Uma investigação sobre a aplicação de bônus adicional como política de ação afirmativa na Universidade Federal de Minas Gerais (UFMG) / Una investigación sobre la aplicación del bono adicional como política de acción afirmativa en la Universidad Federal de Minas Gerais (UFMG) / An investigation into the application of the additional bonus as a policy of affirmative action at the Federal University of Minas Gerais, Brazil

Há algumas décadas tem se destacado a importância dos investimentos em educação para o desenvolvimento individual e regional. Um fator relevante para que haja incremento do capital humano em uma região é a inclusão da maior proporção possível da população local na escola, em todos os níveis de escolaridade. Entre as políticas que promovem essa inserção, destacam-se as ações afirmativas no âmbito da educação. Essas políticas, que incluem o bônus adicional abordado neste artigo, pretendem reduzir as desigualdades dos diferentes grupos sociais, em particular no que se refere ao atendimento escolar, combatendo sistematicamente a discriminação racial. Neste trabalho, discute-se a adoção do bônus adicional no vestibular da UFMG, comparando-se, descritivamente no universo da população da RMBH, os indivíduos aptos e os não-aptos a ingressarem no ensino superior, bem como confrontando esses primeiros com os que efetivamente estudam nesse nível de ensino. Verificaram-se, por meio de simulações com os dados do Enem, os impactos que diferentes políticas de bônus adicional teriam do ponto de vista da inserção dos diferentes grupos de cor e de rendimento familiar. Constatou-se que, em alguns aspectos, essa política não incrementaria o corpo discente da UFMG de indivíduos com menor potencial de aprendizado, embora certas políticas complementares devam ser tomadas com relação a outros fatores.

Desde hace algunas décadas ha venido destacándose la importancia de las inversiones en educación para el desarrollo individual y regional. Un factor relevante, para que haya un incremento de capital humano en una región, es la inclusión de la mayor proporción posible de la población local en la escuela, en todos sus niveles de escolaridad. Entre las políticas que promueven esa inserción, se destacan las acciones afirmativas en el ámbito de la educación. Esas políticas, que incluyen el Bono Adicional abordado en este artículo, pretenden reducir las desigualdades de los diferentes grupos sociales, en particular en lo que se refiere a la atención escolar, combatiendo sistemáticamente la discriminación racial. En este trabajo, se discute la adopción del bono adicional en el examen de acceso a la universidad de la UFMG, comparándose, descriptivamente en el universo de la población de la RMBH, los individuos aptos y os no-aptos de ingreso en la enseñanza superior, así como contrastando a éstos con los que efectivamente estudian en ese nivel de enseñanza. Se verificaron, por medio de simulaciones con los datos del Enem, los impactos que diferentes políticas de bono adicional tendrían desde el punto de vista de la inserción de los diferentes grupos raciales y rendimiento familiar. Se constató que, en algunos aspectos, esa política no incrementaría el cuerpo discente de la UFMG con individuos de menor potencial de aprendizaje, aunque ciertas políticas complementarias se deban tomar en relación con otros factores.

In recent decades emphasis has been given to the importance of investments in education for both individual and regional development. One significant way to develop greater human capital in a region is to place as many persons as possible in schools of all levels of formal education. Especially important among policies to foster this inclusion are affirmative actions in the area of education. Such policies, which include the Additional Bonus, as discussed in this article, aim at reducing the inequalities between different social groups, especially in the area of education, in the constant struggle against racial discrimination. In this article the authors discuss the application of the Additional Bonus for the college entrance exam for the Federal University of Minas Gerais and descriptively compare those individuals living in the Belo Horizonte Metropolitan Area who are apt to enter higher education with those who are not. Those classified as apt were also compared with those who actually study at the university. Through simulations based on data from the National Enem Examination, the impacts that different policies of Additional Bonus would have was studied from the perspective of the insertion of persons of different ethnic groups and different family income levels. It was seen, for some factors, that this policy would not cause an impact at UFMG in terms of individuals with lower learning potential, although certain complementary policies should be implemented for other factors.

Repercusiones en la formación y los ingresos en México / Repercussions in the training and the income in Mexico

En este trabajo se analiza, por una parte, la relación entre la formación y el ingreso de los trabajadores, y por otra, la relación entre formación y ocupación en el mercado de trabajo en México. Los resultados señalan que las titulaciones que tiene salarios altos son las relacionadas a las ciencias exactas, las que tienen mayor probabilidad de estar contratadas son las relacionadas a la educación, y finalmente se observa, que las profesiones relacionadas a las aéreas de salud, educación, la economía, profesiones administrativas, tiene alta correspondencia con su empleo e inserción positiva en el mercado de trabajo.

This paper examines, firstly, the relationship between education and income of workers, and secondly, the relationship between training and employment in the labor market in Mexico. The results show that the degrees that have the highest salaries are those related to the exact sciences, and those which are more likely to be hired are those related to education, and finally, it is observed that the areas of health, education, and economic administration, are highly correlated with employment and positive insertion in the labor market.

Cost of producing a medical doctor at Chulalongkorn University.

To illustrate the cost of producing a medical doctor through a 6-year curriculum and the analysis of the cost components of the Faculty of Medicine, could be used as key data for future planning, budgeting and preparation for the autonomous university. The cost centers were categorized to be executive, education support and education unit. The simultaneous equation method was employed to allocate all costs from other associated cost centers to the education unit. The unit cost per enrolled student was 2,161,124 baht and 8,217 Baht/Student Credit Hour (SCH), while the unit cost per graduate was 2,174,091 baht and 8,267 Baht/SCH. The labor cost accounted for 69.46 per cent, capital cost, 26.42 per cent and material cost, 4.12 per cent of the total medical doctor production cost. The three most costly departments were,: Department of Medicine (13.24%), Department of Obstetrics and Gynecology (11.73%) and Department of Paediatrics (9.87%). The cost-fee ratio (cost/fee) was 95:5 which suggested that medical students obtain 95 per cent subsidy from the government budget or the society. If the University becomes autonomous and less dependent on public budget, the fee may have to be adjusted higher to cover the cost. The percentage of drop out and repeat students was 0.00-0.88 per cent with a delay duration of about 6 months to one year only. The opportunity cost of six years' study for a student attending the medical school was 544,956 baht which raised the total cost per graduate to 2,719,047 baht from student/societal perspective.