<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362016000400777</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362016000400001</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Transfer investment on education on a free cost basis: some evidence from Portugal, Spain, Greece and Italy]]></article-title>
<article-title xml:lang="pt"><![CDATA[Transferência de investimento na educação com base no custo livre: alguns dados de Portugal, Espanha, Grécia e Itália]]></article-title>
<article-title xml:lang="es"><![CDATA[Transferencia de inversión en la educación basada en el precio libre: algunos datos de Portugal, España, Grecia e Italia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerdeira]]></surname>
<given-names><![CDATA[Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrito]]></surname>
<given-names><![CDATA[Belmiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado-Taylor]]></surname>
<given-names><![CDATA[Maria Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Patrocínio]]></surname>
<given-names><![CDATA[Tomás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Lisboa Institute of Education ]]></institution>
<addr-line><![CDATA[Lisbon ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centre for Research in Higher Education Policies  ]]></institution>
<addr-line><![CDATA[Matosinhos ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>93</numero>
<fpage>777</fpage>
<lpage>803</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362016000400777&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362016000400777&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362016000400777&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractFor decades, education has been viewed as an instrument for social mobility and also as a tool for economic growth and social development. Over the recent years, we have witnessed an output movement of highly qualified graduates, from peripheral southern Europe to the more developed countries of the EU and OECD. In this article, we analyse the reality of four countries: Portugal, Spain, Greece and Italy. In order to examine the socio-economic impact of this brain drain, it will be introduced an estimation using OECD statistics (2014) of the public and private costs to educate a student from primary schooling through a higher education degree. In spite of the differences among these countries&#8217; experiences, there is no doubt that these countries &#8220;offered&#8221; high qualified workers for free or at a zero cost basis to the &#8220;importing&#8221; countries.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoDurante d&#233;cadas, a educa&#231;&#227;o tem sido perspectivada como um instrumento de mobilidade social e, tamb&#233;m, como uma ferramenta ao servi&#231;o do crescimento econ&#244;mico e do desenvolvimento social. Ao longo dos &#250;ltimos anos tem vindo a assistir-se a um movimento de diplomados altamente qualificados dos pa&#237;ses perif&#233;ricos do sul da Europa para os pa&#237;ses mais desenvolvidos da UE e da OCDE. Neste artigo, analisamos a realidade de quatro pa&#237;ses: Portugal, Espanha, Gr&#233;cia e It&#225;lia. A fim de analisar o impacto socioecon&#243;mico desta fuga de c&#233;rebros, ser&#225; introduzida uma estimativa utilizando as estat&#237;sticas da OCDE (2014) relativas aos custos p&#250;blicos e privados para educar um aluno desde a escola prim&#225;ria at&#233; a conclus&#227;o do Ensino Superior. Apesar das diferen&#231;as entre as experi&#234;ncias destes pa&#237;ses, n&#227;o h&#225; d&#250;vida de que estes pa&#237;ses t&#234;m vindo a &#8220;oferecer&#8221; trabalhadores altamente qualificados gratuitamente ou numa base de custo zero aos pa&#237;ses &#8220;importadores&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenDurante d&#233;cadas, la educaci&#243;n ha sido considerada una herramienta para la movilidad social y, tambi&#233;n, una herramienta para el crecimiento econ&#243;mico y el desarrollo social. En los &#250;ltimos a&#241;os, estamos asistiendo a un movimiento de titulados altamente cualificados de los pa&#237;ses de la periferia del sur de Europa a los pa&#237;ses m&#225;s desarrollados de la UE y de la OCDE. En este art&#237;culo, analizamos la realidad de cuatro pa&#237;ses: Portugal, Espa&#241;a, Grecia e Italia. Con el fin de analizar el impacto socioecon&#243;mico de la fuga de cerebros, una estimaci&#243;n se introducir&#225; utilizando estad&#237;sticas de la OCDE (2014) de los gastos p&#250;blicos y privados para educar a un estudiante de la escuela primaria hasta que complete el nivel terciario. A pesar de las diferencias entre las experiencias de estos pa&#237;ses, no hay duda de que estos pa&#237;ses est&#225;n &#8220;ofreciendo&#8221; trabajadores altamente cualificados de forma gratuita o en un coste de cero a los pa&#237;ses &#8220;importadores&#8221;.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Private and public costs of education]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Highly skilled emigration]]></kwd>
<kwd lng="pt"><![CDATA[Despesas públicas e privadas de educação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Emigração altamente qualificada]]></kwd>
<kwd lng="es"><![CDATA[Gastos públicos y privados en educación]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Emigración altamente calificada]]></kwd>
</kwd-group>
</article-meta>
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