Analyzing the role of credit constraints in tertiary education in Colombia
In recent years Colombia, as well as other middle-income countries, has seen a dramatic expansion of the enrollment in tertiary education, with a significant increase in the share of students coming from the most disadvantaged socioeconomic backgrounds. As a result, there is an increased pressure to ensure that tertiary education programs are adding value to their students, and that vocational programs are providing students with relevant job market skills. The PSIA first addresses whether the current system of program accreditation led to an improvement in the quality of the human capital and in the labor market outcomes of the Colombian graduates. Second, the PSIA draws lessons from the vocational systems in Australia and New Zealand to provide policy recommendations that are suitable to the Colombian context.
We would like to highlight three products from this interesting PSIA, all attached to this discussion:
- The report #1 describes the case studies of the Australia’s and New Zealand’s tertiary Vocational Education and Training (VET) systems. These two systems are often used as examples of best practices for developing countries that are willing to improve the quality of their vocational education. The report highlights their strengths and weaknesses.
- The Report #3 builds on the challenges and lessons learned in both Australia and New Zealand to provide some guidelines for structuring the Colombian tertiary education sector.
- Accreditation systems are becoming increasingly popular tools to guarantee the quality of higher education. The work by Avitabile and Cunha (attached in PDF) uses Colombian data to test how graduating from an accredited program affects individual labor market outcomes.
We would appreciate your comments and thoughts on this work.