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001485934 020__ $$a9781464817076
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001485934 050_4 $$aLA543
001485934 0820_ $$a378.8
001485934 1001_ $$aFerreyra, María Marta.
001485934 24514 $$aThe Fast Track to New Skills :$$bShort-Cycle Higher Education Programs in Latin America and the Caribbean.
001485934 250__ $$a1st ed.
001485934 264_1 $$aWashington, D. C. :$$bWorld Bank Publications,$$c2021.
001485934 264_4 $$c©2021.
001485934 300__ $$a1 online resource (217 pages).
001485934 336__ $$atext$$btxt$$2rdacontent
001485934 337__ $$acomputer$$bc$$2rdamedia
001485934 338__ $$aonline resource$$bcr$$2rdacarrier
001485934 5050_ $$aFront 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.
001485934 5058_ $$aChapter 5 Policy to Realize the Promise of Short-Cycle Programs -- Taking Stock -- Information -- Funding -- Oversight and Regulation -- Skill Development Pathways -- SCP Stigma -- Conclusions -- Notes -- References -- Boxes -- Box I.1 Some Technical Aspects of the World Bank Short-Cycle Program Survey -- Box 1.1 Short-Cycle Programs in the United States and Germany -- Box 1.2 Fundamental Data Source: SEDLAC -- Box 1.3 Which Institutions Have Driven Enrollment Growth? -- Box 2.1 Sources of Information -- Box 2.2 Estimating Mincerian Returns -- Box 2.3 Value of a Higher Education Degree over the Life Cycle -- Box 2.4 Estimating Value Added -- Box 4.1 Assessing the Effectiveness of Online and On-Campus SCPs in Colombia -- Box 4.2 Estimating the Contributions of the Quality Determinants to Academic and Labor Market Outcomes: A LASSO-Regression Approach -- Box 4.3 Quality Determinants and Value Added: The Case of Brazil -- Box 5.1 Why Should the Policy Maker Intervene in Higher Education Markets? -- Box 5.2 The Impact of the COVID-19 Pandemic on Higher Education in LAC -- Box 5.3 What Do We Know about Information Interventions? -- Box 5.4 Are SCPs Cost-Effective? -- Box 5.5 Oversight and Regulation: The Case of For-Profit Institutions in the United States -- Box 5.6 Oversight and Regulation Reform: Recent Attempts in LAC -- Box 5.7 Flexible Academic Pathways in the United States -- Box 5.8 What Should Be Taught, and How? -- Box 5.9 Combating a Degree's Stigma: Germany's Experience -- Figures -- Figure O.1 In LAC, Higher Education Enrollment Has Grown Rapidly, but There Are Relatively Few Students in SCPs -- Figure O.2 SCP Enrollment Share and Private Sector Participation Vary Widely among LAC Countries -- Figure O.3 In LAC, SCPs Have Higher Completion Rates Than Bachelor's Programs.
001485934 5058_ $$aFigure 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.
001485934 5058_ $$aFigure B1.3.1 Growth in Enrollment in Short-Cycle Programs, by Type of Higher Education Institution -- Figure 1.9 Admission Requirements -- Figure 1.10 Student Body Characteristics -- Figure 1.11 Annual Tuition -- Figure 1.12 Student Funding -- Figure 2.1 Changes in Mincerian Returns to Bachelor's and SCP Degrees, between the Early 2000s and Late 2010s -- Figure 2.2 Mincerian Returns to a SCP Degree in Latin America and the Caribbean, by Country, Late 2010s -- Figure 2.3 Short-Cycle Program Degree Relative to College Dropouts (Bachelor's Program): Mincerian Returns, Late 2010s -- Figure 2.4 Average Net Returns to SCP and Bachelor's Degrees Granted by Chilean Universities, by Field -- Figure 2.5 Average Net Returns to SCPs, by Field and Type of Institution, Chile -- Figure 2.6 Average Net Returns to SCPs, by Field and Type of Institution, Colombia -- Figure 2.7 Heterogeneity in Average Returns to Higher Education Programs, by Field and Type of Degree -- Figure 2.8 Enrollment in Higher Education, by Availability of Short-Cycle Institutions -- Figure 2.9 Distribution of Program-Level Contributions to Wages, by Field -- Figure 2.10 Most Demanded Occupations, by Educational Level, Chile and Mexico -- Figure 3.1 Entry into the Higher Education Market and Local Economic Conditions -- Figure 3.2 Entry, Fixed Costs, and Market Power -- Figure 3.3 Enrollment and Competition -- Figure 3.4 Tuition and Student Sorting in Colombia -- Figure 3.5 Distribution of SCP Fields, by Institution Type in Colombia -- Figure 3.6 Regional Market Shares of the Largest HEI in Chile -- Figure 3.7 Tuition and Student Background in Chile -- Figure 3.8 Labor Market Outcomes in Chile -- Figure 3.9 Distribution of Programs across Fields in the WBSCPS Countries -- Figure 3.10 Number of Cities Where the Institution Offers the Program -- Figure 3.11 HEI Age, Program Age, and Program Size.
001485934 5058_ $$aFigure 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.
001485934 5058_ $$aTable O.2 In LAC, SCP Graduates Are Employable and in High Demand.
001485934 506__ $$aAccess limited to authorized users.
001485934 588__ $$aDescription based on publisher supplied metadata and other sources.
001485934 650_0 $$aLatin America.$$xHispanic American authors$$0(DLC)sh 85004350
001485934 650_0 $$aEducation, Higher.$$xEducation (Higher)$$0(DLC)sh 85001949
001485934 655_0 $$aElectronic books
001485934 7001_ $$aDinarte Díaz, Lelys.
001485934 7001_ $$aUrzúa, Sergio.
001485934 7001_ $$aBassi, Marina.
001485934 77608 $$iPrint version:$$aFerreyra, María Marta$$tThe Fast Track to New Skills$$dWashington, D. C. : World Bank Publications,c2021$$z9781464817069
001485934 852__ $$bebk
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001485934 980__ $$aBIB
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