Noticias de otros medios

La aerolínea regional Xiamen Airlines se convierte en la primera empresa del sector en propagar el mensaje de la ONU y en tomar conciencia medioambiental en el país más contaminante del mundo

Visitamos al pueblo kichwa de Sarayaku durante el Uyantza Raymi 2017, fiesta tradicional de cacería que pinta de color, sabor y danza la Amazonia ecuatoriana y celebra la conservación de un territorio

Organization: Trickle Up
Country: Costa Rica
Closing date: 09 Jun 2017

About Trickle Up:

Trickle Up’s mission is to empower people living on less than $1.90 a day to build sustainable livelihoods for a better quality of life utilizing the Graduation Approach to livelihood development, a proven strategy that combines elements of social protection, livelihoods, and microfinance to move people out of poverty. With programs in India, Central America and West Africa, Trickle Up has established expertise in livelihoods for difficult-to-serve populations. TU leverages this expertise by equipping large institutions to design and implement effective livelihood programs for people living in extreme poverty, and its largest client is the United Nations High Commissioner for Refugees (UNHCR). Working in over 125 countries, UNHCR’s mandate is to safeguard the rights and well-being of refugees, displaced persons, and the stateless, and to seek lasting solutions to their plight. Together, TU and UNHCR have established the first-ever Graduation pilots working with displaced populations and work in urban areas.

Position Overview:

Trickle Up will hire a Regional Livelihoods Specialist to be seconded to UNHCR’s office in San José, Costa Rica. The Regional Livelihoods Specialist will provide support to UNHCR livelihoods staff in the sub-region’s countries to achieve UNHCR’s Global Livelihood Strategy and to increase the adoption of the Graduation Approach, where appropriate.

Principal Functions:

Under the overall guidance and supervision of the Senior Livelihoods Officer in UNHCR headquarters, the Regional Livelihoods Specialist will:

• Support the implementation of the UNHCR Global Strategy for Livelihoods in the region, and advise field operations on the design and implementation of their country strategies;
• Support the UNHCR operations in implementing livelihoods, and particularly the Graduation Approach;
• Support the adoption of good livelihoods models by NGOs, multilateral agencies, development actors, government and donors to enhance economic inclusion of refugees in the field;
• Ensure that livelihoods projects implemented by UNHCR operations in the region comply with UNHCR Minimum Criteria to achieve better impact on people of concern;
• Provide technical guidance to existing Graduation programs in the region;
• Support the development and implementation of Graduation projects, or the strengthening of existing livelihood projects using Graduation principles, Trickle Up and UNHCR best practices, and targeted capacity building;
• Compile lessons learned and best practices to share with UNHCR, TU stakeholders, and external audiences and ensure UNHCR monitoring and evaluation data is provided to Trickle Up.

Qualifications:

Education requirements

• Master’s degree in Development Studies, Socio-Economic Development, Economics/International Economics, Rural Development/Natural Resource Management, or other related fields.

Experience requirements

• At least 4 years of experience in international development, including experience in project management or capacity building for economic strengthening project(s)
• Experience with sustainable livelihoods, economic strengthening, and economic development for vulnerable populations (experience with refugees preferred)
• Experience as a technical advisor to capacity building/training/reform programs
• Experience working in large-scale donor or host government-led capacity building programs
• Experience with the UN is an asset

Knowledge and skills

• Excellent writing and speaking skills in English and Spanish
• Strong, developed leadership ability
• Ability to work as part of a team
• Excellent written and oral communications and presentation skills
• Excellent training skills
• Highly organized and analytical thinker
• Self-starter with strong initiative
• Proactive, creative problem-solver
• Flexible and productive under pressure

Behavioral competencies

• Responsible, dedicated, independent worker
• Proven ability to meet targets and deadlines
• Good interpersonal and diplomacy skills
• Cross-cultural sensitivity

Other requirements

• This position will be based in Costa Rica but requires frequent travel to other countries in the region.

Salary and Benefits:

We offer a competitive salary and benefits for this full-time position. The successful applicant will join a dynamic, passionate, multicultural team deeply committed to the alleviation of extreme poverty. Trickle Up promotes a collegial, high-performing organizational culture in which staff communicate clearly and openly, and are reflective, innovative, and mutually accountable.

How to apply:

To be considered, click the link and follow the instructions to upload your cover letter and resume. Applications will be considered on a rolling basis until June 9. We are sorry we are unable to entertain phone calls related to this posting.

Trickle Up is an Equal Opportunity Employer. We value a diverse workforce and extend equal opportunity to all applicants and employees regardless of race, color, religion, sex, national origin, age, marital status, sexual orientation, veteran status, disability, or any other status protected by law. Reasonable accommodation may be made to enable people with disabilities to perform essential job functions.

El presidente de Waterkeeper Alliance, Robert F. Kennedy Jr. confía en que las nuevas soluciones, cada vez más baratas y eficientes, pronto garantizarán el acceso universal a este recurso

Organization: UN Children’s Fund
Country: Peru
Closing date: 03 Jun 2017

UNICEF PERU

Position Title: EDUCATION OFFICER

Country: Peru

Job Level: NO-A (National Officer)

Post No. 68607

THIS POST IS OPEN FOR NATIONALS OF PERU ONLY

PURPOSE FOR THE JOB

Accountable for professional technical contribution to education programmes/projects design, planning, administration, monitoring and evaluation, data analysis and progress reporting. Commitment for enhancement of teamwork and capacity building, in support of achievement of planned objectives of the work plan, aligned with country programme goals and strategy.

KEY END-RESULTS

1. Accurate, complete and up-to-date information made available for effective budget preparation, programme and project design, implementation, management and evaluation.

2. Project efficiency and effectiveness enhanced through effective implementation follow-on.

3. Progress reports and project work plans timely prepared, and effective technical assistance provided in the identification of required supplies and equipment, and in the drafting of Country Programme Recommendation and other project documentation.

4. Appropriateness and completeness of financial and supply documentation as well as adherence to established allotments ensured.

5. Knowledge sharing with donors and media promoted.

6. Effective communication and networking achieved through partnership and collaboration.

KEY ACCOUNTABIILITIES, DUTIES AND TASKS

Programme/Project Management

Ensure the availability of accurate, complete and up-to-date information required for effective Education programme and project design, implementation, management, monitoring and evaluation. Draft sound Education programme budgets for review by the supervisor.

Advocacy for education equity policies

Compliant, integrate and analyze data and evidence that contribute for develop strategies to advocate in equity policies in education area.

Project Efficiency and Effectiveness

Enhance project efficiency and effectiveness through implementation follow-on, including monitoring UNICEF inputs, local conditions and resources, flow of supply and non-supply assistance and Education project status.

Work Plan and Project Documentation

Analyze collected data and information and prepare progress reports; draft changes in Education project work plans and assist in identification of required supplies and equipment as well as in the drafting of Country Programme Recommendation and other project documentation, assuring accuracy and consistency with established rules, regulations and plans of action.

Project Implementation Information and Data

Ensure the appropriateness of financial, administrative and supply documentation; verify that Education project expenditures are within allotments and that data is consistent with the project information and database. Follow up on queries or initiate corrective action on discrepancies.

Knowledge Sharing

Compile Education project implementation training and orientation materials to promote knowledge sharing with donors and media.

Communication and Networking

Ensure the effective communication and networking developed and maintained through partnership and collaboration.

• Collaborate with Operations staff to implement internal controls systems and resolve day-to-day issues or discrepancies in financial or supply management.

• Team with local Government counterparts to exchange information on Education project implementation and status as well as movement and distribution of supplies.

• Support coordination with members of the development community, including NGOs, UN and bilateral agencies in the exchange of information relating to Education sector.

REQUIRED QUALIFICATIONS

Education

University degree in one of the disciplines relevant to the following areas: Education; Primary Education, Economics, Social Sciences, or a field relevant to international development assistance.

Work Experience

One year of professional work experience at national and international levels relevant Education programmes. Experience working in the UN or other international development organization an asset.

Background in Emergency programme an asset.

Language Proficiency

Fluency in English and Spanish is required.

HOW TO APPLY:

This is a National Officer post in Peru, opened only to candidates with Peruvian nationality.

If you are a National of Peru and your competencies match the requirements of the post, apply to:

https://www.unicef.org/about/employ/?job=504814

Application deadline: Friday, 2 June 2017 at 23:59 hours, Lima, Peru time

Unicef is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all religious and ethnic backgrounds (particularly indigenous people), as well as persons living with disabilities, to apply to become a part of our organization.

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=504814

مع تكيف أمريكا اللاتينية مع هبوط أسعار السلع، يتجه صناع السياسات نحو أوثق السبل للنمو المستدام والمستمر وهو: الابتكار. تقول مارياليسا موتا، مدير قطاع الممارسات العالمية للتجارة والتنافسية بإدارة أمريكا اللاتينية والبحر الكاريبي، "عندما تبتكر أنشطة الأعمال، تزداد الإنتاجية ويصبح الاقتصاد أكثر قدرة على المنافسة."ولدى العديد من بلدان أمريكا اللاتينية سياسات تشجع على الابتكار، إلا أن أغلبها أقل كفاءة أو فعالية مما ينبغي أن تكون عليه. وتعمل مجموعة البنك الدولي على مساعدة الحكومات على تقييم برامجها وتحسينها.ويقول ألبرتو كريسكولو، الخبير الأول المتخصص في القطاع الخاص، إن الغاية هي "أن نرى القيمة المقابلة للدولار. هل الإنفاق العام على الابتكار يتسق مع أولويات السياسات بشأن الابتكار؟ ما مدى تأثير البرامج على الابتكار؟ هل هناك تداخل بين الهيئات والوزارات؟ ما الذي يمكن أن نتعلمه من تطبيق البرامج الحالية؟ هذه المراجعات للعلوم والتكنولوجيا والإنفاق على الابتكار تتم بدعم من مجموعة البنك الدولي في بيرو وكولومبيا وشيلي وبلدان أخرى.ويقول كريسكولو إن هناك "فجوة بين ما تحتاجه الصناعة وما تجريه الجامعات من بحوث. فكل منهما يعمل في واد آخر." تقييمات البنك الدولي يمكن أن تساعد في تحديد مجالات الابتكار التي تحتاجها الصناعة أكثر، وأن تشجع على تمويل البحوث المتصلة بها.تقييم المزيجوفي شيلي، قيمت مجموعة البنك الدولي مستوى جودة مزيج سياسات الابتكار والعمل الحر وعملت مع اثنتين من الهيئات الحكومية لرصد الممارسات الجيدة ومواطن الضعف في التصميم وفي ممارسات التطبيق. واستخدمت النتائج لتنوير عملية إعادة الهيكلة الحالية لأدوات الابتكار.وفي كولومبيا، قيمت مجموعة البنك الدولي أكثر من 120 أداة للسياسات، حيث قامت بقياس فعالية مزيج السياسات، ومدى تكرارها والفجوات بينها. والآن، تساعد مجموعة البنك الدولي الحكومة على تصميم استراتيجية وطنية للابتكار من خلال التوصية بانتهاج ممارسات جيدة تتعلق بأدوات الابتكار، مثل منح حوافز واضحة بشكل أفضل للبحوث والتطوير. والآن، تساعد المجموعة الحكومة على تصميم استراتيجية وطنية للابتكار بالتوصية بانتهاج ممارسات جيدة تتعلق بأدوات الابتكار، مثل منح حوافز أكثر وضوحا للبحوث والتطوير.ويقول الخبير الاقتصادي الأول ليوناردو ياكوفوني، الذي شارك في وضع التقييم الخاص بكولومبيا الذي غيرت البلاد نظامها الضريبي بعده، "لم يتجاوز عدد الشركات التي استفادت من الإعفاءات الضريبية في القطر كله العشرين شركة، أغلبها الشركات الكبرى في قطاعي التعدين والطاقة ."ويشارك ياكوفوني حاليا في جهود تقديم قرض قدره 600 مليون دولار لكولومبيا، تم إقراره في مارس آذار، من بين أهدافه تعزيز سياسات الابتكار.الإدارة والتكنولوجياويوضح ياكوفوني أن الابتكار أمر يتعلق بالإدارة بقدر ما يتعلق بالتكنولوجيا. "فالشركة التي تستطيع الابتكار هي أيضا تستطيع التعلم. والطريقة التي تنظم بها حياتك وتديرها مهمة للأسلوب الذي تتعلم به: أي تحديد الأهداف ومتابعتها. ربط عمليات الموارد البشرية والحوافز بالأهداف. وتلقي آراء العاملين عن كيفية مواصلة التحسين."ويقول مارك كروتس، الأخصائي الاقتصادي الأول، في البرازيل أيضا هناك مساحة كافية لتحسين أسلوب إدارة الشركات. وتظهر المسوح أن 18% من الشركات تدار بطريقة سيئة للغاية، مقابل 11% من الشركات في المكسيك، و% في الصين، و2% في الولايات المتحدة، وفقا للمسح العالمي للإدارات.بيد أن التكنولوجيا مهمة أيضا. ويقول دوتس إنه رغم خشية البعض من أن تبني تكنولوجيات جديدة سيؤدي إلى قتل الوظائف، "فإن تبني الشركات للتكنولوجيا يمكن في الحقيقة أن يكون اشتماليا، حيث يجلب وظائف أكثر وأفضل، ليس فقط للعمال ذوي المهارات العالية، بل أيضا للعمالة الأقل مهارة- شريطة أن يكون هناك زيادة كافية في الإنتاج."وقد اعتادت بلدان أمريكا اللاتينية، خاصة البرازيل، أن تكون مغلقة نسبيا أمام التجارة الخارجية، حيث لا تقدم للشركات إلا القليل مما يحفز على الابتكار والصمود أمام المنافسة في الأسواق العالمية- مما أدى إلى ارتفاع الأسعار على المستهلكين. إلا أن تحطيم تلك الحواجز يعني أن الشركات يمكنها أن توسع نشاطها ليمتد إلى ما وراء أسواقنا المحلية التقليدية. يقول دوتس، "عليهم أن يفكروا في العالم كقوقعة لهم."

Se necesitan incentivos para que los resultados educativos se adecúen a las necesidades de estudiantes y países CIUDAD DE MÉXICO, 17 de mayo de 2017 – El número de estudiantes de programas de educación superior prácticamente se duplicó …

Challenge The economy of Latin America and the Caribbean countries has provided the means for an accelerated expansion of infrastructure construction in the region. In this context, promoting environmentally sustainable construction has become an essential element for achieving green growth. Sustainable infrastructure is fundamental for growth and inclusion, particularly in low- and middle-income countries such as in Latin America and the Caribbean region. In these countries, a key to successfully developing environmentally sustainable infrastructure is sharing knowledge and experience among specialists and building their technical capacity. Furthermore, the need in the region for acquiring specific knowledge regarding the latest innovations and best practices on environmental sustainability in the construction industry, as well as strengthening capacities for their correct implementation, has become a priority. In the past years, the region has experienced a revolutionary technological advance, providing an ideal scenario for developing a web-based knowledge platform allowing easy and inclusive access to knowledge and experience exchange between concerned parties. The impact of increasing access to knowledge on best practices for sustainable construction activities will help support these countries in complying with international standards and will ensure that they reach their environmental and sustainability goals. Approach The objective of the grant for the project Knowledge Platform: Environmentally Sustainable Infrastructure Construction was to develop a bilingual (English and Spanish) web-based knowledge platform in Latin America and the Caribbean to enhance skills, knowledge, and capacity to perform construction in an environmentally sustainable manner. Principal objectives are to (i) increase the capacity to develop environmentally sustainable infrastructure projects, (ii) improve good practices and enhance project results and outcomes, (iii) provide a reliable source of information, and (iv) offer specialized knowledge services to technical specialists. This knowledge platform, known as KPESIC, encompasses within the term sustainable environmental management the sound management skills needed to mitigate negative environmental, social, and health and safety impacts and risks from infrastructure projects as well as the skills and approaches needed to improve positive impacts or benefits to achieve more sustainable projects. The focus is on infrastructure sectors of transport (roads, rail, ports, and airports), energy (generation, transmission, and distribution), water and sanitation (water supply and distribution and wastewater collection and treatment), and urban development. The intention behind the platform is to provide knowledge resources to technical specialists working at governmental agencies, construction companies, or universities who are charged with managing environment issues in infrastructure construction. KPESIC deals with the project construction phase but also with the planning, design, operation, and maintenance phases, all of which are crucial in establishing environmentally sustainable infrastructure. 

As Latin America and the Caribbean begins to emerge from six years of economic slowdown, including two of recession, it is essential to find ways to nurture and strengthen this budding recovery. Economic growth was the central factor behind the region’s striking social and economic achievements of the last decade, when Latin America cut extreme poverty by half, significantly reduced inequality, and greatly expanded the middle class. But we no longer enjoy the conditions that enabled all this. The drop in the prices of commodities and the slowdown in key economies, such as China, hit the region hard. In today’s very different scenario, it is crucial to rebuild the foundations for economic recovery. Infrastructure stands out as one of the main enablers to enhance productivity and sustainably boost our domestic growth engines. It is clear that Latin America and the Caribbean does not have the infrastructure it needs or deserves, and the accomplishments of the past decade make this contrast even starker. Low-quality roads keep people from jobs and public services and increase the costs of small farms and exporters alike, making them less able to compete. Over 100 million people, almost a fifth of the population, do not have access to improved sanitation, and two-thirds of sewage goes untreated, spreading disease and degrading our rivers. In 2012 alone, this caused Latin Americans to lose a combined 900,000 years of life because of disability, ill health or death. At the same time, much of our current infrastructure is not prepared for trends such as rapid urbanisation, or to face the extreme weather events associated with climate change, that result in tragic loss of life and massive rebuilding costs. The recent floods in Peru and Colombia caused over 300 deaths, and swept away more than 3,000 km of roads and almost 300 bridges in Peru alone, isolating scores of villages. The poor and vulnerable bear the brunt of these impacts. They are also the first to suffer when infrastructure is simply not present, having no option but to resort to costly alternatives such as water trucks and electrical generators. Traditionally, the region has tried to solve this by looking for more resources. There has long been talk about the investment gap in infrastructure — the difference between what we have and what is needed — with estimates around US$180 billion per year. However, this hides a very complex and varied reality across the region. While the region, as a whole, invests less than three per cent of GDP in infrastructure, compared to East Asia’s over seven per cent, some countries invest more than four per cent. In addition, significant increases in public investment are not realistic in today’s tight fiscal context. Two recent World Bank reports reveal that, rather than necessarily spending more, a lot can be done by spending better and by ensuring that the full potential of the private sector is tapped. The debate must shift from how much finance the region needs, and how to raise it, to what actually needs to be done, and finding the most efficient ways of achieving it. Addressing the inefficiencies will require interventions at the sectoral level as well as more systemic ones, including tackling lack of institutional capacity for planning, regulatory uncertainty, as well as budgeting and implementation issues.  

As Latin America adapts to the downturn in commodity prices, policymakers are turning to the surest path to sustainable, lasting growth: innovation. “When businesses innovate, productivity increases and economies become more competitive,” says Marialisa Motta, manager of the Trade and Competitiveness practice in Latin America and the Caribbean. Many Latin American countries have policies to encourage innovation, but most are less efficient or effective than they could be. The World Bank Group is helping governments take stock of their programs and improve them. The goal, says Senior Private Sector Specialist Alberto Criscuolo, is to see “what is the bang for the buck? Is the public expenditure on innovation consistent with the policy priorities on innovation? How effective are the programs on innovation? Are there overlaps between agencies and ministries? What can we learn from the implementation of existing programs?” These reviews of science, technology, and innovation spending are being done with World Bank Group support in Peru, Colombia, and Chile, among others. Often, Criscuolo says, there’s a “gap between what industry needs and what universities are researching. The two sides don’t talk to each other.” The World Bank Group assessments can help identify which areas of innovation are in high demand from industry, and encourage funding of that research.Evaluating the Mix In Chile, the World Bank Group evaluated the quality of the innovation and entrepreneurship policy mix and worked with two government agencies to identify good practices and weaknesses in design and implementation practices. The results were used to inform the current restructuring of innovation instruments. In Colombia, the World Bank Group evaluated more than 120 policy instruments, measuring the effectiveness of the policy mix, the degree of redundancies, and gaps. Now the Bank Group is helping the government design a national innovation strategy by recommending good practices on innovation instruments, such as better-defined tax incentives for research and development. “Fewer than 20 companies in the whole country were benefiting from the tax breaks, mostly large mineral or energy companies,” says Lead Economist Leonardo Iacovone, who worked on the Colombia assessment, after which the country changed its system. Iacovone is now co-leading a $600 million loan to Colombia, approved in March 2017, whose objectives include strengthening innovation policies.Management as Well as Technology Innovation is about management as much as technology, Iacovone points out. “A company that’s able to innovate is one that’s able to learn. The way you get organized and managed is crucial in the way you’re able to learn: Setting and monitoring targets. Linking human resources processes and incentives to targets. Getting feedback from workers on how to continuously improve.” In Brazil as well, there is much room to improve how firms are managed, says Lead Economist Mark Dutz. Surveys show that 18% of firms are very badly managed, compared to 11% in Mexico, 6% in China, and 2% in the United States, according to the World Management Survey. But technology is important too. Though some fear that adopting new technologies will kill jobs, Dutz says, “Technology adoption by firms can actually be inclusive, creating more and better jobs not just for highly skilled workers, but also lower-skilled workers – provided there is enough output expansion.” Traditionally, Latin American economies, particularly Brazil, have been relatively closed to foreign trade, giving companies little incentive to innovate and remain competitive in global markets – and leading to higher prices for consumers. But breaking down those barriers means that companies can expand beyond their traditional domestic markets. “They need to think of the world as their oyster,” Dutz says.

“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.