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The Fast Track to New Skills : : Short-cycle higher education programs in latin america and the caribbean / / Maria Marta Ferreyra, Lelys Dinarte Diaz, Sergio Urzua, Marina Bassi
The Fast Track to New Skills : : Short-cycle higher education programs in latin america and the caribbean / / Maria Marta Ferreyra, Lelys Dinarte Diaz, Sergio Urzua, Marina Bassi
Autore Ferreyra Maria Marta
Edizione [1st ed.]
Pubbl/distr/stampa Washington, D.C. : , : The World Bank, , 2021
Descrizione fisica 1 online resource (pages cm)
Altri autori (Persone) Dinarte DíazLelys
UrzúaSergio
BassiMarina
Soggetto topico Higher Education
Short Programs
Technical Programs
Community College
Skills
Short-Cycle Programs
ISBN 1-4648-1707-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Front Cover -- Contents -- Foreword -- Acknowledgments -- About the Authors -- Abbreviations -- Overview -- New Data to Answer New Questions -- General Landscape of SCPs in LAC -- Labor Market Outcomes of SCP Graduates -- Supply of SCPs -- What Makes a Program "Good"? -- Policy to Realize the Potential of SCPs -- Notes -- References -- Introduction -- Defining SCPs -- What Is a "Good" SCP? -- World Bank Short-Cycle Program Survey -- Framework of the Book -- Notes -- References -- Chapter 1 Landscape of Short-Cycle Programs in Latin America and the Caribbean -- Introduction -- Institutional Landscape -- Five Stylized Facts -- Critical Institutional Aspect: Funding -- Institutions and Students in Five Countries -- Conclusions -- Annex 1A. Country Administrative Information -- Annex 1B. Institutional Framework for WBSCPS Countries -- Notes -- References -- Chapter 2 Are Short-Cycle Programs Worthwhile? -- Introduction -- What Do We Know? -- Economic Value of SCPs in LAC -- Costs, Duration, and Economic Returns: Chile and Colombia -- Expanding the Supply of SCPs: Who Would Benefit and Why? -- Contribution (Value Added) of SCPs -- Demand for SCP Graduates: Exploiting Data on Vacancies -- Conclusions -- Notes -- References -- Chapter 3 Supply of Short-Cycle Programs -- Introduction -- Dynamics and Competition in SCP Markets -- Role of Location -- Programs and Providers in LAC -- Conclusions -- Notes -- References -- Chapter 4 Quality Determinants of Short-Cycle Programs in Latin America and the Caribbean -- Introduction -- Defining and Measuring SCP Quality -- SCP Quality Determinants -- Associations between SCP Quality Determinants and Student Outcomes -- Conclusions -- Annex 4A. Quality Determinants and Outcomes -- Annex 4B. Quality Determinants of Short-Cycle Programs, by Type of Higher Education Institution -- Notes -- References.
Chapter 5 Policy to Realize the Promise of Short-Cycle Programs -- Taking Stock -- Information -- Funding -- Oversight and Regulation -- Skill Development Pathways -- SCP Stigma -- Conclusions -- Notes -- References -- Boxes -- Box I.1 Some Technical Aspects of the World Bank Short-Cycle Program Survey -- Box 1.1 Short-Cycle Programs in the United States and Germany -- Box 1.2 Fundamental Data Source: SEDLAC -- Box 1.3 Which Institutions Have Driven Enrollment Growth? -- Box 2.1 Sources of Information -- Box 2.2 Estimating Mincerian Returns -- Box 2.3 Value of a Higher Education Degree over the Life Cycle -- Box 2.4 Estimating Value Added -- Box 4.1 Assessing the Effectiveness of Online and On-Campus SCPs in Colombia -- Box 4.2 Estimating the Contributions of the Quality Determinants to Academic and Labor Market Outcomes: A LASSO-Regression Approach -- Box 4.3 Quality Determinants and Value Added: The Case of Brazil -- Box 5.1 Why Should the Policy Maker Intervene in Higher Education Markets? -- Box 5.2 The Impact of the COVID-19 Pandemic on Higher Education in LAC -- Box 5.3 What Do We Know about Information Interventions? -- Box 5.4 Are SCPs Cost-Effective? -- Box 5.5 Oversight and Regulation: The Case of For-Profit Institutions in the United States -- Box 5.6 Oversight and Regulation Reform: Recent Attempts in LAC -- Box 5.7 Flexible Academic Pathways in the United States -- Box 5.8 What Should Be Taught, and How? -- Box 5.9 Combating a Degree's Stigma: Germany's Experience -- Figures -- Figure O.1 In LAC, Higher Education Enrollment Has Grown Rapidly, but There Are Relatively Few Students in SCPs -- Figure O.2 SCP Enrollment Share and Private Sector Participation Vary Widely among LAC Countries -- Figure O.3 In LAC, SCPs Have Higher Completion Rates Than Bachelor's Programs.
Figure O.4 In LAC, SCP Graduates Attain Better Labor Market Outcomes Than Dropouts from Bachelor's Programs -- Figure O.5 Public Subsidies for SCP Students Are Lower Than for Bachelor's Students in LAC Countries -- Figure O.6 Average SCP Tuition Varies across LAC Countries, but Financial Hardship Is the Main Dropout Reason Everywhere -- Figure O.7 SCPs Command a Different, Generally Positive Premium across LAC Countries -- Figure O.8 Despite Good Averages, SCP Net Returns in LAC Vary Greatly among Programs-as Do Returns to Bachelor's Programs -- Figure O.9 SCPs Vary Widely in Their Contribution to Student Outcomes in LAC-Especially within Fields -- Figure O.10 Within LAC Countries, Demand and Supply of SCP Countries Vary-and May Not Match Each Other-by Location -- Figure O. 11 SCP Openings Respond to the Local Economy in LAC Countries -- Figure O.12 On Average, SCP Programs in LAC Engage with Industry and Assist Students in Their Job Search -- Figure O.13 Employment May Not Be the Top Priority for Scp Students or Providers in LAC -- Figure O.14 SCPs with Good Outcomes Have Specific Inputs, Practices, and Characteristics -- Figure 1.1 University and Non-University Higher Education Institutions, circa 2019 -- Figure 1.2 Enrollment in Short-Cycle Programs in Public and Private Institutions, circa 2018 -- Figure 1.3 Higher Education Gross Enrollment Rate, 2000, 2010, and 2017 -- Figure 1.4 Students Enrolled in Short-Cycle Programs Relative to Total Higher Education Enrollment, 2000, 2010, and 2017 -- Figure 1.5 Higher Education Students in Short-Cycle Programs, circa 2004 and 2018 -- Figure 1.6 Completion Rates, circa 2018 -- Figure 1.7 Labor Market Outcomes, by Educational Attainment, circa 2018 -- Figure 1.8 Average Tuition and Per-Student Subsidy, by Program Type, circa 2019.
Figure B1.3.1 Growth in Enrollment in Short-Cycle Programs, by Type of Higher Education Institution -- Figure 1.9 Admission Requirements -- Figure 1.10 Student Body Characteristics -- Figure 1.11 Annual Tuition -- Figure 1.12 Student Funding -- Figure 2.1 Changes in Mincerian Returns to Bachelor's and SCP Degrees, between the Early 2000s and Late 2010s -- Figure 2.2 Mincerian Returns to a SCP Degree in Latin America and the Caribbean, by Country, Late 2010s -- Figure 2.3 Short-Cycle Program Degree Relative to College Dropouts (Bachelor's Program): Mincerian Returns, Late 2010s -- Figure 2.4 Average Net Returns to SCP and Bachelor's Degrees Granted by Chilean Universities, by Field -- Figure 2.5 Average Net Returns to SCPs, by Field and Type of Institution, Chile -- Figure 2.6 Average Net Returns to SCPs, by Field and Type of Institution, Colombia -- Figure 2.7 Heterogeneity in Average Returns to Higher Education Programs, by Field and Type of Degree -- Figure 2.8 Enrollment in Higher Education, by Availability of Short-Cycle Institutions -- Figure 2.9 Distribution of Program-Level Contributions to Wages, by Field -- Figure 2.10 Most Demanded Occupations, by Educational Level, Chile and Mexico -- Figure 3.1 Entry into the Higher Education Market and Local Economic Conditions -- Figure 3.2 Entry, Fixed Costs, and Market Power -- Figure 3.3 Enrollment and Competition -- Figure 3.4 Tuition and Student Sorting in Colombia -- Figure 3.5 Distribution of SCP Fields, by Institution Type in Colombia -- Figure 3.6 Regional Market Shares of the Largest HEI in Chile -- Figure 3.7 Tuition and Student Background in Chile -- Figure 3.8 Labor Market Outcomes in Chile -- Figure 3.9 Distribution of Programs across Fields in the WBSCPS Countries -- Figure 3.10 Number of Cities Where the Institution Offers the Program -- Figure 3.11 HEI Age, Program Age, and Program Size.
Figure 3.12 Curriculum and Practical Training -- Figure 3.13 Competencies Taught by the Programs -- Figure 3.14 Additional Graduation Requirements -- Figure 3.15 Curriculum Update and High-Quality Accreditation -- Figure 3.16 Faculty Size and Hiring -- Figure 3.17 Faculty Characteristics -- Figure 3.18 Faculty Evaluation and Training -- Figure 3.19 Physical Infrastructure -- Figure 3.20 Percentage of Classes Offered Online -- Figure 3.21 Private Sector Engagement -- Figure 3.22 Person in Charge of Relations with the Private Sector -- Figure 3.23 Activities to Support Students' Job Search -- Figure 3.24 Activities to Support Students' Job Market Outcomes -- Figure 3.25 Programs' Main Features and Competitors -- Figure 3.26 Aspects in Which the Program Believes It Is Better Than Its Competitors -- Figure 4.1 Student Academic Outcomes, by Country -- Figure 4.2 Average Extra Time to Graduate and Official Program Duration, by Country -- Figure 4.3 Programs Reporting Graduates' "Good" Employment Outcomes -- Figure 4.4 Associations between SCP Quality Determinants and Dropout Rates -- Figure 4.5 Associations between SCP Quality Determinants and Extra Time to Graduate -- Figure 4.6 Associations between SCP Quality Determinants and Formal Employment -- Figure 4.7 Associations between SCP Quality Determinants and Graduates' Wages -- Figure B4.3.1. SCP Quality Determinants and SCP Value Added in Brazil -- Figure 4B.1 Dropout Rate and Quality Determinants -- Figure 4B.2 Extra Time to Degree and Quality Determinants -- Figure 4B.3 Formal Employment and Quality Determinants -- Figure 4B.4 Wages and Quality Determinants -- Map -- Map 2.1 Geographic Distribution of SCP Vacancies and SCP Graduates -- Tables -- Table O.1 In LAC, Students in SCPs Are More Disadvantaged and Less Traditional Than Those in Bachelor's Programs.
Table O.2 In LAC, SCP Graduates Are Employable and in High Demand.
Altri titoli varianti Fast Track to New Skills
Record Nr. UNINA-9910795382903321
Ferreyra Maria Marta  
Washington, D.C. : , : The World Bank, , 2021
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
The Fast Track to New Skills : : Short-cycle higher education programs in latin america and the caribbean / / Maria Marta Ferreyra, Lelys Dinarte Diaz, Sergio Urzua, Marina Bassi
The Fast Track to New Skills : : Short-cycle higher education programs in latin america and the caribbean / / Maria Marta Ferreyra, Lelys Dinarte Diaz, Sergio Urzua, Marina Bassi
Autore Ferreyra Maria Marta
Edizione [1st ed.]
Pubbl/distr/stampa Washington, D.C. : , : The World Bank, , 2021
Descrizione fisica 1 online resource (pages cm)
Altri autori (Persone) Dinarte DíazLelys
UrzúaSergio
BassiMarina
Soggetto topico Higher Education
Short Programs
Technical Programs
Community College
Skills
Short-Cycle Programs
ISBN 1-4648-1707-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Front Cover -- Contents -- Foreword -- Acknowledgments -- About the Authors -- Abbreviations -- Overview -- New Data to Answer New Questions -- General Landscape of SCPs in LAC -- Labor Market Outcomes of SCP Graduates -- Supply of SCPs -- What Makes a Program "Good"? -- Policy to Realize the Potential of SCPs -- Notes -- References -- Introduction -- Defining SCPs -- What Is a "Good" SCP? -- World Bank Short-Cycle Program Survey -- Framework of the Book -- Notes -- References -- Chapter 1 Landscape of Short-Cycle Programs in Latin America and the Caribbean -- Introduction -- Institutional Landscape -- Five Stylized Facts -- Critical Institutional Aspect: Funding -- Institutions and Students in Five Countries -- Conclusions -- Annex 1A. Country Administrative Information -- Annex 1B. Institutional Framework for WBSCPS Countries -- Notes -- References -- Chapter 2 Are Short-Cycle Programs Worthwhile? -- Introduction -- What Do We Know? -- Economic Value of SCPs in LAC -- Costs, Duration, and Economic Returns: Chile and Colombia -- Expanding the Supply of SCPs: Who Would Benefit and Why? -- Contribution (Value Added) of SCPs -- Demand for SCP Graduates: Exploiting Data on Vacancies -- Conclusions -- Notes -- References -- Chapter 3 Supply of Short-Cycle Programs -- Introduction -- Dynamics and Competition in SCP Markets -- Role of Location -- Programs and Providers in LAC -- Conclusions -- Notes -- References -- Chapter 4 Quality Determinants of Short-Cycle Programs in Latin America and the Caribbean -- Introduction -- Defining and Measuring SCP Quality -- SCP Quality Determinants -- Associations between SCP Quality Determinants and Student Outcomes -- Conclusions -- Annex 4A. Quality Determinants and Outcomes -- Annex 4B. Quality Determinants of Short-Cycle Programs, by Type of Higher Education Institution -- Notes -- References.
Chapter 5 Policy to Realize the Promise of Short-Cycle Programs -- Taking Stock -- Information -- Funding -- Oversight and Regulation -- Skill Development Pathways -- SCP Stigma -- Conclusions -- Notes -- References -- Boxes -- Box I.1 Some Technical Aspects of the World Bank Short-Cycle Program Survey -- Box 1.1 Short-Cycle Programs in the United States and Germany -- Box 1.2 Fundamental Data Source: SEDLAC -- Box 1.3 Which Institutions Have Driven Enrollment Growth? -- Box 2.1 Sources of Information -- Box 2.2 Estimating Mincerian Returns -- Box 2.3 Value of a Higher Education Degree over the Life Cycle -- Box 2.4 Estimating Value Added -- Box 4.1 Assessing the Effectiveness of Online and On-Campus SCPs in Colombia -- Box 4.2 Estimating the Contributions of the Quality Determinants to Academic and Labor Market Outcomes: A LASSO-Regression Approach -- Box 4.3 Quality Determinants and Value Added: The Case of Brazil -- Box 5.1 Why Should the Policy Maker Intervene in Higher Education Markets? -- Box 5.2 The Impact of the COVID-19 Pandemic on Higher Education in LAC -- Box 5.3 What Do We Know about Information Interventions? -- Box 5.4 Are SCPs Cost-Effective? -- Box 5.5 Oversight and Regulation: The Case of For-Profit Institutions in the United States -- Box 5.6 Oversight and Regulation Reform: Recent Attempts in LAC -- Box 5.7 Flexible Academic Pathways in the United States -- Box 5.8 What Should Be Taught, and How? -- Box 5.9 Combating a Degree's Stigma: Germany's Experience -- Figures -- Figure O.1 In LAC, Higher Education Enrollment Has Grown Rapidly, but There Are Relatively Few Students in SCPs -- Figure O.2 SCP Enrollment Share and Private Sector Participation Vary Widely among LAC Countries -- Figure O.3 In LAC, SCPs Have Higher Completion Rates Than Bachelor's Programs.
Figure O.4 In LAC, SCP Graduates Attain Better Labor Market Outcomes Than Dropouts from Bachelor's Programs -- Figure O.5 Public Subsidies for SCP Students Are Lower Than for Bachelor's Students in LAC Countries -- Figure O.6 Average SCP Tuition Varies across LAC Countries, but Financial Hardship Is the Main Dropout Reason Everywhere -- Figure O.7 SCPs Command a Different, Generally Positive Premium across LAC Countries -- Figure O.8 Despite Good Averages, SCP Net Returns in LAC Vary Greatly among Programs-as Do Returns to Bachelor's Programs -- Figure O.9 SCPs Vary Widely in Their Contribution to Student Outcomes in LAC-Especially within Fields -- Figure O.10 Within LAC Countries, Demand and Supply of SCP Countries Vary-and May Not Match Each Other-by Location -- Figure O. 11 SCP Openings Respond to the Local Economy in LAC Countries -- Figure O.12 On Average, SCP Programs in LAC Engage with Industry and Assist Students in Their Job Search -- Figure O.13 Employment May Not Be the Top Priority for Scp Students or Providers in LAC -- Figure O.14 SCPs with Good Outcomes Have Specific Inputs, Practices, and Characteristics -- Figure 1.1 University and Non-University Higher Education Institutions, circa 2019 -- Figure 1.2 Enrollment in Short-Cycle Programs in Public and Private Institutions, circa 2018 -- Figure 1.3 Higher Education Gross Enrollment Rate, 2000, 2010, and 2017 -- Figure 1.4 Students Enrolled in Short-Cycle Programs Relative to Total Higher Education Enrollment, 2000, 2010, and 2017 -- Figure 1.5 Higher Education Students in Short-Cycle Programs, circa 2004 and 2018 -- Figure 1.6 Completion Rates, circa 2018 -- Figure 1.7 Labor Market Outcomes, by Educational Attainment, circa 2018 -- Figure 1.8 Average Tuition and Per-Student Subsidy, by Program Type, circa 2019.
Figure B1.3.1 Growth in Enrollment in Short-Cycle Programs, by Type of Higher Education Institution -- Figure 1.9 Admission Requirements -- Figure 1.10 Student Body Characteristics -- Figure 1.11 Annual Tuition -- Figure 1.12 Student Funding -- Figure 2.1 Changes in Mincerian Returns to Bachelor's and SCP Degrees, between the Early 2000s and Late 2010s -- Figure 2.2 Mincerian Returns to a SCP Degree in Latin America and the Caribbean, by Country, Late 2010s -- Figure 2.3 Short-Cycle Program Degree Relative to College Dropouts (Bachelor's Program): Mincerian Returns, Late 2010s -- Figure 2.4 Average Net Returns to SCP and Bachelor's Degrees Granted by Chilean Universities, by Field -- Figure 2.5 Average Net Returns to SCPs, by Field and Type of Institution, Chile -- Figure 2.6 Average Net Returns to SCPs, by Field and Type of Institution, Colombia -- Figure 2.7 Heterogeneity in Average Returns to Higher Education Programs, by Field and Type of Degree -- Figure 2.8 Enrollment in Higher Education, by Availability of Short-Cycle Institutions -- Figure 2.9 Distribution of Program-Level Contributions to Wages, by Field -- Figure 2.10 Most Demanded Occupations, by Educational Level, Chile and Mexico -- Figure 3.1 Entry into the Higher Education Market and Local Economic Conditions -- Figure 3.2 Entry, Fixed Costs, and Market Power -- Figure 3.3 Enrollment and Competition -- Figure 3.4 Tuition and Student Sorting in Colombia -- Figure 3.5 Distribution of SCP Fields, by Institution Type in Colombia -- Figure 3.6 Regional Market Shares of the Largest HEI in Chile -- Figure 3.7 Tuition and Student Background in Chile -- Figure 3.8 Labor Market Outcomes in Chile -- Figure 3.9 Distribution of Programs across Fields in the WBSCPS Countries -- Figure 3.10 Number of Cities Where the Institution Offers the Program -- Figure 3.11 HEI Age, Program Age, and Program Size.
Figure 3.12 Curriculum and Practical Training -- Figure 3.13 Competencies Taught by the Programs -- Figure 3.14 Additional Graduation Requirements -- Figure 3.15 Curriculum Update and High-Quality Accreditation -- Figure 3.16 Faculty Size and Hiring -- Figure 3.17 Faculty Characteristics -- Figure 3.18 Faculty Evaluation and Training -- Figure 3.19 Physical Infrastructure -- Figure 3.20 Percentage of Classes Offered Online -- Figure 3.21 Private Sector Engagement -- Figure 3.22 Person in Charge of Relations with the Private Sector -- Figure 3.23 Activities to Support Students' Job Search -- Figure 3.24 Activities to Support Students' Job Market Outcomes -- Figure 3.25 Programs' Main Features and Competitors -- Figure 3.26 Aspects in Which the Program Believes It Is Better Than Its Competitors -- Figure 4.1 Student Academic Outcomes, by Country -- Figure 4.2 Average Extra Time to Graduate and Official Program Duration, by Country -- Figure 4.3 Programs Reporting Graduates' "Good" Employment Outcomes -- Figure 4.4 Associations between SCP Quality Determinants and Dropout Rates -- Figure 4.5 Associations between SCP Quality Determinants and Extra Time to Graduate -- Figure 4.6 Associations between SCP Quality Determinants and Formal Employment -- Figure 4.7 Associations between SCP Quality Determinants and Graduates' Wages -- Figure B4.3.1. SCP Quality Determinants and SCP Value Added in Brazil -- Figure 4B.1 Dropout Rate and Quality Determinants -- Figure 4B.2 Extra Time to Degree and Quality Determinants -- Figure 4B.3 Formal Employment and Quality Determinants -- Figure 4B.4 Wages and Quality Determinants -- Map -- Map 2.1 Geographic Distribution of SCP Vacancies and SCP Graduates -- Tables -- Table O.1 In LAC, Students in SCPs Are More Disadvantaged and Less Traditional Than Those in Bachelor's Programs.
Table O.2 In LAC, SCP Graduates Are Employable and in High Demand.
Altri titoli varianti Fast Track to New Skills
Record Nr. UNINA-9910815290703321
Ferreyra Maria Marta  
Washington, D.C. : , : The World Bank, , 2021
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui