¿Cuán rentable es la educación superior en Colombia?

Abstract


 En este trabajo se analiza la rentabilidad de la educación superior en Colombia, particularmente, la hipótesis de screening, esto es, la importancia del capital humano adquirido. Se utilizó una nueva base de datos para la educación superior, la cual ha sido construida a partir de los registros administrativos de las instituciones de educación superior, y es cruzada con la base de aportantes de seguridad social. Se encuentra que el mercado laboral colombiano valora mucho la institución de la cual se gradúa el individuo, seguido por la elección de la carrera. Adicionalmente, la experiencia lograda posterior a la graduación tiene una mayor rentabilidad que la experiencia independiente de la clase de capital humano adquirido.

From Secondary School to the Labor Market in Colombia: Turning Barriers into Building Blocks

“…Our Panel analysis results align with figures from existing literature, particularly the 19.94% reported by Tenjo Galarza et al (2015) for the same time frame. Although our LATE results are somewhat higher, they are more in line with post-college values reported by Hernández (2010).…”

“…Over the years, however, the availability of new data allowed for significant improvements in the analysis of returns to higher education. Hernández (2010) studied the returns to education using the first release of the enhanced OLE database, which was the best approach at the time but highlighted several structural problems with the data, including a lack of data on the self-employed. Hernández (2010) found that the returns to education were 5.2% for associate programs, 34.0% for Bachelors, 70.6% for diplomas, 75.0% for masters, and 128.5% for PhD.…”

“…Hernández (2010) studied the returns to education using the first release of the enhanced OLE database, which was the best approach at the time but highlighted several structural problems with the data, including a lack of data on the self-employed. Hernández (2010) found that the returns to education were 5.2% for associate programs, 34.0% for Bachelors, 70.6% for diplomas, 75.0% for masters, and 128.5% for PhD. Herrera-Prada and Caballero (2013) estimated the expected time to recover the investment in college using the OLE database and aggregated tuition and expenses data.…”

Returns to Higher Education in Chile and Colombia

“…We use incomes of individuals who only completed secondary education to construct a counterfactual. Unlike previous studies (e.g., Hernández, 2010), our calculations take into account both the monetary and opportunity costs of higher education.…”

Retos de la educación superior colombiana en el contexto de la globalización del siglo XXI. Reflexiones y apuestas del accionar docente.

“…Así mismo, diversos estudios (Hernández-Arteaga et al, 2015;Hernández, 2010;Melo-Becerra et al, 2017;Misas, 2004;Vallaeys, 2008;Villa, 2002) también es la realidad del mundo de hoy; en este sentido, la escuela no puede pretender coartar la dinámica del mundo globalizado (Llorens, 2019).…”