Noticias de otros medios

Organization: The Brooke Hospital for Animals
Country: Nicaragua
Closing date: 16 Jun 2017

Brooke es una organización internacional de bienestar animal, con sede en el Reino Unido, que trabaja en África, Asia, América Latina y el Medio Oriente para mejorar el bienestar de equinos de trabajo, caballos y mulas en el mundo. Al hacer esto, se fortalece el sustento de las personas que dependen de sus animales.

Nuestra nueva estrategia global (2016-21) tiene grandes aspiraciones, y estamos comprometidos a desarrollar programas de alta calidad que alcancen a más equinos alrededor del mundo. La creación de nuestra sucursal de Brooke en América Central BAC) es una oportunidad emocionante para alcanzar estas aspiraciones.

Brooke está buscando una persona excepcional para unirse a nuestro equipo y desempeñe las funciones de Oficial de Asociaciones Comunitarias (OAC). Usted debe ser un/a comunicador/a sensible con la capacidad de influir y también para inspirar a otros en cuestiones de bienestar animal. Es necesario demostrar que posee experiencia significativa trabajando con ONGs que promueven el desarrollo, incluyendo diseño, implementación, monitoreo y evaluación de proyectos de desarrollo local guiados por la comunidad. Necesita mostrar cómo ha utilizado la gestión de proyectos basada en resultados para maximizar el impacto de un programa. Usted deberá de tener experiencia comprobada en el diseño y ejecución de procesos de creación de capacidades, facilitación y acompañamiento a nivel comunitario. Al tiempo que usted aplique su experiencia profesional anterior, deberá de ser una persona creativa, capaz de desarrollar formas diversas e innovadoras para ayudar a Brooke a tener éxito en su misión. Su enfoque flexible se reflejará en sus habilidades de trabajo en equipo, y en su voluntad, cuando en ocasiones, se requiera trabajar fuera del horario de oficina. Sus conocimientos de Nicaragua y otros países centroamericanos serán de gran valor para el desarrollo de nuevas asociaciones y redes. La fluidez en inglés le permitirá compartir y aprender con colegas en Reino Unido, África y Asia

How to apply:

Para descargar la Descripción del Puesto y el Formulario de aplicación por favor visite http://www.thebrooke.org/about-brooke/jobs/brooke-nicaragua

Los formularios de aplicación completados deben enviarse a la siguiente dirección recruitnicaragua@thebrooke.org a más tardar el viernes 16 de junio 2017.

Las entrevistas se llevarán a cabo en la semana del 27 de junio 2017. La fecha de inicio será tan pronto sea posible después de la entrevista y su aceptación al puesto.

POR FAVOR NÓTESE QUE LOS CVS NO SERÁN ACEPTADOS

Organizaciones pro Derechos Humanos denuncian los abusos cometidos por el Gobierno del país asiático en esta lucha

La menstruación continúa envuelta en falsedades y estigmas. Demasiadas niñas saben poco o nada acerca de ella y eso tiene graves repercusiones en sus vidas. La formación ayuda

Francisco Rojas, rector de la Universidad para la Paz de Naciones Unidas, habla sobre los retos para superar los conflictos

Ponte en la piel de Kame, de 9 años, uno de los 300.000 menores alistados por la fuerza en ejércitos de todo el mundo

Ponte en la piel de Kame, de 9 años, uno de los 300.000 menores alistados por la fuerza en ejércitos de todo el mundo

Organization: UN Children’s Fund
Country: Chile
Closing date: 12 Jun 2017

Contract Type: Fixed Term AppointmentProposed Level: NO-CDuty Station: Santiago, ChileSupervisor: DeputyRepresentative

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programs, in advocacy and in operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. For UNICEF, equity means that all children have an opportunity to survive, develop and reach their full potential, without discrimination, bias or favoritism. To the degree that any child has an unequal chance in life — in its social, political, economic, civic and cultural dimensions — her or his rights are violated. There is growing evidence that investing in the health, education and protection of a society’s most disadvantaged citizens — addressing inequity — not only will give all children the opportunity to fulfill their potential but also will lead to sustained growth and stability of countries. This is why the focus on equity is so vital. It accelerates progress towards realizing the human rights of all children, which is the universal mandate of UNICEF, as outlined by the Convention on the Rights of the Child, while also supporting the equitable development of nations.

For every child, a champion

The Child Protection Specialist reports to the Deputy Representative for guidance and general supervision. The Specialist supports the development and preparation of the Child Protection (or a sector of) program/s and is responsible for managing, implementing, monitoring, evaluating and reporting of progress of child protection programs/projects within the country program. The Specialist provides technical guidance and management support throughout the programming processes to facilitate the administration and achievement of concrete and sustainable contributions to national and international efforts to create a protective environment for children against all harm and to protect their rights to survival, development and wellbeing as established under the Convention on the Rights of the Child, international treaties/framework and UN intergovernmental bodies.

The Specialist contributes to achievement of results according to plans, allocation, results based-management approaches and methodology (RBM) and UNICEF’s Strategic Plans, standards of performance and accountability framework.

How can you make a difference?

The strategic and effective advocacy, planning and formulation of child protection programs/projects and the achievement of sustainable results, contributes to achievement of goals and objectives to create a protective environment for children against harm and all forms of violence and ensures their survival, development and well being in society. Achievements in child protection programs and projects in turn contribute to maintaining/enhancing the credibility and ability of UNICEF to provide program services for mothers and children that promotes greater social equality in the country.

We are looking for a dynamic and innovative Child Protection Specialist to support UNICEF’s Chile programmes in the following areas:

Support to programs/projects development and planning

Program management, monitoring and delivery of results

Technical and operational support to program implementation

Networking and partnership building

Innovation, knowledge management and capacity building

Support to program/project development and planning.

Support the preparation/design and conduct/update of situation analysis for the child protection programs/projects and/or sector to ensure that current comprehensive and evidence based data on child protection issues are available to guide UNICEF’s strategic policy advocacy, intervention and development efforts on child rights and protection and to set program priorities, strategies, design and implementation plans. Keep abreast of development trends to enhance program management, efficiency and delivery.

Participate in strategic program discussion on the planning of child protection programs/projects. Formulate, design and prepare’ programs/projects proposal for the sector, ensuring alignment with the overall UNICEF’s Strategic Plans and Country Program and coherence/integration with UN Development Assistance Framework (UNDF), regional strategies and national priorities, plans and competencies.

Establish specific goals, objectives and strategies and implementation plans for the sector/s using results-based planning terminology and methodology (RBM). Prepare required documentations for program review and approval.

Work closely and collaboratively with internal and external colleagues and partners to discuss strategies and methodologies and to determine national priorities/competencies to ensure the achievement of concrete and sustainable results.

Provide technical and operational support throughout all stages of programming processes and to ensure integration, coherence and harmonization of programs/projects with other UNICEF sectors and achievement of results as planned and allocated.

Program management, monitoring and delivery of results.

Plan and/or collaborate with internal and external partners to establish monitoring benchmarks, performance indicators and other UNICEF/UN system indicators and measurement to assess/strengthen performance accountability, coherence and delivery of concrete and sustainable results for the assigned sector in child protection programs.

Participate in monitoring and evaluation exercises, program reviews and annual reviews with government and other counterparts to assess progress and to determine required action/interventions to achieve results.

Prepare/assess monitoring and evaluation reports to identify gaps, strengths/weaknesses in program and management, identify lessons learned and use knowledge gained for development planning and timely intervention to achieve goals.

Actively monitor programs/projects through field visits, surveys and/or exchange of information with partners/stakeholders to assess progress, identify bottlenecks and potential problems and take timely decisions to resolve issues and/or refer to relevant officials for timely resolution.

Monitor and verify the optimum/appropriate use of sectoral program resources (financial, administrative and other assets) confirming compliance with organizational rules, regulations/procedures and donor commitments, standards of accountability and integrity and ensuring timely reporting and liquidation of resources.

Prepare regular/mandated program/project reports for management, donors and partners to keep them informed of program progress.

Technical and operational support to program implementation

Provide technical guidance and operational support to government counterparts, NGO partners, UN system partners and country office partners/donors on interpretation, application and understanding of UNICEF policies, strategies, processes and best practices and approaches on child protection and related issues to support program management, implementation and delivery of results.

Arrange/coordinate availability of technical experts with Regional Office/HQ to ensure timely/appropriate support throughout the programming/projects process.

Participate in child protection program meetings including program development and contingency planning discussions on emergency preparedness in the country or other locations designated to provide technical and operational information, advice and support.

Draft policy papers, briefs and other strategic program materials for management use, information and/or consideration.

Networking and partnership building

Build and sustain effective close working partnerships with relevant government counterparts, national stakeholders and global partners/allies/donors/academia through active networking, advocacy and effective communication to build capacity, exchange knowledge/expertise and to reinforce cooperation to achieve sustainable and broad results in child protection.

Prepare communication and information materials for CO program advocacy to promote awareness, establish partnership/alliances and support fund raising for child protection programs and emergency interventions.

Participate and/or represent UNICEF in appropriate inter-agency (UNCT) discussions and planning on child protection and related issues to collaborate with inter-agency partners/colleagues on UNDAF planning and preparation of programs/projects ensuring organizational position, interests and priorities are fully considered and integrated in the UNDAF process in development planning and agenda setting.

Innovation, knowledge management and capacity building

Apply/introduce innovative approaches and good practice to build the capacity of partners and stakeholders and to support the implementation and delivery of concrete and sustainable program results.

Keep abreast, research, benchmark and implement best practices in child protection management and information systems. Assess, institutionalize and share best practices and knowledge learned.

Contribute to the development and implementation of policies and procedures to ensure optimum efficiency and efficacy of sustainable programs and projects.

Organize and implement capacity building initiatives to enhance the competencies of clients/stakeholders to promote sustainable results in child protection and related programs/projects.

For every Child, you demonstrate:

Core Values:

Commitment

Diversity and inclusion

Integrity

Core competencies:

Communication (II)

Working with people (II)

Drive for results (II)

Functional Competencies:

Leading and supervising (I)

Formulation strategies and concepts (II)

Analyzing (III)

Relating and networking (II)

Deciding and Initiating action (II)

Applying technical expertise (III)

To qualify as a champion for every child you will have:

Education:

An advanced University degree in international development, human rights, psychology, sociology, international law and other social science field is required.

Experience:

A minimum of 5 years of professional experience in social development planning and management in child protection and/other related areas at the international level some of which preferably were served in a developing country is required.

Relevant experience in child protection and related areas, program/project development and management in a UN system agency or organization is an asset.

Experience in both development and humanitarian contexts is an added advantage.

Language Requirements:

Fluency in Spanish and English. Knowledge of another official UN language or a local language is an asset

Candidates must be citizen of Chile to be considered eligible for this post. Please note that the National Officers(NOs) are locally recruited staff and therefore, candidates are personally responsible for any travel and accommodation arrangements.

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 organisation.

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=504929

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.

“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

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