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Table of Contents
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.
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.