empleo

Organization: Save the Children
Country: Bolivia (Plurinational State of)
Closing date: 05 Jun 2017

Type of Contract: Full time, 1-year local contract (with expectation of extension depending on results)

Location: Based in La Paz with travel to our other program areas (Cochabamba, Santa Cruz, Oruro, Potosí, Sucre, Beni, etc.) and occasional travel abroad.

Important: This is a national position that requires someone already residing in Bolivia or willing to move and work legally in Bolivia by their own means and costs.

ROLE PURPOSE:

The Programs Director (PD) is responsible for the supervision and support of all of the SCI Bolivia’s program activities, and, together with the Country Director, will lead the strategic development of the country program. Working under the supervision of the Country Director, s/he is expected to pursue new program and funding opportunities that advance our country strategic plan (CSP), ensure strategic cohesion of/among our different thematic sectors, and align our project and thematic results to achieve greater impact, especially among/for the most vulnerable children.

Save the Children works in five thematic areas – Education, Child Protection, Child Rights/Governance (CRG), Health and (reduction of) Child Poverty – as well as Emergency Preparedness and Response. In Bolivia, our biggest thematic areas in terms of funding are: 1) Education; 2) (reduction of) Child Poverty; and 3) Child Protection. The PD will supervise the national thematic focal points (currently three people) and also be, at least for the short term, the Child Protection and CRG focal point. In addition, the PD will supervise the Awards and MEAL functions (Monitoring, Evaluation, Accountability and Learning).

The PD will champion a team culture of learning and continuous improvement that in turn guide and grow our thematic sectors. S/he will be responsible for rolling out the various internal systems that SC is embracing, worldwide, to increase our thematic expertise and increase our impact, including: Program Quality KPIs, PPM/PRIME, Common Approaches, and Award Management Change Project (AMCP). In addition, the PD will promote adoption of and excellence in our cross-cutting themes – gender, child participation, and resilience – throughout our projects, programs, thematic plans and country strategy.

KEY AREAS OF ACCOUNTABILITY:

Strategy, Senior Management and External Relations:

• Provide leadership, strategic vision and direction to the Bolivia country program as a member of the SMT
• Lead the development of high quality country and program strategies and annual plans, and reports
• Support the development of an organizational culture that reflects our values, promotes accountability and high performance, encourages a team culture of learning, creativity and innovation, and frees up our people to deliver outstanding results for children and excellent customer service for our members and donors
• Support the establishment, maintenance, and improvement of an active and regular working relationships with: government authorities, partner agencies including humanitarian and development donors, and local and international NGOs
• In collaboration with the thematic focal points and other program colleagues, ensure the Bolivia Country Office complies with all Save the Children program Essential Standards and Procedures in the Quality Framework

Programme and Proposal Design and Development:

• Identify strategic fundraising leads and concepts and identify and nurture funding opportunities to ensure adequate resources are secured
• Support thematic focal points in proposal development and the conceptualization and design of cost effective, evidence-based and high quality child-focused emergency and development programs, informed by child participation. (In the case of Child Protection and CRG, take the lead in developing such proposals.)
• Ensure the Bolivia Country Office has a first class, multi-sectoral program reflecting all priority technical and sector aspects of the Save the Children global strategy

Technical Assistance and Knowledge Management:

• Ensure the provision of high quality technical assistance and capacity building to all country office programs, projects and staff by managing all internal and external technical assistance, including surge capacity during emergencies and ensure application of the TA protocols and tools
• Ensure the integration of cross-cutting issues into design and implementation including gender, non-discrimination, child participation and child safeguarding
• Ensure learning by country program from relevant internal and external thematic trends and best practice
• With the thematic focal points and CD, ensure engagement in relevant national and global networks

Oversight and Management of Program Operations:

• Support/oversee thematic focal points and project coordinators in the delivery of all projects/programs in accordance with grant agreements, objectives and milestones, timeframes and on budget
• Responsible for oversight of budget holder for most programming; hold individual budget holders accountable to accurately and efficiently manage their individual projects and grants. Ensure monthly BvA (Budget vs Actual) and DIP (Detailed Implementation Plan) meetings are held.
• Accountable for program delivery in line with Save the Children principles, values and strategic plan and following Save the Children compliance procedures. This includes working with partner organizations and sub-grantees to strengthen national capacity.
• Support in the preparation of timely and high quality progress reports, program reports, and donor reports.

Monitoring, Evaluation, Accountability and Learning (MEAL):

• Develop and oversee a robust MEAL system to measure achievement and progress toward national and global program goals and results, including reach and global outcome indicators, and to drive learning and improved program quality
• Ensure not only compliance with the recently rolled-out Program Quality KPIs but promote them to elevate the overall quality of our projects
• Ensure our work is accountable to children and other stakeholders through the establishment and management of effective accountability mechanisms and processes

• Provide leadership to use data for program decision making, of commitment to management action on the findings of monitoring, and of listening to feedback from beneficiaries to inform program development

• Along with thematic focal points, MEAL Coordinator and Knowledge-Management Coordinator, identify, develop and oversee operational and analytical research, coordinate the publication and dissemination of results and ensure that research informs advocacy

Advocacy and Communications:

• Support CD in leadership, vision, strategic direction and management of advocacy and ensure that advocacy is an integral part of Save the Children’s Theory of Change and strategic planning
• Position Save the Children as the leading organisation for children’s issues in Bolivia, with child rights at the core of the advocacy work
• Ensure advocacy coherence at local, national and global level and reinforce strong and effective synergies between programs and advocacy to maximise Save the Children impact, especially ensuring evidence and best practice inform advocacy
• Ensure the branding, communication and sign off guidelines of Save the Children are uniformly and consistently followed and ensure the delivery of a clear and effective system for internal communication

Emergency Response Management:

• Support the CD in mounting appropriate and timely responses at scale to all emergencies consistent with established benchmarks, plans and organizational policies, and in close cooperation with incoming surge teams
• During emergencies in coordination with other members of the SMT and the Humanitarian Focal Point, maintain consistent and coherent engagement in key governmental and inter-agency emergency preparedness and response coordination mechanisms including the EHP

Staff Management, Mentorship, and Development:

• Develop a culture and focus on quality in the program team and ensure appropriate staffing, the recruitment, training, and promotion of staff as appropriate
• Manage the program team through: effective use of the Performance Management System; regular evaluation of direct reports; provision of coaching, mentoring and other developmental opportunities
• Ensure that all staff understand and are able to perform their role in an emergency
• Oversee that all program staff proactively build and maintain technical skills and competencies required for leading and/or advising first class programs – both development and emergency programs

QUALIFICATIONS AND EXPERIENCE:

• Relevant post-graduate education in a relevant field
• Minimum of 7 years’ experience, preferably in an INGO environment, including experience implementing programs for children in development contexts in Bolivia
• Native English speaker (or equivalent fluency and prior experience studying or working in an English-speaking country)
• Excellent communication skills (written and spoken) in Spanish and English
• Excellent writing skills with ample proven experience writing reports, proposals and other documentation relevant to the work of SCI
• Demonstrated leadership and management skills (in multicultural settings a plus)
• Significant experience leading strategic planning and in programme design and proposal development, with a track record of securing funds/opportunities
• Strong understanding of different methodologies of monitoring and evaluation and operational research and experience in developing integrated MEAL systems
• Ability to effectively establish a learning culture within an organization
• Experience in successfully establishing and managing collaborative relationships and partnerships with donors, local partners, and government counterparts
• Strong representation and influencing skills
• Commitment to and understanding of Save the Children’s aims, values and principles including rights-based approaches
• Proven experience with formulating and demonstrating theories of change and rights-based approach is preferred
• Excellent at meeting deadlines and working under pressure
• Skilled at working and coordinating with a multidisciplinary team
• Self-motivated, high-energy, excellent people-skills and a great sense of humor
• Superior analytical and conceptual skills – able to distill conceptual models, tendencies, trends and patterns from concrete program/project activities (desired)
• Emergency response experience is a plus
• Willingness to travel throughout Bolivia (often) and abroad (2-3 times/year)

How to apply:

Please send your application in English including cover letter, documented CV in English and salary expectations to mailbox No. 1080 La Paz or email: rosario.vilches@savethechildren.org

Applications in Spanish will NOT be considered. Applicants who do not meet the job profile and a high level of the English language will not be considered. Thank you.

The full TOR for this position is posted at: http://licitaciones.savethechildren.org.bo. Please ensure that your application references the full TOR, including the skills and competencies described therein.

Before submitting your application, we invite you to review the policies of Save the Children International at: www.savethechildren.net

Deadline for submission of applications is Monday June 5^th 2017

Organization: UN Children’s Fund
Country: Panama
Closing date: 09 Jun 2017

ANTECEDENTES:

El fortalecimiento de los sistemas nacionales de protección (SNP) es una prioridad dentro la agenda de protección a la infancia de UNICEF y de otras organizaciones con un mandato en la protección de los derechos de la niñez. Sin embargo, la medición rigurosa del empeño de los sistemas de protección representa un desafío importante, dificultando la evaluación del impacto del trabajo invertido. Actualmente, una serie de países en América Latina y el Caribe se encuentran en un proceso de definición y/o re-estructuración de los sistemas nacionales de protección. En este contexto, a fines de poder proveer orientaciones a los gobiernos para mejor guiar sus intervenciones, se hace cada vez más evidente la necesidad de contar con mejores herramientas para medir los resultados de los SNP.

Desde 2014, UNICEF, Plan Internacional y Save the Children decidieron conformar un grupo inter-agencial, a fines de afirmar su compromiso de trabajar en conjunto y alinear intervenciones en el fortalecimiento de los sistemas de protección de la infancia en LAC. El grupo viene colaborando a lo largo de los últimos tres años, al haber establecido como primera prioridad la construcción de una herramienta de indicadores que permita homogeneizar la medición de los sistemas de protección integral y los sub-sistemas de protección contra violencia. En este proceso, se pueden destacar los siguientes pasos principales:

2013-2016: Construcción de una herramienta de indicadores: contratación de consultor; consultas con países

2016: Finalización de la primera versión herramienta de indicadores

2016: World Vision se suma a la iniciativa. Firma de una declaración conjunta para formalizar el compromiso de trabajar en conjunto.

2016 y 2017: Validación de los indicadores por medio de tres pilotajes del instrumento (El Salvador, Perú y Panama)

Al haberse finalizado los pilotajes de los indicadores, queda pendiente en este momento incorporar las sugerencias de los equipos que llevaron a cabo los pilotajes, y otros eventuales ajustes, para poder cerrar el producto final, publicar la herramienta de indicadores y abrir para otras aplicaciones. El objetivo es que el producto finalizado pueda responder a la necesidad de contar con un instrumento que permita medir los avances en el fortalecimiento de los SNP.

A raíz del Foro Interamericano sobre Sistemas Nacionales de Protección Integral, celebrado en la Ciudad de México en abril 2017, ha surgido un interés importante para su aplicación en distintos países, y el Gobierno de Honduras hizo una solicitud a la oficina de UNICEF en el país, de apoyar su aplicación en dicho país.

OBJETIVO DE LA CONSULTORIA / CONTRATO INDIVIDUAL DE SERVICIOS PROFESIONALES:

La presente consultoría tiene por objetivo finalizar la Herramienta de Indicadores para Medición de los Sistemas Nacionales de Protección Integral (desarrollados por UNICEF LACRO, Save the Children y Plan Internacional) con base en las recomendaciones surgidas de los tres pilotajes, y apoyar la implementación del producto finalizado en Honduras.

Finalizar la herramienta de indicadores, incorporando recomendaciones surgidas a través de los pilotajes e eventuales otros ajustes necesarios;

Presentar la herramienta finalizada en una reunión regional;

Apoyar la aplicación del producto finalizado en el contexto de Honduras

RESULTADOS ESPERADOS (medibles):

Herramienta de indicadores para medir los SNP finalizado, con recomendaciones de los pilotajes incorporadas.

Informe de la aplicación de la herramienta de indicadores en el contexto de Honduras, que incluya lo siguiente:

a. Recomendaciones de reformas legales necesarias basado en un análisis del marco normativo

b. Aplicación de la Herramienta de Indicadores para medir la situación y estado del sistema de protección integral y subsistema de protección contra la violencia

c. Desarrollo de capacidades

PRODUCTOS A ENTREGAR:

Descripción

Duración

(estimación en días)

Fecha de entrega

Versión revisada (borrador) con base en revisión de informes país y consultas con Grupo Interagencial

8 dias

Junio 2017

Versión final

5 dias

Julio, 2017

Sobre producto para Honduras:

Propuesta de escenarios de reforma legal basado en un análisis del marco normativo (4 semanas)

Mapeo de sistema de protección integral (10 semanas)

Desarrollo de capacidades (2 semanas)

70 dias

Septiembre 2017

Nota: Todos los productos deben ser entregados en pdf de alta resolución y en español e inglés.

EDUCACIÓN Y EXPERIENCIA REQUERIDA:

Estudios universitarios en ciencias sociales (Psicología, Trabajo Social, sociología, derecho u otras disciplinas afines).

Mínimo 15 años de experiencia profesional en el área de protección de la niñez, derechos humanos y sistemas de protección.

Experiencia en el desarrollo de herramientas de indicadores.

Excelentes habilidades de comunicación oral y escrita en castellano.

Nivel intermedio-alto de comunicación en inglés.

Capacidad de trabajo con equipos interculturales y multidisciplinarios.

Habilidades de trabajo bajo presión.

CONDICIONES DE LA CONSULTORIA / CONTRATO INDIVIDUAL DE SERVICIOS PROFESIONALES:

El consultor trabajara desde su domicilio, con acceso diario a internet, y con disponibilidad para viajar a Panama y Honduras, en función de las necesidades del presente contrato, previa aprobación del Asesor Regional de Protección.

HONORARIOS:

Las personas interesadas a aplicar a esta consultoría / contrato individual de servicios profesionales deberán presentar una propuesta y económica.

La experiencia de los candidatos, al igual que las propuestas económicas, serán tomadas en consideración en la selección del candidato final.

Los costos de los viajes serán cubiertos por UNICEF, según la política de viaje para consultores / contratistas individuales.

COMO APLICAR:

La fecha máxima para la recepción de propuesta es 8 de junio de 2017.

La pre-selección de candidatos se realizará posterior a la fecha máxima se recepción de ofertas. Solo los candidatos pre-seleccionados serán contactados.

TODA INFORMACIÓN RECABADA A TRAVÉS DE LA CONSULTORÍA ES PROPIEDAD EXCLUSIVA DE UNICEF

How to apply:

UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. To apply, click on the following link http://www.unicef.org/about/employ/?job=504916

Organization: UN Children’s Fund
Country: Panama
Closing date: 08 Jun 2017

Climate change (CC) is a major global issue that impacts the wellbeing of children around the world. As an international organisation focused on protecting the rights of children, UNICEF has begun to address climate change, and in particular the impact of climate change on children, in its programming, planning, advocacy, and in the individual outcome areas. Issued shortly after the Paris Agreement on Climate Change was reached, the UNICEF Executive Directive on the impacts of climate change on children (March 2016) instructs all UNICEF Country Offices (COs) to incorporate climate change in their country programmes at the latest by 2020. Additionally, UNICEF programming supports the implementation of the Sendai framework for Disaster Risk Reduction (DRR) 2015-2030, and the Sustainable Development Goals (SDGs) which address climate change as a driver of disaster risk and slow onset impacts that lead to the deprivation of basic rights and access to the resources that grant them. UNICEF will need to be firmly engaged and well informed of the potential impacts of environment-related issues, including those exacerbated by climate change, on UNICEF programming and outcome areas on a global level, regional and local levels.

Climate change has been affecting, and will continue to affect the Latin America and Caribbean (LAC) region as global atmospheric CO2 concentrations (currently 403.53 ppm as of November 2016, NOAA ESRL, increasing by 3.05 ppm/year in 2015) and other greenhouse gases continue to rise. This phenomenon increases climatic variability in many areas of the region, and is experienced differently throughout LAC, among countries, and even within countries. Certain regions may experience new events and conditions under climate change, while others may be subject to the exacerbation of former and current conditions.

Resilience is reflected in UNICEF’s Strategic Plan (2014-2017) which also establishes a range of risk related indicators in its result framework. In the draft new Strategic Plan (2018-2021), DRR, Climate Change and Social Cohesion are set out as organisational priorities. In delivering on these and other commitments, UNICEF has identified Risk Informed Programming (RIP) as an important strategy to improve programming and increase results that lead to more resilient children, communities and social service delivery systems. To this end, in 2016 a draft modular guidance for risk informed programming was developed; it was piloted by UNICEF in 3 countries in early 2017, while in LAC it is being introduced within the Result Based Management (RBM) training for UNICEF country offices preparing their new Country Programme Document (CPD). Meanwhile tools, guidance and initiatives including INFORM (Index for Risk Assessment tool) regionally, CLAC (climate landscape analysis for children) among others are being developed globally.

Purpose of the Assignment

Based on earlier work in 2016-17, which consisted of a literature review of the climate change impact on children in the LAC region, and proposed actions and tools that could be mainstreamed into UNICEF programming, as well as the modules for Guidance for Risk Informed Programing and INFORM tool, this assignment aims at strengthening capacity of UNICEF country offices in LAC to assist governments and partners to reduce risk and strengthen resilience.

Specifically, the consultant will provide technical assistance to UNICEF Regional Office (LACRO) and country offices in developing child focused climate change adaptation and will develop relevant guidelines and tools, supporting the undertaking of climate risk assessments as well as support the rollout, of the Guidance for Risk Informed Programming (GRIP). Limited but strategic opportunities to engage in climate change mitigation and low carbon development will also be considered. The results of the consultancy will help shaping the element of climate change in the outcome #4 of the Regional Office Management Plan (ROMP) 2018-2021.

Qualifications of Successful Candidate

Advanced university degree in relevant area such as environment, climate change, social and economic development, international cooperation.

A minimum of five years of relevant work experience focused on developing countries, in areas related to development cooperation in climate change adaptation and mitigation, environment and socio-economic development.

Specific expertise in programme/project formulation, implementation, monitoring and review and evaluation related to climate change adaptation and mitigation in developing countries is required.

A track record of successfully developing, formulating and implementing adaptation and mitigation projects funded for example through the Adaptation Fund, and/or other sources of climate finance is required.

Knowledge on climate change impacts, climate risk assessments, and adaptation solutions required.

Prior experience undertaking climate risk and vulnerability assessments required.

Knowledge on greenhouse gas emissions and climate change mitigation solutions, especially related to sustainable energy.

Expertise in capacity building, developing tools and providing training

Familiar with children’s rights and gender in the context of climate change adaptation and mitigation and/or natural resources management.

Excellent analytical and writing skills, advocacy and presentational skills an asset. Demonstrated ability to work harmoniously in a multi-cultural environment and establish harmonious & effective working relationship both within and outside an organization.

Fluency in English and Spanish required. Working knowledge of French is an asset.

Individual Contrator’s Workplace

The individual contractor is required to work at UNICEF LACRO office in Panama and will travel to the region, as required.

The individual contractor may be asked to work weekends and holidays, as required.

Fees:

Qualified candidates are requested to submit a financial proposal. Proven past experience and financial proposal will be taken into consideration during selection process. Travel will be covered by UNICEF as per policy. Costs of known trips should be included in the financial proposal.

How to Apply

The deadline to receive applications is8/June/2017.

The pre-selection of candidates will be done after closing date. Please note only selected candidates will be contacted. Please indicate your ability, availability and daily/monthly rate (in US$) to undertake the terms of reference above.

For more information kindly refer to the complete Terms of Reference attached in this advertisement.

TOR CC and GRIP LACRO.docx

How to apply:

UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. To apply, click on the following link http://www.unicef.org/about/employ/?job=504922

“My son, the doctor.” “My daughter, the architect.” These typical expressions of parents reveal the pride of those who, having not been able to attend college themselves, have always dreamed that their children would take the path to higher education. But in a world facing new challenges such as automation, demands for new skills and a changing political scene, careers traditionally considered the most successful have been dethroned by those more in line with current needs.   In Latin America and the Caribbean, in addition to parents’ aspirations, different public policies and a growing middle class have led many more young people to the university classroom over the past decade. The numbers confirm this trend. People aged 18 to 24 attending an institution of higher learning rose from 21% in 2000 to 43% in 2013. Many of these students came from lower- and lower middle-class families, something not seen in previous years. Today there are more than 20 million students attending over 10,000 institutions of higher learning that offer more than 60,000 programs. Not bad compared with other regions, where attending college or an institution of higher learning is a luxury reserved for a privileged few. Today, however, higher education is at a crossroads. Its rapid expansion, the characteristics of the “new” students and lax regulations have led many to question the quality of higher education programs. Millions of students may enter these institutions’ classrooms, but not all of them have access to quality options. Not only do they fail to offer an attractive study plan that keeps students enrolled until they graduate; they also do not prepare students to face the demands of today’s labor market. It is estimated that just half of students who enroll in higher education graduate. Rankings, which are frequently used as indicators of the quality of higher education, are not in Latin America’s favor. Among the 500 best institutions of higher education, just 10 are in the region. Africa is the only region with fewer on the list. A new World Bank report examines three key aspects of higher education in the region: quality, variety and equity. A good higher education system offers quality programs that maximize students’ potential. A varied supply enables students to find their best option: training not only the physicians a hospital needs, but also the nurses and administrative assistants. Given that the mere availability of variety and quality does not guarantee student access or success, a higher education system requires equity to ensure that all students have equal opportunity access. Equity frequently starts early. Not all young people and their families have the information or the resources necessary to make informed decisions with respect to career choices. Often, their selection is a once-in-a-lifetime opportunity and making a mistake can mean the end of a career: transferring to another program is onerous and bureaucratic. Despite the obstacles they face, lower-income students represent 45% of the increase in enrollment in recent years. Nevertheless, these “new” students come from families with few resources and may not be academically prepared to face the challenges of higher education, which frequently explains the lack of completion of higher education programs. On average, half of enrolled students aged 25 to 29 had not completed their studies, either because they dropped out or because they were still studying. Of those who dropped out, half were in their first year of school. The system does not help. Degree programs are long and tedious. It is estimated that students in Latin America and the Caribbean require 36% more time to complete their degrees as compared with the rest of the world. This means that they are students for longer. Consequently, during their years of study, they earn the wages of secondary-school graduates. Excessive time has another sharp edge: students often need to work to complete their studies but end up dropping out because they are overwhelmed by their work responsibilities and cannot see the light at the end of the tunnel. Given the region’s urgent need to improve productivity in a context of slow growth, training human capital in a rapid, efficient way is crucial. According to the World Bank report, public policymakers should consider the fact that access does not imply completion and quality. The report also recommends multidimensional policies to evaluate the quality of program content, as well as to support students who are not academically prepared for higher education. Additionally, policies should offer incentives to both universities and students to encourage program completion.

São necessários incentivos para alinhar resultados às necessidades de estudantes e países CIDADE DO MÉXICO, 17 de maio de 2017 – O número de estudantes em programas de ensino superior quase dobrou na última década na América Latina e no Caribe (ALC). Contudo, apenas a metade deles se forma no período normal, o que indica que ainda há muito a fazer em termos de eficiência e qualidade, revela um novo relatório do Banco Mundial: Em uma encruzilhada: O Ensino superior na América Latina e no Caribe, divulgado hoje. "O ensino superior é fundamental para impulsionar o crescimento e reduzir a pobreza e a desigualdade", disse o Vice-Presidente do Banco Mundial para a América Latina e o Caribe, Jorge Familiar. "Para garantir a igualdade de oportunidades, a região tem que melhorar a qualidade da educação e proporcionar aos alunos melhores informações sobre cursos, incentivos e opções de financiamento adequados e conexões com o mercado de trabalho. Também é necessária uma melhor regulamentação das instituições de ensino superior para melhorar a prestação de contas pelos serviços que prestam". Uma boa educação desempenha um papel importante na melhoria das perspectivas de renda. Em particular, o relatório conclui que, em média, na ALC, um estudante com grau de educação superior vai ganhar mais do dobro do que um aluno com um diploma do ensino médio. Na região, o percentual de indivíduos entre 18 e 24 anos de idade matriculados no ensino superior aumentou de 21% em 2000 para 40% em 2010. Embora o acesso ainda seja desigual, houve progressos substanciais, particularmente entre os grupos de baixa e média renda. Em média, os 50% mais pobres da população representavam apenas 16% dos estudantes do ensino superior em 2000, mas esta proporção aumentou para cerca de 25% em 2013. Ao mesmo tempo, cerca de um quarto das instituições de ensino superior (IES) que existem hoje foram abertas durante esse período – muitas delas pelo setor privado – o que elevou a participação de IES privadas no mercado de 43% para 50% entre o início dos anos 2000 e 2013. Contudo, a região tem apenas cerca de dez IES entre as 500 melhores instituições de ensino superior do mundo, um número superior apenas ao da África. "Houve uma grande expansão das instituições de ensino superior e das matrículas, especialmente entre os estudantes de baixa renda", disse Maria Marta Ferreyra, principal autora do relatório e economista sênior do Banco Mundial. "No entanto, os resultados estão aquém do potencial, e apenas a metade dos estudantes recebe o seu diploma superior entre os 25-29 anos de idade, quer porque ainda estão estudando ou por desistência”. Entre as causas das altas taxas de desistência estão o despreparo acadêmico, devido em parte à baixa qualidade da educação média, e a falta de recursos financeiros de estudantes de baixa renda. Outras causas podem incluir a longa duração de alguns dos cursos e a falta de flexibilidade para transferências entre eles – questões que são especialmente relevantes hoje em dia, quando mais pessoas do que nunca mudam de emprego e de carreira ao longo da vida. Entre as medidas que podem ajudar a resolver alguns desses problemas estão:Gerar e divulgar informações sobre o desempenho das instituições e dos cursos, para que os alunos possam fazer escolhas informadas.Conceber melhores sistemas de financiamento para proporcionar incentivos para que as instituições e os estudantes obtenham bons resultados, e eliminar as barreiras financeiras ao acesso ao ensino superior através de instrumentos como bolsas de estudo, ajudas-de-custo e empréstimos estudantis.Ajudar os estudantes a se conectarem ao mercado de trabalho.Melhorar a supervisão e a regulamentação para assegurar a prestação de contas das instituições por seus serviços. Ainda assim, o relatório conclui que a formação de capital humano qualificado não é suficiente por si só para aumentar a produtividade, o crescimento e a equidade. Também é preciso um ambiente em que as empresas possam criar bons empregos que, por sua vez, possam fazer uso produtivo de uma força de trabalho mais qualificada. — Saiba mais sobre o trabalho do Banco Mundial na América Latina e no Caribe: www.worldbank.org/lac Visite-nos no Facebook: http://www.facebook.com/worldbank Atualize-se via Twitter: http://www.twitter.com/BancoMundialLAC Assista ao nosso canal no YouTube: http://www.youtube.com/BancoMundialLAC

Incentives needed to bring education results in line with student and countries’ needs MEXICO CITY, May 17, 2017 – The number of students in higher education programs has nearly doubled in the past decade across Latin America and the Caribbean (LAC). But with only half of them graduating on time, there’s still a lot to do in terms of efficiency and quality, according to a new World Bank report: At a Crossroads: Higher Education in Latin America and the Caribbean, released today. “Higher Education is key to boosting growth and reducing poverty and inequality,” said World Bank Vice President for Latin America and the Caribbean Jorge Familiar. “To ensure equity of opportunities, the region has to enhance quality of education and provide students with better information on programs, adequate incentives and financing options, and connections to the labor market. Better regulation of higher education institutions is also needed to improve accountability for the services they provide.” A good education plays an important role in improving income prospects.  In particular, the report finds that on average in LAC a student with a higher education degree will earn more than twice as much as a student with a high school diploma. In the region, the percentage of individuals ages 18 to 24 enrolled in higher education rose from 21 percent in 2000 to 40 percent in 2010. While unequal access still abounds, there has been substantial progress, particularly among low and middle-income groups. On average, the poorest 50 percent of the population only represented 16 percent of higher education students in 2000 but that rose to about 25 percent in 2013. At the same time, about a quarter of the higher education institutions (HEIs) that exist today were opened over that period –many of them by the private sector– lifting the market share of private HEIs from 43 to 50 percent between the early 2000s and 2013. And yet, of the top-500 HEIs in the world, the region has only about ten, a number only higher than Africa’s. “There has been a big expansion in higher education institutions and enrollment, particularly for low income students,” said the report’s lead author World Bank Senior Economist Maria Marta Ferreyra. “However, the results fall short of their potential, with only half of the students entering higher education receiving their degree by the time they are 25 to 29 years old either because they are still studying or because they have dropped out.” Some of the causes for a high dropout rate include academic unpreparedness, due in part to low quality education received in high school, and lack of financial means of low-income students. They may also include the long duration of some of the programs and lack of flexibility to switch between them –issues that are especially relevant now as more people tend to switch jobs and careers over a life time than ever before. Policies that can help address some of these problems include:Generating and disseminating information on institutions’ and programs’ performance so that students can make informed choices.Designing better funding systems in order to provide incentives for institutions and students to achieve good results, and remove financial barriers to higher education access through instruments such as scholarships, grants for living expenses, and student loans.Helping students connect to the labor market.Improving oversight and regulations to ensure the institutions’ accountability for their services. Still, the report concludes that forming skilled human capital is not enough on its own to raise productivity, growth and equity. There also needs to be an environment in which firms can create good jobs that, in turn, can make productive use of a more skilled labor force. — Learn more about the work of the World Bank in Latin America and the Caribbean: www.worldbank.org/lac   Visit us on Facebook: http://www.facebook.com/worldbank Be updated via Twitter: http://www.twitter.com/BancoMundialLAC   For our YouTube channel: http://www.youtube.com/BancoMundialLAC  

“Mi hijo, el doctor”. “Mi hija, la arquitecta”. Estas expresiones, tan típicas de los padres, muestran el orgullo de quienes, al no haber podido acceder a la universidad, sueñan desde el primer momento en el que sus hijos comienzan a transitar el camino de la educación superior. Más allá del anhelo de los progenitores, en América Latina y el Caribe diferentes políticas públicas y el ascenso de la clase media en la década pasada han empujado a muchos más jóvenes a las puertas de las universidades. Los números así lo demuestran. La cantidad de personas entre 18 y 24 años que asisten a una institución de educación superior aumentó del 21% en 2000 al 43% en el 2013 con una mayor cantidad de estudiantes provenientes de sectores medios y bajos, algo que no se veía años atrás. Hoy existen más de 20 millones de estudiantes que asisten a las más de 10 mil instituciones, las cuales ofrecen más de 60 mil programas de formación, según los hallazgos del estudio Momento Decisivo: La Educación Superior en América Latina, del Banco Mundial. Nada mal en comparación con otras regiones donde ir a la universidad o a un instituto de educación superior es solo un lujo que algunos pocos se pueden dar. Pero hoy, la educación universitaria se encuentra en una encrucijada. Su rápida expansión, las características de los "nuevos" estudiantes y regulaciones laxas han llevado a muchos a cuestionar la calidad de sus programas. Millones de estudiantes entran en sus aulas, pero no todos acceden a opciones de calidad. Esto significa que no solo no cuentan con un plan de estudios atractivo que los retenga hasta terminar si no que, al graduarse, tampoco están preparados para enfrentar las demandas del mercado laboral actual. Se calcula que solo el 50% de los estudiantes que inician sus estudios superiores llegan a terminar y se gradúan. Y en un mundo que afronta nuevos desafíos como la automatización, las demandas de nuevas habilidades y un escenario político cambiante, las carreras tradicionales consideradas más exitosas han sido destronadas por otras más acordes a los requerimientos del mundo actual. Los ránkings, que a menudo se usan como indicadores de la calidad de la educación superior, no presentan buenas noticias para América Latina. Entre los 500 mejores institutos de educación superior, solo hay 10 de la región, siendo África la única región con menos: El estudio del Banco Mundial investiga tres aspectos clave de la educación superior en la región: calidad, variedad y equidad. Un buen sistema de educación superior ofrece programas de calidad que maximizan el potencial de los estudiantes. Una variedad de ofertas permite a los estudiantes encontrar su mejor opción: entrenar no solo a los médicos necesarios en un hospital, sino también a las enfermeras y los asistentes administrativos. Dado que la mera disponibilidad de la variedad y la calidad no garantizan el acceso o éxito de los estudiantes, un sistema de educación superior muestra la equidad cuando los estudiantes tienen acceso a iguales oportunidades. La equidad muchas veces comienza desde temprano. No todos los jóvenes y sus familias cuentan con la información ni los recursos necesarios para tomar una decisión correcta con respecto a la elección de una carrera profesional. En muchos casos, elegir es una oportunidad única en la vida y equivocarse puede ser el final de una carrera: la transferencia de programas es bastante dificultosa y burocrática. Continuar o abandonar A pesar de los escollos a los que se enfrentan, los estudiantes considerados más pobres representaron el 45% del aumento de la matrícula en los últimos años. Sin embargo, estos “nuevos” estudiantes provienen de familias con menores recursos y muchas veces no están preparados académicamente para enfrentar los desafíos de la educación superior, lo que muchas veces explica la falta de completación de las carreras de educación superior. En promedio, solo la mitad de las personas entre 25 y 29 años que estaban matriculadas no completaron sus estudios, ya sea por abandono o porque aún continúan estudiando. De los que abandonan, la mitad lo hace en el primer año de su carrera. El sistema no ayuda. Las carreras son largas y tediosas. Se estima el tiempo que tardan los estudiantes de América Latina y el Caribe en completarlas es un promedio de 36% más que en el resto del mundo. Esto implica que los estudiantes pasan más años como tales y, por ende, durante sus años facultativos ganan salarios acordes a su nivel secundario. El tiempo excesivo también tiene un costado filoso: los estudiantes muchas veces necesitan salir a trabajar para completar sus estudios, pero al mismo tiempo terminan abandonándolos por estar abrumados por las responsabilidades laborales y no ver la luz al final del túnel. Dada la urgencia de la región en mejorar su productividad en un contexto de crecimiento lento, es clave la formación de capital humano de manera rápida y eficiente. De acuerdo al estudio, los hacedores de política pública tienen que tener en cuenta que no necesariamente acceso implica completación y calidad. El estudio también recomienda que se deben diseñar políticas multidimensionales que no solo evalúen la calidad de los contenidos brindados en las instituciones, si no también apoyo a estudiantes que no están académicamente listos para la educación superior, e incentivos tanto para las universidades como para estudiantes para terminar la carrera.

IDA Credit: US $25 million Terms: Maturity = 25 years, Grace = 5 years Project ID: P158086 Project Description: The objective of this credit is to provide additional financing for the Rural Competitiveness Project (Comrural), which seeks to increase productivity and competitiveness for small-scale rural producers through the implementation of business plans to improve and add value to their products as well as to directly connect them with the market. The additional financing will support activities in six new departments located in northern, central and southern Honduras and will benefit an estimated 5,500 new rural households. Contact: Àngels Masó, (503)7860.8019, amaso@worldbank.org For more information, please visit here: http://www.bancomundial.org/es/country/honduras    

WASHINGTON, May 18, 2017 – The World Bank Group has renewed its commitment to preventing violence against women and girls, investing a minimum of $3.5 million over five years in innovations designed to prevent and respond to gender-based violence (GBV). World Bank Group President Jim Yong Kim made the announcement at the Innovations to Prevent Gender-Based Violence awards ceremony during the WBG-IMF Spring Meetings. In partnership with the Sexual Violence Research Initiative, 10 teams were awarded a total of $1.1 million to support their GBV prevention and response projects and research. “We cannot stand by while so many women suffer harm that’s completely preventable, but this is also an issue that goes right to the heart of our goals to end extreme poverty and boost shared prosperity,” Kim said, noting that the epidemic can cost countries as much as 3.7% of gross domestic product (GDP). “The World Bank Group is committed to working tirelessly to help its client countries prevent gender-based violence.” Using the Development Marketplace Crowdsourcing Method, Kim said the WBG is looking to the award winners’ research and tested projects to help advance that goal. The winning proposals include tackling sexual harassment on college campuses and on public transportation, addressing child marriage and an emerging form of GBV: cyber violence. Cyber violence is pervasive, and women and girls are disproportionately affected, yet very little research exists on this problem especially in low and middle income countries, said award winner Pamela Lilleston, a social and behavioral scientist at the International Center for Research on Women, whose team project aims to develop a set of standards that will be tested in Uganda, and later used to inform effective cyber violence policies and programs. Technology is at the core of another winning proposal designed to reduce intimate partner violence (IPV) in Dollo Ado refugee camp in Ethiopia. The research project aims to explore the use of podcasts to disseminate information about inter-partner violence, and generate new knowledge on the use of technology-based solutions to GBV in humanitarian settings. “Podcasts we think are an interesting solution in this context because they can be broadcast in safe environments such as health facilities and so on, but they can also be downloaded there on simple mobile devices and shared person to person,” said awardee Vandana Sharma, a public health researcher based at the Harvard TC Chan School of Public Health. “We will be training men and women in the communities in digital storytelling and in podcasting, and they will develop the content themselves in the local language with messaging that’s appropriate for their contexts.” Awardee Renzo Peña, co-founder and vice president of DB Peru, a healthcare NGO, said his team’s project is in response to the concerns of the Amazon Basin community of Peru, which reports high rates of violence with no resources to address it. Recent figures show that 79% of women between 18 and 29 report experiencing sexual violence at some point in their lives. As a result, the first primary preventative strategy for GBV in the rural region of the Lower Napo River, was developed. It is also the first community mobilization project of its type in Peru, and Peña said he plans to share his research throughout the region. “We have been working for 15 years in the region, and we work very closely with the leaders in the community who will be trained so they can bring that knowledge to their own communities, and thus be able to prevent and eliminate violence in the communities themselves,” he said.  Awardee Emma Fulu, founder and director of The Equity Institute, said despite data that show that Solomon Islands has one of the highest rates of violence in the world, it is still the most under-researched regions. Her team project focuses on prevention of GBV by researching root causes and social norms that contribute to violence against women and girls by developing the Solomon Islands’ first community-led, locally developed comprehensive violence prevention program. “Because of the high rates of violence, we know we need to look at how to stop violence before it starts, trying to understand what are the root causes, what are the social norms that are really underpinning violence against women in this region,” Fulu said. “I think what’s really exciting about this particular project is that it’s filling a number of major evidence gaps, not just in the Solomon Islands or the Pacific, but really globally.” Caren Grown, World Bank Group senior director for gender, highlighted prevention as an important part of the GBV learning community facilitated by the Development Marketplace. “Of course we have learning on response and how we help and work with survivors, but the most important learning is on prevention,” she said. “Without prevention, we can’t ever solve this particular problem, so bringing people together to experiment, to test, to learn is really critical.” 2017 Winners:Sexual Harassment among Jordanian College Students: Pilot Testing a Promising Primary Prevention Intervention (Jordan, Middle East/ North Africa)Team: Information and Research Center King Hussein Foundation and Emory UniversityGender Equity Model Promoting Women’s Economic Empowerment and Fighting Gender Based Violence (Egypt, Middle East/North Africa)Team: The American University of CairoGender based Violence Prevention in the Amazon of Peru Project (Peru, Latin America)Team: University College London; and DB PeruBuilding the Evidence Base for ‘Safe Families’ – a Comprehensive Community-led model for Violence Prevention in Solomon Islands. (Solomon Islands, East Asia Pacific)Team: The Equality Institute; Oxfam Solomon Islands; Oxfam AustraliaCombatting Sexual Violence in Kyrgyzstan through Innovative Education and Information Technology (Kyrgyzstan, Central Asia)Team: American University of Central Asia (AUCA)Building Research Capacity and Data Use for Gender-Based Violence prevention and Response in Adolescents/Young Adults (Nigeria and Rwanda, Africa)Team: Together for GirlsMapping for Policy (Pakistan, South Asia)Team: The Urban Institute and Information Technology University Data Science Lab in PakistanBuilding the Evidence to Understand and Prevent Campus Sexual Assault in Swaziland (Swaziland, Africa)Team: University of Swaziland and The Regents of the University of California, San DiegoDevelopment of Standard Measures to Support Gender-Based Cyber Violence (GBCV) Prevention (Uganda, Africa)Team: International Center for Research for Women

INVITACIÓN PARA ARGENTINA   Les invitamos a participar en la presentación del estudio Latinoamérica indígena en el S. XXI, a cargo de Ede Ijjasz Vásquez, director superior de la Práctica Global de Desarrollo Social, Rural, Urbano y de Resiliencia del Banco Mundial. FECHA: 1 de junio, 2017 HORA: 14.00 LUGAR: Facultad de Medicina, UBA – Paraguay 2155, Piso 1 – BUENOS AIRES Más información en: http://flacso.org.ar/

BRASÍLIA, 22 de maio de 2017 – O Banco Mundial e o Ministério do Meio Ambiente assinaram, nesta segunda-feira, o acordo de empréstimo para a implementação do projeto Cadastro Ambiental Rural no Bioma Cerrado, que é parte integrante do Plano de Ação do Programa de Investimento Florestal do Brasil (FIP-Brasil). Entre as ações previstas pelo FIP: CAR está a promoção do Cadastro Ambiental Rural em nove Estados do Bioma Cerrado e a consolidação do Sistema Nacional de Cadastro Ambiental Rural (SICAR).  A iniciativa conta com o apoio financeiro de US$ 32.48 milhões do Banco Mundial. “O cadastro ambiental rural tem se mostrado extremamente importante para a gestão das florestas brasileiras, principalmente no Bioma Cerrado, que responde por grande parte da produção agrícola nacional, mas cujo desmatamento ilegal é significativo”, afirmou o diretor do Banco Mundial para o Brasil, Martin Raiser, durante a cerimônia com o ministro José Sarney Filho. “O Banco reforça seu compromisso com o Governo Brasileiro e, principalmente, com a agenda ambiental. Estamos realmente confiantes que a nossa persistência em concretizar esta operação trará excelentes frutos para o Brasil”. O Bioma do Cerrado abrange um quarto do território do país (2 milhões de quilômetros quadrados), representados por 11 estados da região central do Brasil. Ao longo de sua extensão, apresenta 23 tipos de vegetação, compostas por savanas tropicais, florestas e pastagens, sendo farta fonte de estoque de carbono e recursos hídricos. Cerca de 42,7 milhões de pessoas, ou 22% da população brasileira, vivem no Cerrado, ocupado em grande parte por propriedades privadas. Através da iniciativa, espera-se que os proprietários rurais familiares tenham suas reservas legais e áreas de preservação permanente registradas no cadastro ambiental rural e que adotem medidas para a recuperação de áreas degradadas deste bioma. Aprovado pelo Subcomitê da FIP em 2012, o Plano de Investimento Brasileiro (BIP, na sigla em inglês) inclui quatro projetos voltados para a melhoria da gestão ambiental e para a adoção de práticas agrícolas de baixo carbono no Bioma Cerado, O Projeto FIP: CAR tem por objetivo promover o cadastro ambiental rural de propriedades familiares em nove dos 11 estados que fazem parte do Bioma do Cerrado: Tocantins, Mato Grosso, Mato Grosso do Sul, Minas Gerais, Maranhão, Paraná, São Paulo e Distrito Federal. O programa permitirá a redução da pressão nas florestas remanescentes, a redução de emissões de gases de efeito estufa (GHG, na sigla em inglês) e o aumento do sequestro de carbono (CO2). Para atingir suas metas, serão promovidas as seguintes ações:Capacitação das Agências Ambientais Estaduais (SEAs, da sigla em inglês), para que possam realizar o Cadastro Ambiental Rural (CAR)Registro das propriedades rurais familiares em municípios selecionadosApoio a Recuperação de Reservas Legais e APPs de propriedades rurais familiares Este projeto é financiado pelo Fundo Estratégico do Clima (SCF), associado ao Fundo de Investimento das Florestas (FIP), e tem vencimento de 40 anos e 10 anos de carência.Para obter mais informações, visite: www.worldbank.org/brVisite-nos no Facebook: http://www.facebook.com/bancomundialbrasilAtualize-se via Twitter: http://www.twitter.com/bancomundialbr Assista o nosso canal no YouTube: http://www.youtube.com/user/alcregion2010

WASHINGTON, 19 de mayo de 2017 – El Directorio Ejecutivo del Banco Mundial (BM) aprobó ayer un préstamo de US$25 millones de financiamiento adicional al Proyecto de Competitividad Rural (Comrural), para contribuir a incrementar la productividad y competitividad de pequeños productores rurales a través de la implementación de planes de negocio que permitan mejorar y agregar valor a sus productos, así como conectarse directamente con el mercado. El proyecto se basa en un modelo de alianzas productivas basado en cadenas de valor, entre cuatro actores: las organizaciones de productores; las instituciones financieras privadas para que los productores puedan acceder a recursos económicos necesarios para realizar inversiones; los aliados técnicos, que proveen asesoría tanto en el campo como en la comercialización de los productos y por último; los socios comerciales, que garantizan la adquisición de productos y servicios de los productores sin intermediarios. “Comrural es el proyecto emblemático del Gobierno de Honduras para promover la competitividad agrícola en el país y se ha convertido en una parte integral de la estrategia del Gobierno para vincular a los pequeños productores con los mercados nacionales e internacionales”, señaló el Ministro de Agricultura, Jacobo Paz. “Comrural es un pilar de la Alianza para el Corredor Seco, el programa para la seguridad alimentaria y nutricional y del Plan 20/20, para mejorar la agricultura como motor de la creación de empleos sostenibles y el desarrollo económico”, dijo por su parte, Marco Bográn, Director de INVEST-H, la agencia que implementará el proyecto. Además de los siete departamentos del Occidente del país donde el proyecto se implementa (Ocotepeque, Copán, Intibucá, Lempira, Comayagua, Santa Bárbara, La Paz), el financiamiento adicional va a apoyar actividades en seis nuevos departamentos situados al norte, centro y sur de Honduras (Colón, Atlántida, Cortés, Francisco Morazán, Choluteca, El Paraíso). El financiamiento adicional espera beneficiar a 5,500 hogares rurales y financiar unos 70 planes de negocios durante los próximos tres años.  “A través del financiamiento Comrural, el Banco Mundial busca apoyar a las poblaciones más desfavorecidas a mejorar sus condiciones de vida como elemento fundamental para poder escapar de la pobreza”, señaló Giorgio Valentini, representante del Banco Mundial en Honduras. Este nuevo apoyo pone especial énfasis en aumentar la capacidad de adaptación al cambio climático, un aspecto de gran importancia en Honduras debido a su alta vulnerabilidad climática, que tiene efectos directos en el aumento de los niveles de pobreza y la inseguridad alimentaria. El financiamiento adicional apoyará la promoción de mejores prácticas agrícolas, así como la incorporación de nuevas tecnologías que permitan fortalecer la capacidad de los productores para hacer frente a condiciones climáticas cada día más exigentes. El préstamo tiene un plazo de amortización de 25 años incluyendo un período de gracia de cinco años. Contactos: En Washington: Marcela Sánchez-Bender, +1-202-473-5863, msanchezbender@worldbank.org En Honduras: Àngels Masó, (503) 7860.8019, amaso@worldbank.org   Para conocer el trabajo del Banco Mundial en América Latina y el Caribe visite: www.bancomundial.org/alc Conozca más sobre el Banco Mundial sobre Honduras: www.bancomundial.org/honduras Visítenos en Facebook: http://www.facebook.com/bancomundial Manténgase informado via Twitter: http://www.twitter.com/BancoMundialLAC   Nuestro canal de YouTube: http://www.youtube.com/BancoMundialLAC Comunicado de Prensa 2017/250/LAC