Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia
Short-cycle higher education programs last between one and three years and capture approximately 20 percent of the world’s higher education enrollment. Although they hold great promise for the skilling, up-skilling, and re-skilling of the workforce...
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World Bank, Washington, DC
2020
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| Online Access: | http://documents.worldbank.org/curated/en/956501601925307143/Estimating-the-Contribution-of-Short-Cycle-Programs-to-Student-Outcomes-in-Colombia http://hdl.handle.net/10986/34595 |
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okr-10986-345952022-09-20T00:11:03Z Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia Ferreyra, Maria Marta Franco Hernandez, Andrea Melguizo, Tatiana Sanchez Diaz, Angelica Maria TERTIARY EDUCATION HIGHER EDUCATION SHORT-CYCLE VALUE ADDED CONTRIBUTION STUDENT LEARNING Short-cycle higher education programs last between one and three years and capture approximately 20 percent of the world’s higher education enrollment. Although they hold great promise for the skilling, up-skilling, and re-skilling of the workforce in the current world of work, little is known about the contribution they make to students’ outcomes, above and beyond student or peer characteristics. This paper estimates the contribution of all short-cycle higher education programs in Colombia. It estimates value-added contributions by program, using unique administrative data on student outcomes and background, as well as program- and institution- level data. For a given outcome, the programs vary greatly in their raw outcomes and in their contribution to student outcomes. Although program-level contributions vary across fields, they vary even more within fields. Regression analysis shows that formal employment and wage contributions are greater for programs that are longer, delivered in a traditional mode, or taught in large cities, selective institutions, or institutions specialized in the field. The paper ends with a word of caution about the use of average program outcomes or contributions to build program rankings, as these vary greatly depending on the metric used. 2020-10-08T14:14:52Z 2020-10-08T14:14:52Z 2020-10 Working Paper http://documents.worldbank.org/curated/en/956501601925307143/Estimating-the-Contribution-of-Short-Cycle-Programs-to-Student-Outcomes-in-Colombia http://hdl.handle.net/10986/34595 English Policy Research Working Paper;No. 9424 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Latin America & Caribbean Colombia |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
TERTIARY EDUCATION HIGHER EDUCATION SHORT-CYCLE VALUE ADDED CONTRIBUTION STUDENT LEARNING |
| spellingShingle |
TERTIARY EDUCATION HIGHER EDUCATION SHORT-CYCLE VALUE ADDED CONTRIBUTION STUDENT LEARNING Ferreyra, Maria Marta Franco Hernandez, Andrea Melguizo, Tatiana Sanchez Diaz, Angelica Maria Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia |
| geographic_facet |
Latin America & Caribbean Colombia |
| relation |
Policy Research Working Paper;No. 9424 |
| description |
Short-cycle higher education programs
last between one and three years and capture approximately
20 percent of the world’s higher education enrollment.
Although they hold great promise for the skilling,
up-skilling, and re-skilling of the workforce in the current
world of work, little is known about the contribution they
make to students’ outcomes, above and beyond student or peer
characteristics. This paper estimates the contribution of
all short-cycle higher education programs in Colombia. It
estimates value-added contributions by program, using unique
administrative data on student outcomes and background, as
well as program- and institution- level data. For a given
outcome, the programs vary greatly in their raw outcomes and
in their contribution to student outcomes. Although
program-level contributions vary across fields, they vary
even more within fields. Regression analysis shows that
formal employment and wage contributions are greater for
programs that are longer, delivered in a traditional mode,
or taught in large cities, selective institutions, or
institutions specialized in the field. The paper ends with a
word of caution about the use of average program outcomes or
contributions to build program rankings, as these vary
greatly depending on the metric used. |
| format |
Working Paper |
| author |
Ferreyra, Maria Marta Franco Hernandez, Andrea Melguizo, Tatiana Sanchez Diaz, Angelica Maria |
| author_facet |
Ferreyra, Maria Marta Franco Hernandez, Andrea Melguizo, Tatiana Sanchez Diaz, Angelica Maria |
| author_sort |
Ferreyra, Maria Marta |
| title |
Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia |
| title_short |
Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia |
| title_full |
Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia |
| title_fullStr |
Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia |
| title_full_unstemmed |
Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia |
| title_sort |
estimating the contribution of short-cycle programs to student outcomes in colombia |
| publisher |
World Bank, Washington, DC |
| publishDate |
2020 |
| url |
http://documents.worldbank.org/curated/en/956501601925307143/Estimating-the-Contribution-of-Short-Cycle-Programs-to-Student-Outcomes-in-Colombia http://hdl.handle.net/10986/34595 |
| _version_ |
1764481238843785216 |