Program Mecesup
The Higher Education Quality Improvement Program (Program MECESUP)[1] is part of the efforts of the Government of Chile to support the transition from its current economy to one based on knowledge, increasing the equity and the effectiveness of its system of tertiary education.
The objectives of the Program are to provide the necessary competencies and skills to improve the quality of the educational institutions and of the system of higher education, increasing its international competitiveness, sustaining social and economic development, and ensuring that no talent is lost because of differences in learning opportunities.
Specifically, the Program MECESUP - belonging to the Higher Education Division of the Ministry of Education- gives incremental financing to projects and plans to improve institutional quality awarded by competitive means and/or negotiated through the Academic Innovation Fund (FIAC) and the Performance-Based Agreements (PBA). Since its inception and until April 2013, the Program MECESUP has been led by Dr. Ricardo Reich.
Since its implementation in 1999, MECESUP has counted with the support of the World Bank (Loans 4404-CH No. 7317-CH and 8126-CL), has assigned 816 projects FIAC, 4 pilot PBA, 6 PBA in the Humanities, Arts and Social Sciences and 34 PBA in a recent scaling-up; and resources for approximately US$ 720 million.
History
In 1998, the Government of Chile agreed with the International Bank for Reconstruction and Development (IBRD, 4404-CH) the design and implementation of an ambitious program to improve the quality of higher education, which was baptized with the acronym MECESUP. In full expansion of college tuition, the program has funded actions of academic improvement and infrastructure in the 25 universities of the Council of Rectors of Chilean universities (CRUCH), contributing to a significant increase in equity in the access to quality of students throughout the country.
The program initially considered a capacity-building component, the experimental design and implementation of a process of voluntary accreditation of institutions and programs, and the creation of a Competitive Fund, which replaced the old Institutional Development Fund (with historical allocation). The committed investment for 5 years was US$ 245 million, with an average annual budget of US$ 50 million.
Eligible expenses considered the development of academic staff and advanced training; the modernisation of libraries and generation of study areas for students; the management of information and knowledge; the integration of information and communication technologies to the teaching-learning processes; new laboratory equipment; modern classrooms and use of multimedia, as well as fellowships for doctoral programs and research.
First Phase (1999-2005)
In the first phase of the Program MECESUP (IBRD loan 4404-CH)), the general assumption was that the investment in infrastructure should improve the academic teaching and student learning, and therefore their employability. Some dimensions that were taken into account to resolve the resource allocation were the impact of the services provided to students; the consistency with the institutional development plans; the availability of human resources to implement the projects awarded and the financial and operational sustainability, among others.
The Competitive Fund, after 6 continuous years of competition calls, supported the deployment of nearly 400 projects, with averages of investment on the initiative of US$ 550,000. 70% Of the resources were devoted to the improvement of undergraduate education in regional institutions. 20% Of the total budget was invested in the empowerment and development of the national doctoral programs. A 10% was allocated to the modernization of the centers of technical training (CFT) to improve teaching and learning in technology areas of interest to the productive sector.
In spite of the many and obvious achievements, the Competitive Fund, as the only mechanism for allocating resources for academic quality improvement, has shown some limitations. One of them is the difficulty in supporting the solution of complex problems of an institutional nature, such as strategic planning, improving the management, the monitoring of the impact of goals and results, and the employability of its graduates.
Second Phase (2006-2011)
As a result of the lessons learned during the implementation of the Program MECESUP, the Government decided in 2005 to begin a second phase MECESUP2, agreeing with the World Bank a new loan (7317-CH), and complementing the Competitive Fund - now called Academic Innovation Fund (FIAC) - with the experimental implementation (pilot) of 4 Performance Agreements in a limited number of accredited State universities: Tarapacá (in Arica), Chile (in Santiago), Bío-Bío (in Concepción) and La Frontera (in Temuco. They were assigned special resources from the Chilean Bicentennial Program to 5 PBA in the areas of the Humanities, Arts and Social Sciences. The level of annual funding for all these activities was ensured by US$ 100 million.
Third Phase (2012-2016)
Considering the successful evaluation of the pilot in PBA, the new Government decided in 2011 to start a significant phase of MECESUP3 scaling, this time by agreeing with the World Bank a third loan (8126-CL) aimed at providing technical advice and ensure an international quality audit to the institutional improvement plans awarded. Along with calls for PBA the years 2012 and 2013, it started the implementation of an enhanced version of the Academic Innovation Fund (FIAC2). The resources allocated during these two years amounting to USD$ 80 million.
After an initial institutional eligibility limited to CRUCH universities and accredited CFT, currently, the Program MECESUP - as well as their competitions and guidelines - is open to all universities, technical training centers and professional institutes in Chile that are institutionally accredited by the National Accreditation Commission.
Mechanisms
Fondo de Innovación Académica (FIAC)[2]
The Academic Innovation Fund (FIAC) is an instrument for the competitive award of State resources which seeks to encourage activities that promote quality and innovation in eligible academic institutions of the Tertiary Education system, with features of consistency, responsiveness, equity and quality. Its design is flexible, with specify lines and thematic areas for priority actions in each competition call. Institutional proposals must be consistent with institutional strategic planning and designed for management by results. Assessment is achieved with national and foreign external peers with benefit and feasibility criteria that are known previously. The evaluation and selection process is based on clear and transparent eligibility and selection criteria, equal opportunities and technical rigor. The resources allocated to the best proposals are transferred to the beneficiary institutions for its decentralized management.
Performance Agreements (PBA)[3]
Performance Agreement (PBA) is a contract between the State and the higher education institution through which these undertake notable performances that involve a significant institutional improvement, which alone could not have been able to achieve. It is a competitive tool for allocating resources of advanced conceptual design and high strategic impact, which provides funding on the basis of results and allows institutions to generate transformative initiatives, capable of facing structural problems of different nature that can significantly improve their academic quality. For a system of higher education that has to face important challenges, the PBA offer relevant opportunities in the strengthening of organizational efforts and resources towards the achievement of outstanding outcomes, generation of competitive advantages and strategic positioning in functional or knowledge areas that can be improved and replicated in other institutions.