No abstract

Este artículo estudia a qué actividades se dedicaron los jóvenes colombianos entre los 15 años y 24 años que ni estudian ni trabajan (ninis), así como también analiza el uso de su tiempo. En específico, se identificaron las diferencias de género en las actividades principales que realizaron unos y otras, poniendo énfasis al tiempo consagrado a su ejecución. Para ello, se utilizó la Encuesta Nacional de Uso del Tiempo 2012-2013. Se evidenció que existe una marcada diferenciación de género en los roles del hogar por sexo desde tempranas edades, ya que las jóvenes se concentraron más a las labores de trabajo no remunerado del hogar y la familia, generando una polarización genérica que incrementa la desigualdad de oportunidades en su bienestar presente y futuro.

Two key measures to determine the quality of higher education are the performance of students and the accreditation of a programme's quality. We analyse the difference in the distributions of the student's scores in a standardised test of economics knowledge between accredited and non-accredited undergraduate economics programmes in a less-developed country. We estimate what the distribution of scores in non-accredited programmes would have been if their students possessed the characteristics of students in accredited programmes. The scores come from the Colombian National Exam of Higher Education in economics, while student, family, programme and institutional information is built from a survey held before the test. The score distributions indicate better performance in quality-accredited economics programmes compared to nonaccredited programmes. Results suggest that individual characteristics explain the larger part of the quality gap, while family features contribute the least. The programme and institutional characteristics have opposing impacts, mainly around the mean of the score distribution.

No abstract

Higher education dropout in Colombia has been an issue. One of each three students has not continued their undergrad studies. It is relevant to analyze associated factors with dropout in Colombian higher education. This study could be useful to analyze and mitigate this social problem. Literature about higher education dropout focuses in individual and socioeconomic characteristics associated with students' dropout. However, peer effects in academic performance and dropout has been less studied. In that way, social relationships and peer interactions could influence student dropout. This article analyzes the incidence of peer effects on student dropout from undergraduate students in Colombia. We used SPADIES data from 1998 to 2015 (Sistema para la Prevención de la Deserción en las Instituciones de Educación Superior). The logit model estimated the incidence of peer effect on dropout undergraduate students. We found a statistically significant relationship between peers dropout and the probability to dropout of a Colombian undergraduate student.