Latin
America’s ability to compete successfully in global markets depends
significantly on the quality of its labor force, which in turn depends
on the quality of its schools.
Latin America neglects its education systems at its peril. Why?
- · Companies can find cheap labor elsewhere.
- · Improving enrollment without improving learning will have only a limited impact on productivity.
- · Educational inequalities exacerbate the region’s income inequalities.
Education in Latin America: Steady Expansion
Latin
American countries are working hard to improve schools, with some
success. Not only are more children in school, they stay longer, leading
to an increasingly educated labor force. Despite these significant
achievements, however, student learning remains low and inadequate for
the needs of modern societies.
Levels of education are rising, but remain behind competitors
Over the past several decades, the region has seen a steady increase in average years of schooling of its labor force.
Moreover,
workers in Latin America have less education than their counterparts in
East Asia and Eastern Europe, and the gap with East Asia may be
growing.
Basic Education
More
Latin American children enter school today than ever before and most of
them complete primary school. Even so, four of every 10 children still
do not enroll in pre-school.
The
most noteworthy problem, however, comes at the secondary level, where
enrollment and completion rates in most countries are still below those
of countries with similar levels of income.
Tertiary
Enrollments
are still less than half the average for high-income countries and well
below rates in more successful economies, like the United States and
Korea.
Forty
percent of Argentine university students drop out in the first year,
and only a quarter of those admitted goes on to graduate. Only a third
of those admitted in Chile and half of those admitted in Colombia
graduate (Holm-Nielsen, et. al., 2005, p.46). The situation is similar
in Mexico, where only 30 percent of those that enter in any given year
graduate (Oppenheimer, 2005,p.318). This has tremendous ramifications
both in terms of overall skill levels and for education finance, where
large sums of public monies support a small cadre of college students
who seldom complete their degrees, at the expense of large numbers of
students who never reach the tertiary level.Moreover, most Latin
American university students never complete their studies.
Principal Challenges
LA CORPORACION DE ESTUDIOS TECNOLOGICOS DEL NORTE DEL VALLE is the institution with forty year of experience in the field of education; since 1975 its first degree was Acounting Technology in Business and administration and Technology in Agricultural Management, increasing the curriculum through every year still today.
Vision
By
2020, we will be an institution with accredited programs, recognized
for the quality, diversity and innovation of our services in teaching,
researching and outreaching. With professionals supporting the
development process of the region and the nation, involved with the
international community.
According to this information what is
the way to say that this a competitve institution. They pretend get
students with high proficiency not only in each degree but in English as
foreing language. Is important the labor made by the institution
because this porpose count them with laboratories and groups or team for
speaking English (English club).Cotecnova gets its action field in north of Valle del Cauca, giving to their people the possibility of get high education.
One question is: It is a competitive institution and the quality it makes that it gets score being high education?
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