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QUALITY of EDUCATION and PUBLIC RESOURCES ALLOCATION in BRAZIL Cláudia Maria G

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QUALITY of EDUCATION and PUBLIC RESOURCES ALLOCATION in BRAZIL Cláudia Maria G FACULDADE DE ECONOMIA PROGRAMA DE PÓS-GRADUAÇÃO EM ECONOMIA APLICADA QUALITY OF EDUCATION AND PUBLIC RESOURCES ALLOCATION IN BRAZIL Cláudia Maria G. de Figueiredo Mônica A. Haddad Ricardo Freguglia TD. 007/2011 Programa de Pos-Graduação em Economia Aplicada - FE/UFJF Juiz de Fora 2011 1 Quality of Education and Public Resources Allocation in Brazil Cláudia Maria G. de Figueiredo 1 Mônica A. Haddad 2 Ricardo da Silva Freguglia 3 Resumo: O Brasil está sob o foco da mídia internacional devido as suas elevadas taxas de crescimento econômico e programas sociais. O Brasil faz parte dos países do BRIC, e tem o Bolsa família (BF), um programa social de transferência de renda condicionada que é famoso mundialmente. Dentro desse contexto, o governo federal deve examinar cuidadosamente como a qualidade da educação está relacionada com a formação e acumulação de capital humano. Esse é o foco deste trabalho que aborda a seguinte pergunta: os recursos públicos estão sendo alocados, no Brasil, a fim de minimizar as perdas? Crianças beneficiadas pelo BF podem não estar tendo a qualidade educacional esperada. Alocação de recursos escassos pode não estar sendo gerida a fim de minimizar as perdas. Esses aspectos são extremamente importantes para: 1) a gestão de recursos públicos escassos; 2) a formação de capital humano; e 3) a sustentabilidade do BF, o qual deve continuar pelos próximos quatro anos sob a administração da Presidente Roussef. Este estudo utiliza dados em painel (2005 e 2007) para entender a relação entre o desempenho em matemática e português, investimentos públicos em educação, a alocação do BF. Os resultados indicam que os municípios que recebem verba do BF não apresentam bom desempenho nos testes de proficiência. Há também algumas evidências que os gastos públicos em educação afetam os testes de desempenho, porém com coeficientes muito pequenos em magnitude. Palavras-chave: Transferência de Renda Condicionada, Bolsa Família, Brasil, Educação Fundamental, Investimento Público, Efeitos Fixos. Abstract: Brazil is under the spotlight of international media because of its high economic growth rates and its social programs. Brazil is part of the BRIC countries, and has the Bolsa Família (BF), a worldwide famous cash transfer social program. Within this context, the federal government should be closely examining how quality of education is related to human capital formation and accumulation. That is the focus of this paper, which addresses the following question: are public resources being allocated in Brazil in order to minimize lost? Children who benefit from BF may not be having the quality of education that they should be having. Scarce resources allocation may not being managed to minimize lost. These issues are extremely important for: 1) the management of scarce public resources; 2) the formation of human capital; and 3) the sustainability of BF, which is intended to continue for the next four years under President Roussef administration. This study uses panel data (2005 and 2007) to understand the relationship between student scores in math and Portuguese, public investments in education, and BF allocation. Results indicate that municipalities that are receiving BF funds do not present a good performance in tests scores. There is also some evidence that public spending in education affect tests scores; however these returns to education have very low coefficient magnitude. KEYWORDS: Conditional cash transfer, Bolsa Família, Brazil, basic education, public investment, fixed effects 1 Mestranda em Economia Aplicada, Faculdade de Economia, Universidade Federal de Juiz de Fora. 2 Professora Associada, Departemnt of Communi and Regional Planning, Iowa State University. 3Professor, Faculdade de Economia, Universidade Federal de Juiz de Fora 2 Area da ANPEC: Economia Social e Demografia Economica./ JEL: I21 analises of education 1. INTRODUCTION Brazil is currently in the headlines of international media because of its economic growth rates, and its investments in social development. In the context of the global economy, the BRIC countries (Brazil, Russia, India, and China) are growing in a higher rate than most of other countries, attracting many investors and new businesses to their territories. These growing economies, in the long run, are seen as the future developed countries. In addition to that, under President Lula leadership (2002-2010), social investments were a priority allowing many Brazilians who were under poverty to have a better quality of life. Clearly, these two facts should be seen as good news for the Brazilian economy. However, in between them, there should be included another dimension to make history more successful: the quality of education. In other words, fostering human capital should also be a priority for the Brazilian federal government. First, human capital would allow growth in a sustained and steady manner. Second, human capital would assure the beneficiaries of social investments would not only have more purchasing power, but also be part of the economy. From the economic growth perspective, it is known that growth should go hand to hand with investments in human capital. Human capital plays an important role in the economic growth theory, and investments in education are considered the main ingredient to produce human capital accumulation. In many countries, governmental programs that focus on investments in basic education are proving to be effective to accumulate human capital. Social spending promotes a more equitable income distribution because most government spending benefits the poorest. Programs based on conditional cash transfers have been a major focus of policies implemented by governments in developing countries. In Latin America, several countries like Colombia, Ecuador, Mexico and Brazil have implemented social programs of this kind to improve the quality of life of the poor and eliminate poverty trap observed in the poorest households. One such a program is the Bolsa Família ( BF ), being implemented in Brazil for almost a decade now. The Bolsa Família program has two goals: poverty reduction and social inequality minimization. It is based on direct cash transfer to poor families who agree to keep their children in school, and it also provides basic health care. According to data released by IPEA, BF has benefited 8.7 million families in 2005 at a cost of 550 million Reais. In 2010, approximately 12.8 million families were benefited at a cost of 1.2 billion Reais. Under the new President Dilma Roussef, the Brazilian government continues to allocate public resources for the BF program. This paper has two objectives. First, to understand the relationship between quality of education, education-related spending, and BF cash transfer for Brazilian municipalities, during the period of 2004-2007. Second, to examine if scarce public resources are being allocate in an efficient and effective manner. The overall research question it attempts to answer follows: are public resources being allocated in Brazil in order to minimize losts? Prova Brasil , a national test administered by the Brazilian Minister of Education, is used to create a proxy for quality of education. The research hypothesis this paper focus on is as follows: if there is a coincidence of high BF allocation and higher scores in Prova Brasil , than the federal government is doing a good job in terms of public spending efficiency and effectiveness. 2. LITERATURE REVIEW 3 a) Education and Economic Growth Various approches that demonstrate how education may affect economic growth can be found in the literature. First, some scholars (see Lucas, 1988; Mankiw, Romer, and Weil, 1992; Texeira and Fortura, 2004; Oketch, 2006; Fleisher, 2011) empirically showed that education fostered human capital, which increased labor productivity, and as a consequence, economic growth moved to a higher level. Second, various studies (see Nelson and Phelps, 1966; Lucas, 1988; Aghion and Howitt, 1998; Ranis Ramirez 2000; Wolff 2000; Lin 2003; Benhabib and Spiegel, 2005; Park, 2008) indicated that education boosted innovation capacity and new knowledge about technology, products, and processes, and led to growth. Third, “education can facilitate […] the spillovers and skill-based technical changes” (Fleisher, 2011, p. 89). This type of approach is well documented (see Acemoglu 1996 and 1998; Ciccone and Peri, 2006). All these studies lead to the statement that investments in education can be an important ingredient in the process of economic growth, being responsible for differences in levels of development between countries and regions. These global differences can be illustrated by the work Hanushek and Wossmann (2007). They developed an international comparison showing that educational deficits were larger in developing countries, where programs mostly focused only on enrollment and attendance. Hanushek and Wossmann (2007) showed that there is a need to decrease the economic deficit among countries, and changes in the structure of educational institutions in developing countries should take place. They advocated that by using a simple analytical approach one can observe that educational levels vary drastically between developing and developed countries. They also stated that returns to investments in quality of education were even greater in developing countries than in developed countries. Barro (1996) also contributed to this discussion. He used panel data for 100 countries from 1960 to 1990, and showed that for a given initial level of GDP
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