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What Makes a Program Good Evidence from Short-Cycle Higher Education Programs in Latin America and the Caribbean (Inglês)

This paper explores the relationship between the practices, inputs, and other characteristics of short-cycle higher education programs (SCPs) and their students’ academic and labor market outcomes. A novel survey was designed and conducted to collect program-level information on quality determinants and program average outcomes for five countries in Latin America and the Caribbean. Quality determinants are grouped into the following categories: curriculum and training, infrastructure faculty, private sector engagement and job search assistance, costs and funding, and other practices related to student admission and institutional governance. In addition, individual-level data on SCP graduates was collected for Ecuador and matched to program survey data. Estimates from pooled survey data for the five countries indicate that specific quality determinants are positively associated with academic and labor market outcomes. Moreover, determinants account for about one-third of the explained variation in academic outcomes and formal employment. In contrast, estimates for Ecuador indicate that labor market outcomes are mostly associated with student and peer characteristics rather than program quality determinants. These findings can inform the design and replication of high-quality SCPs as well as their oversight and regulation.

Detalhes

  • Autor

    Dinarte Diaz,Lelys Ileana, Ferreyra,Maria Marta, Urzua,Sergio, Bassi,Marina

  • Data do documento

    2021/06/29

  • TIpo de documento

    Documento de trabalho sobre pesquisa de políticas

  • No. do relatório

    WPS9722

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    América Latina,

    Caribe,

  • Região

    América Latina e Caribe,

  • Data de divulgação

    2021/06/29

  • Disclosure Status

    Disclosed

  • Nome do documento

    What Makes a Program Good ? Evidence from Short-Cycle Higher Education Programs in Latin America and the Caribbean

  • Palavras-chave

    labor market outcome; employment and wage data; international standard industrial classification; higher education program; job search assistance; labor market experience; average monthly wage; higher education enrollment; lower dropout rate; average completion rate; high dropout rate; formal employment rates; low unemployment rate; conflicts of interest; average dropout rate; high school graduate; development research group; department of economics; national assessment system; skilled human capital; occupational training program; labor market information; public higher education; gross enrollment rate; private student loan; evaluation of student; higher education access; higher education authority; internal revenue service; survey measurement error; country fixed effect; availability of infrastructure; higher education funding; high school diploma; higher education quality; parameter of interest; survey data; student outcome; degree program; administrative datum; practical training; formal sector; Industry Engagement; explanatory variable; graduation requirement; average wage; response rate; curriculum design; descriptive statistic; extra time; foreign language; private institution; academic outcome; representative sample; high share; collected information; peer evaluation; home policy; summary statistic; administrative information; test score; governing body; program outcome; black box; confirmation bias; phone call; second language; administrative sources; International Phone Call; education level; educational authority; socioeconomic background; high wage; admission requirement; graduate employment; school effectiveness; job market; numerical skill; higher tuition; female student; curriculum structure; small sample; best practice; governing board; economic sector; quite common; firm location; discount value; train activity; age cohort; employment status; household survey; infrastructure availability; standard error; national educational; individual study; charter school; missing value; collected data; data limitation; institutional framework; tuition subsidy; professional institute; commercial bank; funding source; small fraction; geographic region; random sampling; license renewal; auto mechanic; industrial production; student scholarship; culinary arts; innovative program; policy relevance; sampling frame; evaluation result; competitive environment; Career Placement; secondary training; average score; big data; community college; online delivery; selection bias; reading skill; online training; educational outcome; data quality; hiring practice; managerial practice; in school; institutional governance; cross-country comparison; survey instrument; comparable data; total sample; high enrollment; financially support; net return; development policy; program duration; skill need; professional knowledge; academic performance; lifelong learning; Job Vacancies; basic skill; research opportunity; open access; incoming student; other sectors; classroom observation; several countries; enrollment trend; survey implementation; outcome measure; individual characteristic; minimum wage; individual level; annual wage; entrance examination; employment data; Funding agencies; first stage; Social Mobility; several factors; capital expenditure; equipment purchase; student skill; public source; remediation program; admission mechanisms; informal sector; employer demand; local expert; academic deficit; student enter; production function; government funding; psychological support; student admission

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