buildings (Agriculture, for instance) may be many kilometres away. Some universities offer student accommodation, but more often than not this is organised privately. Largely due to the economic crisis of 2001-02, state universities remain severely under-funded and are in need of heavy investment in infrastructure and facilities. Strikes are also a feature as underpaid academic staff demand more pay and better working conditions. Argentine universities increasingly recognise the need to have international agreements and twinning arrangements not only for the benefit of students and academic staff, but also in order to differentiate themselves from the increasing number of competing universities in the market.

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Australian Education International Market Overview: Argentina

Figure 3. Argentine Universities State Universities in Argentina Universidad de Buenos Aires Universidad Nacional de Catamarca Universidad Nacional de Crdoba Universidad Nacional de Cuyo Universidad Nacional de Chilecito Universidad Nacional de Entre Ros Universidad Nacional de Formosa Universidad Nacional de General San Martn Universidad Nacional de General Sarmiento Universidad Nacional de Jujuy Universidad Nacional de la Matanza Universidad Nacional de la Pampa Universidad Nacional de la Patagonia Austral Universidad Nacional de la Patagonia San Juan Bosco Universidad Nacional de la Plata Universidad Nacional de la Rioja Universidad Nacional de Lans Universidad Nacional de Lomas de Zamora Universidad Nacional de Lujn Universidad Nacional de Mar del Plata Universidad Nacional de Misiones Universidad Nacional de Quilmes Universidad Nacional de Ro Cuarto Universidad Nacional de Rosario Universidad Nacional de Salta Universidad Nacional de San Juan Universidad Nacional de San Luis Universidad Nacional de Santiago del Estero Universidad Nacional de Tres de Febrero Universidad Nacional de Tucumn Universidad Nacional de Villa Mara Universidad Nacional del Centro de la Provincia de Buenos Aires Universidad Nacional del Comahue Universidad Nacional del Litoral Universidad Nacional del Nordeste Universidad Nacional del Noroeste de la Provincia de Buenos Aires Universidad Nacional del Sur Universidad Tecnolgica Nacional 13

Australian Education International Market Overview: Argentina

State University Institutes Instituto de Enseanza Superior del Ejrcito Instituto Universitario Aeronutico Instituto Universitario de la Polica Federal Argentina Instituto Universitario de Seguridad Martima Instituto Universitario Nacional del Arte Instituto Universitario Naval Private Universities in Argentina Pontificia Universidad Catlica Argentina Universidad Atlntida Argentina Universidad del Centro Educativo Latinoamericano Universidad Abierta Interamericana Universidad Adventista del Plata Universidad Argentina de la Empresa Universidad Argentina John F. Kennedy Universidad Austral Universidad Bls Pascal Universidad CAECE Universidad Catlica de Crdoba Universidad Catlica de Cuyo Universidad Catlica de La Plata Universidad Catlica de Salta Universidad Catlica de Santa Fe Universidad Catlica de Santiago del Estero Universidad Champagnat Universidad de Belgrano Universidad de Ciencias Empresariales y Sociales Universidad de Concepcin del Uruguay Universidad de Congreso Universidad de Flores Universidad de la Cuenca del Plata Universidad de la Fraternidad de Agrupaciones Santo Toms de Aquino Universidad de la Marina Mercante Universidad de Mendoza Universidad de Morn Universidad de Palermo Universidad de San Andrs Universidad del Aconcagua Universidad del CEMA Universidad del Cine 14

Australian Education International Market Overview: Argentina

Universidad del Museo Social Argentino Universidad del Norte Santo Toms de Aquino Universidad del Salvador Universidad Empresarial Siglo 21 Universidad Favaloro Universidad Juan Agustn Maza Universidad Maimnides Universidad Notarial Argentina Universidad Torcuato Di Tella Private University Institutes Escuela Universitaria de Teologa Escuela de Medicina del Hospital Italiano Instituto Tecnolgico de Buenos Aires Instituto Universitario ISEDET Instituto Universitario IDEA Instituto Universitario Escuela Argentina de Negocios Instituto Universitario Escuela Superior de Economa y Administracin de Empresas - ESEADE Instituto Universitario CEMIC Instituto Universitario de Ciencias de la Salud Fundacin H.A. Barcel Instituto Universitario de la Fundacin ISALUD Instituto Universitario de Salud Mental de la Asociacin Psicoanaltica de Buenos Aires Instituto Universitario Gastn Dachary Instituto Universitario Italiano de Rosario Provincial Universities Universidad Autnoma de Entre Ros Foreign Universities Universidad de Bologna (Italy) International Universities Facultad Latinoamericana de Ciencias Sociales - FLASCO

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Australian Education International Market Overview: Argentina

Figure 4. Provinces of Argentina

2.6. International Education in Argentina

Argentines have been studying overseas for at least 100 years. Given their strong European background, in the past it was common for children from wealthy families to finish their schooling and continue on to university in England, France, Italy and Spain. More recently, however, the tendency is for students to consider overseas studies for short-term English language programmes and postgraduate degrees. Argentine students tend to complete their undergraduate degrees in-country and consider international qualifications for postgraduate degrees overseas. This is seen as conferring a high degree of professional prestige. Students increasingly seek funding support to undertake studies overseas; however, there is no government agency that provides this service. The Argentine Ministry of Education provides a list of available scholarships from international sources on its website and Fundacin Aragon, a nonprofit foundation, is the main source of information on international funding for studies overseas.

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Australian Education International Market Overview: Argentina

In an effort to lure clients back into the Argentine banking system, several local banks are considering providing overseas and local study loans as part of their services, but their main concern is that they have no support from the Government or the private sector. Spain is by far the largest provider of scholarship funding in Argentina, largely for short postgraduate programmes, but Japan, Italy and Germany also figure prominently. Most universities have international student exchange agreements, but since the financial crisis the traffic of students has mostly been towards Argentina and not out-bound. The lack of reciprocity in exchange agreements is a problem for some foreign universities who rely on this method as a means of eventually obtaining fee-paying students. Also, many Argentine universities are reluctant to waive their students fees for semester-long study-abroad programmes. The newer, private universities are more active in this area and have implemented successful exchange programmes. However, students at these universities are more likely to belong to the upper socio-economic sector and consider international experience essential for future employment.

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Australian Education International Market Overview: Argentina

3.

COMPETITOR ACTIVITY

3.1. United Sates of America

The United States has a strong presence in Argentine education through the Fulbright Commission, Embassy activity and the Argentine-North American Cultural Institute (ICANA), of which there is a branch in most major cities. The USA has its own annual Study USA road show, as well as being the main participant in events such as the MBA Tour. ICANA provides advice on and oversees examinations for GMAT and TOEFL, counsels students on studying in the USA, and links North American and Argentine educational institutions, as well as offering English language courses. In 2001, the USA was the top education destination for Argentines with just under 12,000 students across all sectors. However, this number has since dropped due to the backlash against the US following the Argentine financial crisis and the increased difficulty in obtaining visas. Figures for higher education students, however, remain very much unchanged, as the following table shows: Figure 5. Argentine Higher Education Students Studying in the USA 2000-2005 Students by Academic Level Undergraduate Graduate Other Total
Source: Opendoors

2000-01 1,237 1,654 281 3,172

2001-02 1,381 1,797 266 3,444

2002-03 1,401 1,963 280 3,644

2003-04 1,504 1,927 213 3,644

2004-05 1,245 1,807 311 3,363

3.2. United Kingdom

The UK is represented in Argentina by the British Council, which has branches all over the country. The Council is consulted by the Argentine Government on education reform matters and it has an on-going relationship with all of the prestigious bilingual schools in Argentina. It also counsels students, offers education seminars, provides English language courses and access to an on-line database of educational institutions in the UK, as well as allowing public access to an English language library. The British Council does not organise or participate in the main education fairs that take place annually in Argentina, but regularly arranges visits and seminars by groups of UK universities to local bilingual schools. The UK is a popular destination for short-term English language programmes taken mainly during the southern hemisphere winter and school summer holidays.

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Australian Education International Market Overview: Argentina

3.3. Canada
In 1998, the Canadian Education Centre, together with the Canadian tourism bureau, established a drop-in information centre in Buenos Aires for students. The centre provides information on studying in Canada and student visas, and since 2002 provides classes in the French and English languages. It is estimated that some 400 Argentines study in Canada each year. The province of Quebec is active in promoting migration of skilled Argentines and advertisements are regularly seen in local publications.

3.4. New Zealand

New Zealand Trade and Enterprise (NZTE) offers a student counselling service in their premises, located in the New Zealand Embassy in Buenos Aires. Argentines travelling to study in New Zealand for a period of less than six months do not need a visa. New Zealand offers 400 working holiday visas annually to young Argentines. NZTE also assists with links between industrial sectors such as the dairy industry in Argentina and New Zealand universities. This, in particular, has influenced the number of specialist study tours by Argentines to New Zealand.

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Australian Education International Market Overview: Argentina

4.

OPPORTUNITIES AND CONSTRAINTS FOR AUSTRALIAN EDUCATION PROVIDERS

Argentina is emerging from one of the most far-reaching financial and social crises in its history and many fundamental government policies have either changed or are in the process of changing. While the country has long recognised the importance of education and, in fact, was a leader in Latin American education policy and systems for many years, bureaucracy and a debilitating lack of funds have caused a deterioration of the local education system. As the countrys economic situation improves and industry realises that there is now a lack of technically skilled and qualified personnel, the Ministry of Education is in the process of responding to the need for far-reaching reforms in the vocational and technical education sector and has mentioned in the media that countries like Australia are seen as having the model to follow. As the Argentine technical education sector is being overhauled, Australian education providers are presented with an opportunity to participate in formulating Argentinas technical education strategy through, for example, consulting services, teacher training and curriculum design. Argentina and Australia are similar in many respects: They are both southern hemisphere countries that share the same academic year; they have many common industries such as agriculture, mining, wine and viticulture, sheep/wool, beef, commercial fishing, tourism and hospitality and natural resources; and their geography and demographics are similar. Australia is not well known in Argentina. Students are more likely to think of the US or the UK as education destinations, but those who are aware of Australia as an education destination, admire Australia and see it as the symbol of what they would like to achieve. Argentines are well-disposed towards Australians and this opens the door to building relationships. Australia is a quality education provider that has already found solutions to and solved similar education problems to those that Argentina is now facing. As Argentinas exports increase, particularly to Asian markets, so does the countrys need for Australian know-how, technology, research and education. Argentines perceive Australia as being distant and the cost of airfares between Argentina and Australia is high when compared to other destinations. Although there are now eight flights per week between Australia and Argentina (four via Santiago with LAN/Qantas and four to Buenos Aires with Aerolineas Argentinas), in peak periods it is difficult to purchase tickets and education agents are discouraged by the fact that they find it difficult to obtain tickets for their clients. The lack of scholarships or alternative funding for studies can be a deterrent, particularly when other countries such as the UK, Spain and the USA are offer funding programmes. Argentina is now rated as Student Visa Assessment Level 2 by the Department of Immigration and Multicultural and Indigenous Affairs (DIMIA) across all visa sub-classes, after having been rated 3 until April 2005. Argentine universities are actively seeking agreements with international universities in order to increase their own competitiveness and provide enhanced learning to existing students. It is suggested that these relationships should be based on specific industry sectors such as wine and viticulture, rather than general agreements. Argentina offers the possibility of interesting research collaborations with Australian academics. Australia is not the study destination of choice for Argentines; however, this is because they know little about Australia and its education system. As Argentines become more aware of Australias capabilities as an education and training provider and as the economy fully recovers, it is possible that the number of students interested in study opportunities in Australia may grow. 20

Australian Education International Market Overview: Argentina

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CONTACTS

The Australian Education International (AEI) office located in Santiago, Chile is responsible for the South and Central American region. AEI currently has a Service Agreement with Austrade Buenos Aires to undertake activities on behalf of AEI in the following areas: Government-to-government relations; Information services; and Promotions and marketing.

Australian Education International, South and Central America Av. Nueva Tajamar 481 Torre Sur, Of. 606 Las Condes Santiago CHILE Phone: +56 2 203 0577 Fax: +56 2 203 0566 eMail: info.santiago@aei.gov.au Tony Crooks Counsellor (Education, Science and Training) - South and Central America Sofa Pereira Manager Education, Science and Training Carolina Rass Market Development Officer Loreto Lazcano Office Manager Priscila Trevisan Manager AEI Brazil

Australian Embassy, Argentina Villanueva 1400 C1426BMJ Buenos Aires Phone: +54 11 4779 3573 Fax: +54 11 4779 3583 Norma Ramiro Business Development Associate Austrade Buenos Aires Villanueva 1400(C1426BMJ) Buenos Aires, Argentina Phone: + 5411 4779 3575 Fax: + 5411 4779 3583 eMail: norma.ramiro@austrade.gov.au

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Australian Education International Market Overview: Argentina

6.

USEFUL WEBSITES

Argentine Government http://www.presidencia.gov.ar http://www.info.gov.ar Ministerio de Educacin, Ciencia y Tecnologa http://www.me.gov.ar Instituto Nacional de Estadstica y Censos http://www.indec.mecon.ar Consejo Interuniversitario Nacional http://www.cin.edu.ar Consejo de Rectores de las Universidades Privadas http://www.crup.org.ar Comisin Nacional de Evaluacin y Acreditacin Universitaria http://www.coneau.edu.ar Instituto Nacional de Educacin Tecnolgica http://www.inet.edu.ar

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