The Fast Track to New Skills

Page 86

62

The Fast Track to New Skills

• Beyond the average Mincerian returns, all the other metrics of returns utilized in the chapter tell a consistent story of great heterogeneity in the returns to higher education programs in general and SCPs in particular. Returns to bachelor’s programs and SCPs vary greatly depending on the field of study and HEI type; returns to SCPs vary greatly depending on student characteristics and their municipalities; SCPs’ value-added varies greatly even among programs within the same field; and job opportunities for SCP graduates vary greatly by location. • In Chile and Colombia, net lifetime returns to individual SCPs vary widely across fields of study and institution types. Although the average net returns to SCP degrees are below those for bachelor’s programs, there is large dispersion. In specific fields, SCPs can offer larger net returns than some bachelor’s degrees. • Local availability of SCPs makes students more likely to enroll in them. Empirical exercises indicate that, when SCPs become available, SCP enrollment increases mostly because some students divert from bachelor’s programs onto an SCP. Those students are mostly male and from middleincome households. The exercises also indicate that those students would benefit from the SCP expansion because the SCP degree would give them higher labor market participation and salaries than a bachelor’s degree. Hence, a local expansion in SCP supply can allow for better, more productive matches for some students. • Program-level value-added varies across fields, but it varies even more within fields—depending, for instance, on the characteristics of the institution and the program itself (beyond the field). For instance, three-year programs contribute more; that is, they have more value added, than two-year programs to formal employment and wages. • SCP graduates are in high demand relative to graduates from bachelor’s programs. For each degree type, most vacancies are posted in science, technology, engineering, and mathematics (STEM) and business. Although vacancies and SCP graduates (representing the labor market demand and supply of SCPs, respectively) are concentrated in the most populated areas of each country, supply is more concentrated than demand. This indicates a possible mismatch between where the jobs are located and where the job candidates reside. In particular, many SCP graduates in less populated areas might not be able to find a local job suited to their skills, whereas firms seeking to hire SCP graduates in more populated areas might not be able to find suitable local candidates.

What Do We Know? Multiple studies have attempted to quantify the effects of SCPs in a variety of countries. However, the nature of these programs varies significantly across countries, a feature reinforced by both country-specific dynamics in demographic and


Turn static files into dynamic content formats.

Create a flipbook

Articles inside

References

8min
pages 211-217

Notes

2min
page 210

5.7 Flexible Academic Pathways in the United States

7min
pages 204-206

5.6 Oversight and Regulation Reform: Recent Attempts in LAC

2min
page 202

Skill Development Pathways

2min
page 203

Institutions in the United States

2min
page 201

Funding

4min
pages 195-196

Oversight and Regulation

7min
pages 198-200

5.3 What Do We Know about Information Interventions?

4min
pages 193-194

Information

5min
pages 191-192

Education in LAC

2min
page 190

Education Markets?

5min
pages 188-189

4.3 Quality Determinants and Value Added: The Case of Brazil

5min
pages 170-171

References

4min
pages 181-184

Notes

4min
pages 179-180

Graduates’ Wages

2min
page 169

4A.2 Summary of Results B5.4.1 Net Present Value of SCPs, from the Policy

1min
page 176

Formal Employment

4min
pages 167-168

Extra Time to Degree

4min
pages 165-166

A LASSO-Regression Approach

5min
pages 162-163

Dropout Rates

1min
page 164

and Student Outcomes

2min
page 161

SCPs in Colombia

9min
pages 157-160

4.1 Student Academic Outcomes, by Country

2min
page 152

Defining and Measuring SCP Quality

4min
pages 150-151

References

1min
page 146

Notes

2min
page 145

Conclusions

2min
page 144

3.2 Two Market Paradigms: Colombia and Chile

2min
page 120

3.23 Activities to Support Students’ Job Search

2min
page 141

Notes

4min
pages 111-112

Conclusions

2min
page 110

References

5min
pages 113-116

by Country

2min
page 107

Overall and by Field of Study

2min
page 105

Contribution (Value Added) of SCPs Demand for SCP Graduates: Exploiting

2min
page 103

Expanding the Supply of SCPs: Who Would Benefit and Why?

5min
pages 100-101

2.4 Estimating Value Added

2min
page 104

Economic Value of SCPs in LAC

2min
page 89

2.2 Estimating Mincerian Returns

2min
page 90

What Do We Know?

7min
pages 86-88

2.1 Sources of Information

4min
pages 84-85

References

1min
page 82

Conclusions

2min
page 76

Critical Institutional Aspect: Funding

2min
page 68

Notes

4min
pages 80-81

and of High School Graduates, circa 2018

4min
pages 65-66

1.2 Fundamental Data Source: SEDLAC

5min
pages 62-64

circa 2018

2min
page 67

1.1 Short-Cycle Programs in the United States and Germany

2min
page 60

Framework of the Book

2min
page 53

O.1 In LAC, Students in SCPs Are More Disadvantaged and Less Traditional Than Those in Bachelor’s Programs

2min
page 30

Policy to Realize the Potential of SCPs

4min
pages 43-44

I.1 Some Technical Aspects of the World Bank Short-Cycle Program Survey

2min
page 51

World Bank Short-Cycle Program Survey

2min
page 50

O.4 On Average, SCPs in LAC Have Good Curriculum, Infrastructure, and Faculty—but with Much Variation

4min
pages 39-40

BI1.1 Universes, Samples, and Response Rates, by Country

2min
page 52

Introduction

4min
pages 47-48
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.
The Fast Track to New Skills by World Bank Publications - Issuu