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or in the public sector. The Bank is undertaking additional to encourage study activities (in Tunisia and abroad) which<br />

studies to determine how to: (1) reduce selectivity in basic closely correspond to the country's development objectives.<br />

education, (2) upgrade the professional vocational training Many governments reserve state scholarships to finance spesystem,<br />

and (3) create an enabling environment that encour- cializations that have the most economic relevance for the<br />

ages the private provision of vocational training. country, while activities considered less important are<br />

financed through private resources.<br />

Tertiary education There is considerable room for nonprofit private sector<br />

expansion in tertiary education in Tunisia, where at present<br />

The Government's education and vocational training virtually all (97 percent) of higher education is provided and<br />

reform program as well as its broader reform objectives for financed by the state. This contrasts with several Asian counthe<br />

civil service and private sector development are causing tries, where private financing covers a larger share of higher<br />

the country to rethink the objectives, financing, and study education costs (Malaysia 35 percent, Indonesia 49 percent,<br />

emphasis of its tertiary education system. Tunisian higher Korea 77 percent, and the Philippines 86 percent). 3 The<br />

education has a strong administrative and legal tradition, Government can promote the private sector's expansion by<br />

but a greater emphasis needs to be placed on training civil regulating the quality of education and by using official<br />

servants in how to analyze different tax regimes, trade, fis- accreditation policies which the Government is currently<br />

cal and monetary policies, and to train lawyers in business- trying to put into place. It can open up opportunities for the<br />

related regulations, for example, contract law, bankruptcy development of high standard private institutions (possibly<br />

laws, property rights, copyrights, and financial disclosure set up in affiliation with foreign universities) and encourage<br />

laws. As the private sector expands, entrepreneurs need greater private sector financing through corporate tax incentraining<br />

in business administration. The new advances in tives and fee based cost recovery measures which would<br />

teaching methods and the expansion of higher level primary reduce the state's financial burden and promote a better<br />

education requires more teacher training. For example,<br />

Portugal, Malaysia, and Chile have anywhere from 3 to 4<br />

allocation of public resources.<br />

times more students enrolled in business administration, 2<br />

to 3 times more in engineering, and 2.5 to 4 times more in<br />

Health care and social security<br />

teacher training, architecture, and town planning than in The Government has secured good quality and nearly uni-<br />

Tunisia (table 2.7). The Government needs to consider ways versal access to health care through the public provision of<br />

health services. Currently 90 percent of the population<br />

TABLE 2.7 resides within one hour's walking distance of a health facil-<br />

Comparison of enrollment In tertiary education by ity. The ratio of population to doctors is still quite low for a<br />

flield of study low-middle income country, but it has improved consider-<br />

(Percent.. shawe of total enrollmenvt) ably from 0.17 doctors per thousand people in the 1970s to<br />

Field of stud)'<br />

Tunisia<br />

1990-92<br />

Malaysia<br />

1989-90<br />

Portugal<br />

1990-91<br />

Chile<br />

1990-91<br />

0.67 per thousand today For nurses, the number has gone<br />

from 1.06 to 3.33 per thousand. Public health facilities are<br />

Education and available to everyone and are organized at three levels: (1)<br />

teacher training<br />

Humanities<br />

Law<br />

5.0<br />

24.7<br />

12.8<br />

23.0<br />

8.6<br />

1.9<br />

13.1<br />

8.9<br />

8.9<br />

12.1<br />

3.0<br />

4.1<br />

university structures (specialized institutes and tertiary hospitals),<br />

(2) regional or 'second line" structures (secondary<br />

(Commea e and business<br />

administraion) 6.5<br />

Natural sciences 13.4<br />

28.0<br />

20.5<br />

10.6<br />

30.4<br />

18.9<br />

75<br />

32.2<br />

22.9<br />

35<br />

hospitals), and (3) "first line" or provincial structures (dis-<br />

trict hospitals and primary health care centers). The health<br />

sector priorities in Tunisia combine the concems facing<br />

Medicine<br />

Engineering<br />

Architecture and<br />

10.6<br />

9.4<br />

2.7<br />

13.4<br />

5.6<br />

18.0<br />

5.9<br />

31.1 developing as well OECD countries:<br />

* Securing a sustainable system for financing growing<br />

torn planning 1.7 826 3210 2.0 health care costs and needs;<br />

Total 100.0 100.0 ioo.o io.o * Meeting the demands of a growing population which,<br />

Source: UNESCO Educouon Stastetd otarbook 1994. according to the 1994 census, is estimated to be increasing<br />

22 TuNIsiA's GLOBAL INTEGRATION AND SusTAINABLE DVELoPMEN, STRATEGIC CHOICES FOR THE 21sr CENTWW

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