The Fast Track to New Skills

Page 113

Are Short-Cycle Programs Worthwhile?

25. A challenge in using online job vacancies is that the sample of online job vacancies is not representative of all job vacancies. However, as a greater share of the population becomes connected to the internet, this bias is progressively eliminated. In Latin America, 65 percent of individuals use the internet. However, the fraction varies among countries. Chile has the largest share, at 82 percent, and Peru has the smallest, at 53 percent (Word Telecommunication/ICT Development data set). 26. Several authors have analyzed online job vacancies in the United States and the variation in skill requirements. Deming and Kahn (2018) find substantial variation in skill requirements, even within occupations, over 2010–15. They argue that higher paying labor markets and firms demand higher levels of cognitive skills and social skills from their employees. Hershbein and Kahn (2018) show that skill requirements in job vacancy postings differentially increased in areas that were hit hard by the Great Recession, relative to less hard-hit areas. They also find that the effects are most pronounced in routine-cognitive occupations, which exhibit relative wage growth as well. 27. González-Velosa and Peña (2019).

References Arias, O. S., C. Sánchez-Páramo, M. E. Dávalos, I. Santos, E. R. Tiongson, C. Gruen, N. de Andrade Falcão, G. Saiovici, and C. A. Cancho. 2014. Back to Work: Growing with Jobs in Europe and Central Asia. Europe and Central Asia Reports. Washington, DC: World Bank. Arias, O., D. K. Evans, and I. Santos. 2019. The Skills Balancing Act in Sub-Saharan Africa: Investing in Skills for Productivity, Inclusivity, and Adaptability. Africa Development Forum. Washington, DC: World Bank and Agence française de développement. Bahr, P. R. 2016. “The Earnings of Community College Graduates in California.” A CAPSEE Working Paper, Center for Analysis of Postsecondary Education and Employment, New York. Bassi, M., M. Busso, S. Urzúa, and J. Vargas. 2012. Disconnected: Skills, Education, and Employment in Latin America. Washington, DC: Inter-American Development Bank. Becker, G. S., and B. R. Chiswick. 1966. Education and the Distribution of Earnings. The American Economic Review 56 (1/2): 358–69. Bettinger, E., and A. Soliz. 2016. “Returns to Vocational Credentials: Evidence from Ohio’s Community and Technical Colleges.” A CAPSEE Working Paper, Center for Analysis of Postsecondary Education and Employment, New York. Cedefop (European Centre for the Development of Vocational Training). 2018. “Apprenticeship Schemes in European Countries: A Cross-Nation Overview.” Cedefop, Thessaloniki, Greece Dadgar, M., and M. J. Trimble. 2015. “Labor Market Returns to Sub-Baccalaureate Credentials: How Much Does a Community College Degree or Certificate Pay?” Educational Evaluation and Policy Analysis 37 (4): 399–418. Deming, D., and L. B. Kahn. 2018. Skill Requirements across Firms and Labor Markets: Evidence from Job Postings for Professionals. Journal of Labor Economics 36 (S1): S337–69.

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References

8min
pages 211-217

Notes

2min
page 210

5.7 Flexible Academic Pathways in the United States

7min
pages 204-206

5.6 Oversight and Regulation Reform: Recent Attempts in LAC

2min
page 202

Skill Development Pathways

2min
page 203

Institutions in the United States

2min
page 201

Funding

4min
pages 195-196

Oversight and Regulation

7min
pages 198-200

5.3 What Do We Know about Information Interventions?

4min
pages 193-194

Information

5min
pages 191-192

Education in LAC

2min
page 190

Education Markets?

5min
pages 188-189

4.3 Quality Determinants and Value Added: The Case of Brazil

5min
pages 170-171

References

4min
pages 181-184

Notes

4min
pages 179-180

Graduates’ Wages

2min
page 169

4A.2 Summary of Results B5.4.1 Net Present Value of SCPs, from the Policy

1min
page 176

Formal Employment

4min
pages 167-168

Extra Time to Degree

4min
pages 165-166

A LASSO-Regression Approach

5min
pages 162-163

Dropout Rates

1min
page 164

and Student Outcomes

2min
page 161

SCPs in Colombia

9min
pages 157-160

4.1 Student Academic Outcomes, by Country

2min
page 152

Defining and Measuring SCP Quality

4min
pages 150-151

References

1min
page 146

Notes

2min
page 145

Conclusions

2min
page 144

3.2 Two Market Paradigms: Colombia and Chile

2min
page 120

3.23 Activities to Support Students’ Job Search

2min
page 141

Notes

4min
pages 111-112

Conclusions

2min
page 110

References

5min
pages 113-116

by Country

2min
page 107

Overall and by Field of Study

2min
page 105

Contribution (Value Added) of SCPs Demand for SCP Graduates: Exploiting

2min
page 103

Expanding the Supply of SCPs: Who Would Benefit and Why?

5min
pages 100-101

2.4 Estimating Value Added

2min
page 104

Economic Value of SCPs in LAC

2min
page 89

2.2 Estimating Mincerian Returns

2min
page 90

What Do We Know?

7min
pages 86-88

2.1 Sources of Information

4min
pages 84-85

References

1min
page 82

Conclusions

2min
page 76

Critical Institutional Aspect: Funding

2min
page 68

Notes

4min
pages 80-81

and of High School Graduates, circa 2018

4min
pages 65-66

1.2 Fundamental Data Source: SEDLAC

5min
pages 62-64

circa 2018

2min
page 67

1.1 Short-Cycle Programs in the United States and Germany

2min
page 60

Framework of the Book

2min
page 53

O.1 In LAC, Students in SCPs Are More Disadvantaged and Less Traditional Than Those in Bachelor’s Programs

2min
page 30

Policy to Realize the Potential of SCPs

4min
pages 43-44

I.1 Some Technical Aspects of the World Bank Short-Cycle Program Survey

2min
page 51

World Bank Short-Cycle Program Survey

2min
page 50

O.4 On Average, SCPs in LAC Have Good Curriculum, Infrastructure, and Faculty—but with Much Variation

4min
pages 39-40

BI1.1 Universes, Samples, and Response Rates, by Country

2min
page 52

Introduction

4min
pages 47-48
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