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• W4200561490 abstract "No AccessOct 2021OverviewAuthors/Editors: María Marta Ferreyra, Lelys Dinarte Diaz, Sergio Urzúa, Marina BassiMaría Marta FerreyraSearch for more papers by this author, Lelys Dinarte DiazSearch for more papers by this author, Sergio UrzúaSearch for more papers by this author, Marina BassiSearch for more papers by this authorhttps://doi.org/10.1596/978-1-4648-1706-9_ovAboutView ChaptersFull TextPDF (1.1 MB) ToolsAdd to favoritesDownload CitationsTrack Citations ShareFacebookTwitterLinked In Abstract: Reports that following the collapse of commodity prices in the early 2010s, Latin America and the Caribbean (LAC) countries have sought new engines of growth, which, in addition to raising productivity, would preserve and enhance the equity gains attained in the previous decade. By developing skilled human capital, higher education could prove a formidable engine of economic and social progress. The so-called short-cycle programs (SCPs) take only two or three years, which makes them eminently practical for training students for work in a relatively short time. SCPs attract a wide variety of individuals, but regionally, they bear the stigma of appearing as the lesser higher education choice. If well-designed, however, SCPs have the potential to become a crucial tool for workforce development in the new world of work—where individuals need to switch occupations, and perhaps careers, multiple times over their lifetime, and where training must prove fast, efficient, and connected to the labor market. ReferencesBailey, T, S Jaggars, and D Jenkins. 2015. Redesigning America’s Community Colleges: A Clearer Path to Student Success. Cambridge, MA: Harvard University Press. CrossrefGoogle ScholarBeylis, G, R Fattal-Jaef, R Sinha, M Morris, and A Sebastian. 2020. Going Viral: COVID-19 and the Accelerated Transformation of Jobs in Latin America and the Caribbean. World Bank Latin American and Caribbean Studies. Washington, DC: World Bank. LinkGoogle ScholarCarranza, J E, J M Ferreyra, A Gazmuri, and A Franco. 2021. “The Supply Side of Short-Cycle Higher Education Programs.” Unpublished manuscript. World Bank, Washington, DC. Google ScholarDinarte, L, M M Ferreyra, M Bassi, and S Urzua. 2021. “What Makes a Program Good? Evidence from Short Cycle Higher Education Programs in Latin America and the Caribbean.” World Bank, Washington, DC. LinkGoogle ScholarFerreyra, M, C Avitabile, J Botero, F Haimovich, and S Urzúa. 2017. At a Crossroads: Higher Education in Latin America and the Caribbean. Washington, DC: World Bank Group. LinkGoogle ScholarFerreyra, M, T Melguizo, A Franco, and A Sanchez. 2020. “Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia.” Policy Research Working Paper 9424, World Bank, Washington, DC. LinkGoogle ScholarFerreyra, M, C Galindo, and S Urzúa. 2020. “Labor Market Effects of Short-Cycle Programs: Challenges and Evidence from Colombia.” World Bank, Washington, DC. Google ScholarGalindo, C, M Kutscher, and S Urzúa. 2021. “Online Job Vacancies and Short-Cycle Programs in Latin America.” Background paper for this book, World Bank, Washington, DC. Google ScholarKutscher, M and S Urzúa. 2020. “An Economic Argument for Short-Cycle Programs in Latin America and the Caribbean.” World Bank, Washington, DC. Google Scholar Previous chapterNext chapter FiguresreferencesRecommendeddetails View Published: October 2021ISBN: 978-1-4648-1706-9e-ISBN: 978-1-4648-1707-6 Copyright & Permissions Related RegionsLatin America & CaribbeanRelated TopicsEducationSocial Protections and Labor KeywordsCOMMODITY PRICESPRODUCTIVITYHUMAN CAPITALSKILLED WORKERSEDUCATION TRACKING ECONOMIC CHANGESSKILLS DEVELOPMENT AND TRAININGEDUCATIONAL OUTCOMESEDUCATIONAL ATTAINMENTCAREER DEVELOPMENTLABOR MARKET REFORMDRIVERS OF CHANGE IN LABOR MARKETSVOCATIONAL SCHOOLSOCCUPATIONSJOB TRAINING PROGRAMS PDF DownloadLoading ..." @default.
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