Superior education from the theory of public assets: with or without profitable purposes?

Abstract

From the perspective of the public assets theory, where the marginal cost of supplying a good to more people is high, and where the exclusion is possible, it is so called “private assets†supplied by the state. The adoption of the given perspective justifies the inclusion of marketing mechanisms in education as assets and therefore from the private sector, allowing a conception of education as private asset and consequently exclusionary. Nevertheless, education is a unique case in which service can be conceptualized as well as per public assets per private assets and in terms of the Samuelson Traditional Theory, due personal benefits; it is considered a private asset. Under the global public assets conception, the notion of exclusion is used to determine whether an asset should be considered public or private. As a global public asset has been defined as being in fact non exclusionary, because it is available for everyone´s consumption, while a private asset is the contrary disposition, exclusionary and not available for everyone consume. Superior Education and the generated sub products, (knowledge, development, economic growth, poverty reduction, better health conditions, education, family nucleus feeding) are considered as public assets. An important issue for Superior contemporary education and research is that of “public assets†or better explained, the conflict around “public assetsâ€, the diverse tasks that universities have to perform go in terms of examining the value of the public as well as the value of the private. This is a reflexion article and the aim is to analyze the theoretical grounds of Ley 30, 1992 and the reform bill related to the financial of superior education and the participation of official and private sectors.