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...
| Main Authors: | , , , |
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| Format: | Working Paper |
| Language: | English |
| Published: |
World Bank, Washington, DC
2020
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| Subjects: | |
| 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 |
| Summary: | 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. |
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