What is important and urgent?

A prominent columnist recently pointed out the importance of: health and education As a strategic asset for the development of the country. It is clear that historically Adam Smith’s influence was notorious, and this is how Domingo Faustino Sarmiento and the entire generation of the 80s understood it. That is why they were able to lead a poor and largely ignorant Argentina to stop being poor and become more like Adam Smith. 80% of the highest GDP per capita in 1910 (US$4,964, Argentina US$4,300).

Also, we must not forget the more than 100 years that have passed with countless follies hidden behind strong political slogans such as “Argentina Strong” (an economic plan launched by Perón in 1973 and continued by López Rega until “Rodrigazo”) and many other slogans with different names and durations (every five years, IAPI, nationalization, small table, etc.). Today, our GDP per capita is only 16% of that of the United States.

Roberto Bollone points out that the current May Agreement lacks elements on health and education. This also raises powerful questions to which we ascribe. Does anyone doubt the value to a nation’s economy in the 21st century of a population with excellent health and universally accessible first-class education?

It is also aptly stated that: “What is urgent (economy and security) and what is important (health and education)?” Given that what is important gives sustainability to what is urgent over time, we need to address them in a way that creates a virtuous cycle. ”

perfect opportunity

We also agree that the May Agreement provides “the best opportunity to define the ‘big bones'” of public health system restructuring. Given our particular personal vision and constitutional constraints, we believe that an implementation path should be agreed around universal rural insurance, with strong roots in primary health care and drawing on the valuable experience of many European countries, Canada and Australia.

he swiss model This is a combination of practical training at a company three days a week and theoretical training at a school two days a week. ”

In summary, this means moving away from the widespread use of public hospitals as a “subsidy for the provision of services to the poor” to comprehensive basic insurance with preventive and translational medicine. It is also possible to cover in this way those who cannot effectively pay (in part or in whole) through an actual “demand subsidy”.

It is clear that this style of restructuring, if well planned and executed, can provide higher quality services to all residents, both in private and public providers, as long as the latter reorganizes its structures and processes efficiently (without corruption or political accusations).

Faced with journalistic questions about why it hadn’t been raised before, we noted in good time that very few people, inside or outside of government, would suggest this approach. It is clear that doing so means redirecting critical resources with a true focus on beneficiaries rather than the interests of multiple sectors that feed them.

X-ray examination and serious diagnosis

Regarding education, the recent Radiography of the Universities of Argentina (Fundación Libertad 2025) provides information and indicators that cannot and should not be ignored.

• In terms of GDP, Argentina’s higher education spending (1.04%) is slightly below the G20 (1.09%) and OECD (1.21%) averages.
• Argentina has only 20 graduates for every 100 new students, while Brazil has 27 graduates for every 100 and Chile has at least 27 graduates. 82 out of 100 participants!
-The average graduate/enrollee ratio for national universities is 20.7%, while for private universities it reaches 41.7%.
• In Argentina, only 19% of people aged 25 to 34 have completed tertiary education, well below the G20 (41%) and OECD (48%) averages.
• In 2024, the per-student budget for national universities reached $1.5 million. The result is an illogical $34.7 million per student who actually graduates.

“In Argentina, there are only 20 graduates for every 100 new students, but more than 82 graduates for every 100 new students.”

Compared to this last indicator of spending per graduate, secondary education results show that only 10% of students who entered primary school in 2013 left secondary school on time and with knowledge in mathematics and reading.

This is due to a large learning gap. about 85% Percentage of students graduating from secondary school who do not reach a basic level in mathematics 41% He doesn’t do it with language either. Census reports and analysis of the School Performance Index (IRE) show that attendance is almost uniform in primary school, but learning outcomes are unequal and worsen at the end of the level.

Only 10% of students who entered elementary school in 2013 left middle school on time and with knowledge in math and reading. ”

It is clear at this point that resource allocation priorities need to change (at least for a period of time). If you analyze the current policies of several European countries, you will be surprised at the need to restore institutions that were once so important in Argentina.

for example, Swiss “vocational model” We have a comprehensive dual vocational training system (combining practical training at a company three days a week and academic training at school two days a week). This model fosters strong public-private cooperation, integrates apprentices into the actual production process, and leads to the training of qualified personnel for the labor market.

When they graduate from secondary school, they gain not only a diploma (which allows them to continue higher education), but also experience, salary and prestige in the labor market. For this reason, Switzerland has one of the lowest youth unemployment rates in the world (less than 5%), ensuring that young people have formal employment before they become involved in the harmful effects of the streets.

These Swiss programs train young people in fiber optics and as programmers and designers for start-ups, chemical, metallurgical and even biotech companies.

There is no doubt that the strategic factors for Argentina’s undisputed success observed in 1910 are also related to the fact that in 1899 Otto Klaus founded the first professional school devised according to the model of the European and North American polytechnics of that time. There is therefore an inevitable need to salvage old models and imitate new successful models linking schools and the labor market.