By World Bank
'Tertiary schooling in Colombia: Paving the best way for Reform' discusses the ways that Colombia might tackle the most matters confronting its tertiary schooling method. the 1st part of the schooling area paintings information the present tertiary method in Colombia. the second one part bargains an monetary viewpoint and argues that the rustic faces major stumbling blocks to growth: rationed variety of to be had locations and stifled call for in deepest larger schooling. The 3rd and ultimate part comprises concepts and coverage strategies which might permit Colombia's tertiary area to answer the wishes of the rustic with elevated equitable entry to extra correct schooling of fine caliber. The final sections concentration upon 4 middle matters: (i) making sure transparent and revolutionary governance (ii) inducing and assuring caliber (iii) selling strategic degrees of schooling and fields of analysis, and (iv) supplying finance for equitable and increased entry.
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Extra info for Tertiary Education in Colombia: Paving the Way for Reform (World Bank Country Study)
Example text
T ERTIARY E DUCATION IN C OLOMBIA 13 ■ Instituto Colombiano para el Fomento de la Educación Superior (ICFES): under the auspices of MEN, ICFES manages three regulatory related tasks with the express purpose of enhancing quality: ICFES (i) supervises Tertiary Education institutions and assures that they operate in compliance with the objectives set out in the regulations; (ii) collects, analyzes, and disseminates information concerning Tertiary Education via the National Tertiary Education Information System13; and (iii) supports the Ministry and the Consultative Commission in the accreditation and approval process of teaching institutions through Acreditación Previa (see the section on Quality Assurance of Undergraduate Progams, para.
On an international scale, the Colombian tertiary education system figures among the countries with the highest incidence of private provision (Figure 7). Within the region, only in the Dominican Republic and in El Salvador does the private sector dominate further. However, East-Asian education systems tend to foster a substantially larger private sector, as exemplified by Japan and the Philippines where more than three out of four students attend private institutions. The high incidence of private provision, where households pay tuition and fees directly to the institution rather than through the government, is presumably one of the main factors that allowed the Colombian Tertiary Education system to expand as aggressively as it did in the 1990s.
In the 14. Established in accordance with Decreto 1176, June 1999. 15. Established by the passing of Ley 30 of 1992. T ERTIARY E DUCATION IN C OLOMBIA 15 table that follows can be seen an approximation to these, organized in terms of the unit of assessment, plus the moment in which they are evaluated (prior to opening or during their operation). As can be seen, there are a number of different mechanisms, all trying to ensure quality in some aspect of Colombian Tertiary Education. Not all of them can be considered strictly quality assurance mechanisms by international standards, but since all of them have a role to play, they shall be analyzed in the following section.