**6. Central problem of current educational institutions: the absence of the state**

In Chile, the State contributes 56% of the cost of education and families 44%. In OECD countries, the State contributes 85% and families 15%. However, many institutions profit from the State's contribution. In Chile, education is one of the most expensive in the world. At the university level, the cost of education is 72% of the Per Capita Income. In OECD countries it is 44%. From 1950 to 1973, public spending on education grew 10% annually. The military dictatorship brought public spending on education from 7% of GDP to 3%. In public schools 85% of students come from the poorest 60%. In private schools more than 60% of students come from the richest 20%.

In Chile the tax burden is 19% of GDP; in OECD countries it is 38%. Therefore, there is a great margin to obtain public resources.

Chile has the highest military spending budget in Latin America. While it spends 0.3% of GDP on higher education, it spends 3.6% on defense.

Chile has the highest per capita income in Latin America, but the worst distribution of this income. While the region assumes public education with a poorer income, the State in Chile requires families to do so.

Chile is 7 times richer than in the 60's when public education was financed.

Chile exports 80 times more copper than in the 60's when public education was financed.

The student population today is a little more than double what it was in the 60s, and in higher education it is 10 times more.

To bring public spending to 7% of GDP, only 7 billion dollars are required. Less than mining profits.

The nationalization of copper gave the country between 1971 and 2009 much more than all private companies with income tax (including banks, AFP, Isapres, Corporations, Insurance, etc.).

### **7. Society and law in today's university**

National universities, both public and private, have yet to fulfill their task in the formation of professional citizens, that is, people who receive a human rights-based education. This need arises not only because of the enormous development of this branch of law and of knowledge in general, but also because our country has suffered in the flesh the consequences of a lack of cultural level in this area.

Chilean universities are in a position to carry out activities aimed at teaching and research inspired by humanism, and particularly by human rights, which implies

strengthening the teaching of their own professors, notwithstanding the fact that even in some private universities censorship is practiced in the inclusion and selection of professors.

From this point of view, the Chilean university could make an effort to sensitize as many people as possible to these tasks, positioning human rights in the university, awakening interest in greater active collaboration by all to help society and the State to adopt attitudes, mechanisms and standards to promote human rights, including diffuse interests and prevent their violation. In the field of education, the country has not been able to implement the cross-cutting human rights objectives defined in the education law, while at the university level there is still no in-depth development of these rights or efforts for peace education, which cannot serve, in any case, as an excuse to allow - as if it were someone else's problem - the maintenance of an educational model based on profit and creating more inequality.

To persist in making up the current model of education would be similar to the attitude of the nouveau riche who believe that it is enough to buy new furniture, nice objects and libraries to appear modern and cultured, or it can also be assimilated to the trauma of the raped child: not recognizing the fact, living with the anguish of the past without facing the pain.

It is not enough that the government manages to dominate the macroeconomy, increase exports and per capita income, not even that it manages to eventually put an end to hard poverty; all this may be part of the material wealth, which could satisfy some people. However, there will be no modernity in Chile if the laws remain in force and the production of acts that disregard fundamental rights, such as education, health, social security and work. The essence of modernity resides in a form of State that is characterized by the people exercising sovereignty, the authorities respecting human rights in their entirety, and in the effective exercise of human rights, which is not achieved within the framework of the current Political Constitution.

To consider human rights in their integrality seems abstract and not very generalized, and nevertheless modernity is properly such only when the full exercise of all rights by all is achieved and in them the right to education is fundamental, bearing in mind that the State of Chile, in addition to the rights recognized in the current Constitution, has ratified the Covenant on Economic, Social and Cultural Rights, which provides that the State of Chile, in addition to the rights recognized in the current Constitution, has ratified the Covenant on Economic, Social and Cultural Rights, which provides that the State of Chile must respect the rights recognized in the current Constitution, and in particular the right to education. Social and Cultural Rights, which provides that the State must provide free education, including higher education, since Article 13 (c) states that "Higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education", its non-compliance constitutes a violation of the international treaty.

With the current system of education, the middle class has become increasingly indebted, to the point that it is becoming a slave class to the financial system [30].
