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Providing skills for the knowledge economy : the World Bank in tertiary education in Latin America and the Caribbean (Inglês)

Knowledge based economies have an advantage in today's liberalized global market. OECD countries with extensive knowledge assets are able to drive rapid technological progress and reap the benefits in economic growth and rising living standards. Yet, Latin American and Caribbean (LAC) countries struggle to provide their citizens with the educational levels and advanced skills needed to create and apply new knowledge. Recent empirical work by Sanchez-Paramo and Schady (2002) documents a remarkable shift in labor demand towards advanced skills in LAC countries. Producing skilled and knowledgeable people requires a strong education system, including access to good secondary and tertiary education. This note provides information about World Bank assistance to LAC countries to increase access to quality tertiary education.

Detalhes

  • Autor

    Lauritz B. Holm-Nielsen, Andreas Blom, Patricia Garcia

  • Data do documento

    2003/02/07

  • TIpo de documento

    Informativo

  • No. do relatório

    26906

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    América Latina,

  • Região

    América Latina e Caribe,

  • Data de divulgação

    2010/07/01

  • Nome do documento

    Providing skills for the knowledge economy : the World Bank in tertiary education in Latin America and the Caribbean

  • Palavras-chave

    work capacity;tertiary education system;Labor Market Observatory;share of education budget;access to tertiary education;Public and Private Institution;quality assurance mechanism;institutional capacity building;student aid;competitive funds;secondary school teacher;equity in access;lack of accreditation;quality and relevance;equity of access;knowledge and innovation;implementation of operations;quality tertiary education;advanced human capital;public funding;business sector;advanced skill;Higher Education;educational level;disbursing loan;economic reform;research capacity;institutional framework;knowledge building;staff recruitment;financial efficiency;private enrollment;doctoral degree;high share;teaching standard;undergraduate program;doctorate programs;poverty eradication;local research;educational institution;positive outcome;pillar component;building skills;Macroeconomic Stability;real impact;living standard;public health;empirical work;income student;Public Spending;gross enrolment;university education;public expenditure;global mobility;age cohort;quality assessment;doctoral study;Vocational Education;labor education;research collaboration;negative effect;quality improvement;income gap;economic region;labor demand;comprehensive view;national accreditation;qualified student;knowledge asset;political support;institutional performance;legal framework;Social Mobility;integrated management;competitive bid;accreditation body;global market;

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