This document summarizes Chile's performance-based financing reforms in tertiary education. It notes that Chile has more than doubled public financing for tertiary education as a percentage of GDP since 2005. Key reforms include the Academic Innovation Fund (AIF) which provided competitive grants to universities from 1999-2008, and Performance Agreements beginning in 2007 which allocate a portion of funds based on institutions meeting targets. These reforms have led to increased PhD programs, research output, and international collaboration in Chilean universities.
Estrategia de competencias de la OCDE Reporte de diagnostico para el PeruEduSkills OECD
Tener las competencias adecuadas es una inversión en el futuro de Perú que puede ayudar a:
que la población este bien equipada para transformar su entorno económico y social;
que los empleadores puedan encontrar las competencias necesarias para producir, crecer e innovar;
que la sociedad viva en armonía y solidariamente;
que la economía sea mas resistente a los cambios externos y adaptable a nuevas tecnologías.
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
Presentation by Andrew Bell, OECD, 7 October 2020, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
OECD School Resources Review Colombia 2018EduSkills OECD
The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
GuidanceFest 2010 : Peace and Love - CTE and AcademicsJeremy Zweiacker
The master presentation for the 3rd annual GuidanceFest. This years theme is Peace and Love - CTE and Academics. Presenters include Kelly Arrington, Tommi Leach, Kim Eason and myself.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : CHED CMO #1S 2005, RATIONALIZATION OF ACCREDITATION IN HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MEL OLIVER S. BALAGTAS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ROLE OF THE COMMISSION ON HIGHER EDUCATION
HIGHER EDUCATION INSTITUTION CRITERIA AND COMPONENTS
4 LEVELS FOR HEI ACCREDITATION
ACCREDITATION PRACTICES
ACCREDITING AGENCIES IN THE PHILIPPINES
Estrategia de competencias de la OCDE Reporte de diagnostico para el PeruEduSkills OECD
Tener las competencias adecuadas es una inversión en el futuro de Perú que puede ayudar a:
que la población este bien equipada para transformar su entorno económico y social;
que los empleadores puedan encontrar las competencias necesarias para producir, crecer e innovar;
que la sociedad viva en armonía y solidariamente;
que la economía sea mas resistente a los cambios externos y adaptable a nuevas tecnologías.
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
Presentation by Andrew Bell, OECD, 7 October 2020, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
OECD School Resources Review Colombia 2018EduSkills OECD
The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
GuidanceFest 2010 : Peace and Love - CTE and AcademicsJeremy Zweiacker
The master presentation for the 3rd annual GuidanceFest. This years theme is Peace and Love - CTE and Academics. Presenters include Kelly Arrington, Tommi Leach, Kim Eason and myself.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : CHED CMO #1S 2005, RATIONALIZATION OF ACCREDITATION IN HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MEL OLIVER S. BALAGTAS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ROLE OF THE COMMISSION ON HIGHER EDUCATION
HIGHER EDUCATION INSTITUTION CRITERIA AND COMPONENTS
4 LEVELS FOR HEI ACCREDITATION
ACCREDITATION PRACTICES
ACCREDITING AGENCIES IN THE PHILIPPINES
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : HIGHER EDUCATION CONTEXT IN SPAIN
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : ENGR. ARMAN M. GIRON
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
SPAIN HIGHER EDUCATION SYSTEM
TYPES OF HIGHER EDUCATION INSTITUTIONS
• UNIVERSITY EDUCATION
•HIGHER NON-UNIVERSITY EDUCATION
CYCLES OF HIGHER EDUCATION IN SPAIN
• FIRST CYCLE PROGRAMMES
• SECOND CYCLE PROGRAMMES
• THIRD CYCLE (PHD) PROGRAMMES
A presentation from Flore-Anne Messy, Principal Administrator, Financial Education and Consumer Protection Unit OECD Financial Affairs Division. Presented during “The Partnering to Turn Financial Literacy into Action” Toronto FCAC & OECD conference on May 27-28, 2011.
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
Validation of Non-Formal and Informal Learning (VNFIL) in Europe: Learning fr...Bertelsmann Stiftung
Auf einem Workshop im Rahmen der EUCIS-LLL Lifelong Learning Week diskutierten am 12.12.2014 internationale Experten in Brüssel die Zwischenergebnisse einer Studie der Bertelsmann Stiftung zur Anerkennung non-formalen und informellen Lernens. Hierbei standen folgende Kernfragen im Zentrum:
- Wie gehen andere Ländern hinsichtlich der Anerkennung von Kompetenzen vor?
- Welche Systeme haben sich dort etabliert, wie werden sie genutzt und wie werden sie in der jeweiligen nationalen Diskussion bewertet?
- Welche Modelle oder Elemente davon können für Deutschland beispielgebend sei?
Acht Good-Practice-Länder aus dem europäischen Ausland wurden hierfür ausgewählt.
Zusammenfassung:
Deutschlands duales Ausbildungssystem ist extrem erfolgreich und wird derzeit sogar von anderen Ländern adaptiert. Und das zu Recht. Menschen die in Deutschland eine duale Ausbildung absolvieren haben viel höhere gesellschaftliche Teilhabechancen. Leider erreicht es aber nicht alle, für die eine Hochschullaufbahn keine Option ist. Und für diese 6,1 Mio. Erwerbspersonen ohne abgeschlossene Berufsausbildung in Deutschland sieht die Situation düster aus.
Sie haben ein 4-faches Arbeitslosigkeitsrisiko als solche mit Berufsausbildung. Dabei ist es keinesfalls so, dass sie schlicht nicht über die notwendigen Kompetenzen verfügen. Jeder sechste formal gering qualifizierte Mann verfügt laut jüngsten Ergebnissen über hohe alltagsmathematische Kompetenzen, die sich für ihn aber überhaupt nicht auf die Erwerbschancen auszahlen. Ganz anders als in anderen Ländern. Dort gelingt es mittels rechtlich verankerter Verfahren zur Anerkennung non-formal und informell erworbener Kompetenzen, dieses ungenutzte Potenzial zu heben. Was können wir daraus für Deutschland lernen? Gerade mit Blick auf das vom EU-Rat vorgegebene Ziel, in den Mitgliedstaaten ein formales Kompetenzanerkennungssystem bis 2018 zu etablieren. Eine Studie der Bertelsmann Stiftung beleuchtet acht europäische Beispiele und sucht entlang von fünf Kernelementen nach Impulsen für einen Transfer nach Deutschland.
In Frankreich besteht zum Beispiel ein umfassender Rechtsanspruch auf die Anerkennung von Kompetenzen die in Zertifikaten mündet, denen man nicht mehr ansieht wo und wie der formale Abschluss erworben wurde. In der Schweiz sind Anerkennungsverfahren, vor allem für formal Geringqualifizierte weitestgehend kostenfrei. In Dänemark sind die Verfahren gemeinsam mit Arbeitgebern und Bildungsinstitutionen entwickelt worden um ihre Relevanz für den Arbeitsmarkt sicherzustellen und in Schottland gibt es eine umfassende lokale Struktur für die oftmals notwendige Anerkennungsberatung.
Ava study visit, validation of prior learing at oslo vo sinsenEAEA2015
The presentation was held in the framework of a study visit at the Oslo VO Sinsen, Norway organised for the participants of the AVA expert seminar (1-2 February 2016).
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
Higher education in regional innovation – how to reform university curriculaJaana Puukka
This presentation shows how colleges and universities can support regional economic development and innovation and how to design and develop curricula to support these goals. It highlights the need for a robust diagnosis of skills supply and demand and presents the key problems in curricula. It shows what steps three universities in Australia, Denmark and Canada have taken to reform their curricula to support regional growth and innovation: 1) Design programmes that widen access to and improve success in education in Victoria University, Australia, 2) Develop transferable skills: Problem-based learning in Aalborg, Denmark, and 3) Develop relevant skills: Co-operative Education, the University of Waterloo, Canada. It also shows how the curricula design can support the university transformation by presenting two cases from ITSON in Mexico and the University Rovira i Virgili in Spain.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : ISO/ISA WASHINGTON ACCORD/BOLOGNA ACCORD/AGREEMENT
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : VICTORIA M. SISON, MAEd
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ISO – INTERNATIONAL ORGANIZATION STANDARDIZATION
BOLOGNA ACCORD
WASHINGTON ACCORD
Antoaneta Dimitrova Kirova-Katzarova: The dual system in Bulgaria - new good ...CUBCCE Conference
Through the presentation I will present the introduction of the dual system in Bulgaria. The presentation will include: new legislative changes, including the experience of other countries, barriers and challenges for the educational system. The essential part of the presentation will include concrete examples of the application of learning through work, real difficulties and problems. An important part of the presentation will be the presentation of the possibilities of overcoming problems, sharing of best practices in business, which is basically new for the Bulgarian education system – vocational education and training and higher education.
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
Session V: TEVT for Disadvanted Group in LaosOECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The Irish experience of developing and implementing a national qualifications framework is documented. A particular emphasis is placed on the evolution of the institutional structures maintaining the framework.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : HIGHER EDUCATION CONTEXT IN SPAIN
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : ENGR. ARMAN M. GIRON
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
SPAIN HIGHER EDUCATION SYSTEM
TYPES OF HIGHER EDUCATION INSTITUTIONS
• UNIVERSITY EDUCATION
•HIGHER NON-UNIVERSITY EDUCATION
CYCLES OF HIGHER EDUCATION IN SPAIN
• FIRST CYCLE PROGRAMMES
• SECOND CYCLE PROGRAMMES
• THIRD CYCLE (PHD) PROGRAMMES
A presentation from Flore-Anne Messy, Principal Administrator, Financial Education and Consumer Protection Unit OECD Financial Affairs Division. Presented during “The Partnering to Turn Financial Literacy into Action” Toronto FCAC & OECD conference on May 27-28, 2011.
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
Validation of Non-Formal and Informal Learning (VNFIL) in Europe: Learning fr...Bertelsmann Stiftung
Auf einem Workshop im Rahmen der EUCIS-LLL Lifelong Learning Week diskutierten am 12.12.2014 internationale Experten in Brüssel die Zwischenergebnisse einer Studie der Bertelsmann Stiftung zur Anerkennung non-formalen und informellen Lernens. Hierbei standen folgende Kernfragen im Zentrum:
- Wie gehen andere Ländern hinsichtlich der Anerkennung von Kompetenzen vor?
- Welche Systeme haben sich dort etabliert, wie werden sie genutzt und wie werden sie in der jeweiligen nationalen Diskussion bewertet?
- Welche Modelle oder Elemente davon können für Deutschland beispielgebend sei?
Acht Good-Practice-Länder aus dem europäischen Ausland wurden hierfür ausgewählt.
Zusammenfassung:
Deutschlands duales Ausbildungssystem ist extrem erfolgreich und wird derzeit sogar von anderen Ländern adaptiert. Und das zu Recht. Menschen die in Deutschland eine duale Ausbildung absolvieren haben viel höhere gesellschaftliche Teilhabechancen. Leider erreicht es aber nicht alle, für die eine Hochschullaufbahn keine Option ist. Und für diese 6,1 Mio. Erwerbspersonen ohne abgeschlossene Berufsausbildung in Deutschland sieht die Situation düster aus.
Sie haben ein 4-faches Arbeitslosigkeitsrisiko als solche mit Berufsausbildung. Dabei ist es keinesfalls so, dass sie schlicht nicht über die notwendigen Kompetenzen verfügen. Jeder sechste formal gering qualifizierte Mann verfügt laut jüngsten Ergebnissen über hohe alltagsmathematische Kompetenzen, die sich für ihn aber überhaupt nicht auf die Erwerbschancen auszahlen. Ganz anders als in anderen Ländern. Dort gelingt es mittels rechtlich verankerter Verfahren zur Anerkennung non-formal und informell erworbener Kompetenzen, dieses ungenutzte Potenzial zu heben. Was können wir daraus für Deutschland lernen? Gerade mit Blick auf das vom EU-Rat vorgegebene Ziel, in den Mitgliedstaaten ein formales Kompetenzanerkennungssystem bis 2018 zu etablieren. Eine Studie der Bertelsmann Stiftung beleuchtet acht europäische Beispiele und sucht entlang von fünf Kernelementen nach Impulsen für einen Transfer nach Deutschland.
In Frankreich besteht zum Beispiel ein umfassender Rechtsanspruch auf die Anerkennung von Kompetenzen die in Zertifikaten mündet, denen man nicht mehr ansieht wo und wie der formale Abschluss erworben wurde. In der Schweiz sind Anerkennungsverfahren, vor allem für formal Geringqualifizierte weitestgehend kostenfrei. In Dänemark sind die Verfahren gemeinsam mit Arbeitgebern und Bildungsinstitutionen entwickelt worden um ihre Relevanz für den Arbeitsmarkt sicherzustellen und in Schottland gibt es eine umfassende lokale Struktur für die oftmals notwendige Anerkennungsberatung.
Ava study visit, validation of prior learing at oslo vo sinsenEAEA2015
The presentation was held in the framework of a study visit at the Oslo VO Sinsen, Norway organised for the participants of the AVA expert seminar (1-2 February 2016).
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
Higher education in regional innovation – how to reform university curriculaJaana Puukka
This presentation shows how colleges and universities can support regional economic development and innovation and how to design and develop curricula to support these goals. It highlights the need for a robust diagnosis of skills supply and demand and presents the key problems in curricula. It shows what steps three universities in Australia, Denmark and Canada have taken to reform their curricula to support regional growth and innovation: 1) Design programmes that widen access to and improve success in education in Victoria University, Australia, 2) Develop transferable skills: Problem-based learning in Aalborg, Denmark, and 3) Develop relevant skills: Co-operative Education, the University of Waterloo, Canada. It also shows how the curricula design can support the university transformation by presenting two cases from ITSON in Mexico and the University Rovira i Virgili in Spain.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : ISO/ISA WASHINGTON ACCORD/BOLOGNA ACCORD/AGREEMENT
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : VICTORIA M. SISON, MAEd
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ISO – INTERNATIONAL ORGANIZATION STANDARDIZATION
BOLOGNA ACCORD
WASHINGTON ACCORD
Antoaneta Dimitrova Kirova-Katzarova: The dual system in Bulgaria - new good ...CUBCCE Conference
Through the presentation I will present the introduction of the dual system in Bulgaria. The presentation will include: new legislative changes, including the experience of other countries, barriers and challenges for the educational system. The essential part of the presentation will include concrete examples of the application of learning through work, real difficulties and problems. An important part of the presentation will be the presentation of the possibilities of overcoming problems, sharing of best practices in business, which is basically new for the Bulgarian education system – vocational education and training and higher education.
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
Session V: TEVT for Disadvanted Group in LaosOECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The Irish experience of developing and implementing a national qualifications framework is documented. A particular emphasis is placed on the evolution of the institutional structures maintaining the framework.
Strategic Finance For A University SystemEllen Chaffee
Understanding strategic finance and strategies for dealing with scarce resources, presentations for an all-day workshop. Audience is executive officers of a university system
Shota Yamanaka and Homei Miyashita. Scale Effects in the Steering Time Difference between Narrowing and Widening Linear Tunnels. In Proceedings of NordiCHI 2016.
Financing the Education 2030 agenda - Key issues and challenges for national ...IIEP-UNESCO
Aaron Benavot's presentation for the IIEP-UNESCO Strategic Debate " Financing the Education 2030 Agenda - Key issues and challenges for national planners" on 22 January 2016. Benavot is the Director of the UNESCO Global Education Monitoring Report.
Potential for Biodiversity Offsets as a Biodiversity Finance Mechanism in IndiaDivya Narain
Potential for Biodiversity Offsets as a Biodiversity Finance Mechanism in India - a presentation made at the CBD workshop on 'the role of private sector in achieving national biodiversity finance targets' at CII's 10th National Sustainability Summit in New Delhi on Sep. 16th 2015
Higher Ed: Global Education
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to the institution's/unit's practices and procedures as new global campuses become the norm and the traditional education landscape transforms. Specific areas of interest may focus on strategic planning, accreditation, faculty workload, international programs, virtual learning communities, leadership, connecting educational institutions globally, trends, best practices and alternative education as an issue of national competitiveness.
Slides from a presentation to campus about the 2014-15 Saskatchewan budget and its implications for the University of Regina. Presentation delivered by Dr. Thomas Chase, Provost and Vice-President (Academic).
Professor Madeleine Atkins is Chief Executive of HEFCE. Her presentation at #RLUK14 provided an overview of current trends and developments in higher education, and discussed some of the key forthcoming challenges in the sector.
The Student Transitions Achievement Retention and Success (STARS) Student Equity Network met on 22 June, ahead of the 2021 STARS Conference.
Sally Kift, Nadine Zacharias and Kylie Austin led the discussion on emerging opportunities and challenges presented by recent policy changes and the COVID-19 pandemic.
2. 2
TERTIARY EDUCATION PRESENTATION
• 1.215.413 students in tertiary education
• 162 institutions
o 25 universities in CRUCH; 16 State y 9 private
o 35 private universities, since 1980
o 44 professional institutes (non-degree granting)
o 58 vocational centers (CFT)
• 1.168.607 undergraduate students, 46.806 graduates (4%)
o 58% universities
o 57% 1st year enrolment in vocational centers
• Public financing in TE: 1 % GDP (2013); 0.45% (2005)
• Student coverage in TE (18-24 years): 39% net; 66% of student enrolment
• Public financing in R&D: 0,4% GDP!!
• Tuition and fees (> US$ 3.800/year). National student-aid system:
scholarships and loans
• 1.215.413 students in tertiary education
• 162 institutions
o 25 universities in CRUCH; 16 State y 9 private
o 35 private universities, since 1980
o 44 professional institutes (non-degree granting)
o 58 vocational centers (CFT)
• 1.168.607 undergraduate students, 46.806 graduates (4%)
o 58% universities
o 57% 1st year enrolment in vocational centers
• Public financing in TE: 1 % GDP (2013); 0.45% (2005)
• Student coverage in TE (18-24 years): 39% net; 66% of student enrolment
• Public financing in R&D: 0,4% GDP!!
• Tuition and fees (> US$ 3.800/year). National student-aid system:
scholarships and loans
Source: SIES (Higher Education Information System, Ministry of Education), 2014
4. GASTO PUBLICO EN EDUCACION SUPERIOR COMO
PROPORCION DEL PIB
4
• El gasto en Educación Superior que realizará Chile en proporción al PIB el 2013 es
superior a la proporción del PIB que países como Estados Unidos, México y Portugal
destinaban a este ítem el 2009.
STATE EXPENDITURE IN HIGHER EDUCATION AS % OF GDP (2009)
2013
5. In the last decade, the State has more than doubled
its support to Tertiary Education, as % of GDP
Gobierno de Chile | Ministerio de Educación 5
0,45%
1,04%
2005 2013
HIGHER EDUCATION BUDGET. 2013
• Total Investment: 2,5% GDP. (1,6% is Average OECD)
• State Support: 1,04% (1,1% is Average OECD)
7. TE FINANCING IN CHILE
2000-2014
Research
Research
CONICYT
2000-2015
Supply-side:
Basal funding
to institutions
Demand-side:
Student Aid
(MORE
scholarships and
loans)
National Accreditation System, CNA
historical distribution
by law
no accountability
MECESUP
AIF
2000-2014
PAgreement Pilot
2007-2010
PA Scale-up
2012-2016
competitive
results-oriented
increased accountability
May change to partial
or total gratuity!
8. Basal byBasal by
LawLaw
Formula withFormula with
PerformancePerformance
AIF andAIF and
PerformancePerformance
AgreementsAgreements
1. Direct State Support 95%.1. Direct State Support 95%.
CRUCHCRUCH
3. Indirect State Support. CRUCH3. Indirect State Support. CRUCH
4. Special Support U. de Chile4. Special Support U. de Chile
1. Direct State Support 95%.1. Direct State Support 95%.
CRUCHCRUCH
3. Indirect State Support. CRUCH3. Indirect State Support. CRUCH
4. Special Support U. de Chile4. Special Support U. de Chile
1. Direct State Support 5%.1. Direct State Support 5%.
CRUCHCRUCH
2. Academic Remedials. Q1&Q22. Academic Remedials. Q1&Q2
3. Strengthening CRUCH. Q1&Q23. Strengthening CRUCH. Q1&Q2
4. Basal Funding. CRUCH4. Basal Funding. CRUCH
1. Direct State Support 5%.1. Direct State Support 5%.
CRUCHCRUCH
2. Academic Remedials. Q1&Q22. Academic Remedials. Q1&Q2
3. Strengthening CRUCH. Q1&Q23. Strengthening CRUCH. Q1&Q2
4. Basal Funding. CRUCH4. Basal Funding. CRUCH
1. PA Humanities&Social Sciences1. PA Humanities&Social Sciences
2. PA New Teacher Training2. PA New Teacher Training
3. PA Undergraduate Curricula3. PA Undergraduate Curricula
4. PA Internationalisation of Ph.D.4. PA Internationalisation of Ph.D.
5. PA Vocational Education5. PA Vocational Education
6. PA Regional Institutions6. PA Regional Institutions
7. PA Innovation (from R&D)7. PA Innovation (from R&D)
8. Small Projects AIF28. Small Projects AIF2
1. PA Humanities&Social Sciences1. PA Humanities&Social Sciences
2. PA New Teacher Training2. PA New Teacher Training
3. PA Undergraduate Curricula3. PA Undergraduate Curricula
4. PA Internationalisation of Ph.D.4. PA Internationalisation of Ph.D.
5. PA Vocational Education5. PA Vocational Education
6. PA Regional Institutions6. PA Regional Institutions
7. PA Innovation (from R&D)7. PA Innovation (from R&D)
8. Small Projects AIF28. Small Projects AIF2
MANAGEMENT
BY RESULTS
12. supportive
regulatory
framework
autonomy
academic freedom
leadership team
strategic vision
culture of excellence
public budget resources
endowment revenues
tuition fees
research grants
donations
students
teaching staff
researchers
graduates research
output
technology
transfer&
innovation
WCU
FAVORABLE
GOVERNANCE
ABUNDANT
RESOURCES
CONCENTRATION
OF TALENT
Source: Salmi 2009
Note WCU= Word-class University
International
Quality
MECESUP
PROGRAM
2000-2016
INTERNATIONALIZATION
13. 13
THE MECESUP PROGRAM
1999-2016
• Phase I. Recovery of academic infrastructure and
capacity building
• Competitive Fund (CF). 1999-2004
• Phase II. Academic innovation and results
• Academic Innovation Fund (AIF). 2006-2010
• Performance Agreement (PA) Pilot. 2007-2010
• Performance Agreements in the Humanities, Social
Sciences and Arts. 2010-2016
• Phase III. Institutional change management
• Performance Agreement Scale-Up. 2012-2016
• Upgraded AIF2. 2012-2016
PilotPilot
14. 1999 – 2000 – 2001 – 2002 – 2003 – 2004 – 2005 – 2006 – 2007 – 2008 – 2009 – 2010 – 2011 – 2012
Phase I. MECESUP 1
(Loan 4404 – CH)
Phase I. MECESUP 1
(Loan 4404 – CH)
Phase II. MECESUP 2
(Loan 7317 – CH)
Phase II. MECESUP 2
(Loan 7317 – CH)
Academic
Innovation
Fund
(AIF)
Competitive
Fund
Performance
Agreement Pilot
Performance
Agreement Pilot
Performance
Agreements in Arts,
Humanities and Social
Sciences
Performance
Agreements in Arts,
Humanities and Social
Sciences
Academic
Innovation
and Results
MECESUP1&2 PROGRAMS
Academic Infrastructure and
Capacity Building
16. 16
ADJUDICACIONES DEL FIAC
DISTRIBUCION GEOGRAFICA
30<=MECE<39
30<=MECE<39
30<=MECE<39
AIF 1999-2008
70% of projects allocated
in regions, outside the capital
17. MECESUP AIF SUSTAINED $ ALLOCATIONS
GRANT CALLS 1999-2008
17
PBA pilot
2007-2010
US$ 20 million, 3 years
AIF2 &
PA scale-up
2012-2016
to US$, multiply x2/1,000,000
18. 18
PRESIDENT
Academic VP Research&PG Finances Outreach
to Society
International
Relations
Teaching-
Learning Units
Institutional
Research Units
Staff Development
Information&Kowledge
Remedial Programs
Curricula Innovation
Tecnology Integration
Infrastructure Improvement
Student Mobility
ECTS-Chile
Valorization of
Research
Results Unit
Strategic Planning
Educational Model Towards InnovationDevelopment Plan
Support to Local
Ph.D. Programs
Scholarships
Instrumentation
International-
ization
Outreach
M&E Actions&Results
Support Governance,
Planning and
Decission Making
Performance Indicator
Management and
Benchmarking
Quality-Teaching Efficiency-Mobility-Employability
Quality.Act20
Equityin
AccesstoQuality
Sustainability. 1999-Today
AIF
30. New Teacher Training
Undergraduate Curricula Reform
Internationalization of PhD´s
Support to Vocational Training
Support to Regional HE
Innovation in Higher Education
New Teacher Training
Undergraduate Curricula Reform
Internationalization of PhD´s
Support to Vocational Training
Support to Regional HE
Innovation in Higher Education
2012 – 2013 – 2014 – 2015 – 2016
Performance Agreement
Scale-up
2012-2016
Performance Agreement
Scale-up
2012-2016
MECESUP 3
(Loan 8126-CL)
Management
by Results
AIF2
Small Projects
(upgraded)
AIF2
Small Projects
(upgraded)
31. AIF and PERFORMANCE AGREEMENTS
Competition, Pre-Selection and Negotiation
31
33. 33
EXPECTED OUTSTANDING OUTCOMES
BASE VALUES AND TARGETS
(EXAMPLES)
• Professors with PhD and researchers: head count & % full time
• First year student retention
• Low income student retention and graduation
• Undergraduate graduation and time-to-graduation
• Enrollment and graduation of Chilean and foreign students in
PhD programs
• Student and professor proficiency in English
• Teaching and research publications & citations
• Valorization of academic results for innovation;
Ministerio de Educación - DIVESUP
35. 35
COMPETITIVE FUNDING
IMPLEMENTATION STRATEGY
• Generate equal opportunities in access to funding
• Introduce strategic planning and management by results
• Induce changes with (competitive) incentives:
• World Bank Loans 4404-CH, 7317-CH, and 8126-CL combined with
• Incremental state budget
• Trust institutions, their capabilities, ideas, strategies
• Assure transparency and generate credibility
• Act pro-actively and facilitate change
• Invite institutional shared funding for greater impact
• Increase M&E requirements towards useful results, outcomes
and accountability
• Implement changes gradually! Pilot and replicate!
36. 36
AIF
ACADEMIC OUTCOME SUMMARY
• Mecesup’S AIF has been a succesfull instrument and
implementation story
• It has been very useful and flexible for many types of institutional
quality improvement changes that can be generated by academia
bottom-up
• Not so useful for the solution of complex or strategical institutional
problems that require top- bottom design, determined decission
making, successful negotiation with funding agency and
academia, and good and effective leadership
• MECESUP was implemented step—by-step, starting with pilots
and then scaled-up
• Main agency efforts were placed on student learning and
institutional project facilitation
37. 37
AIF
MANAGEMENT INTERVENTION SUMMARY
• Incremental financing
• Competitive and performance-based funding
• As eligibility requirements:
• Quality assurance: accreditation
• Institutional strategic planning
• Educational model definition
• Management by results
• M&E based on project progress and relevant performance
indicators
• Teaching-Learning Units
• Institutional Research Offices
38. Division of Higher Education
Contact:
Dr. Ricardo Reich
Teatinos 20, Piso 2
Santiago, Chile
Phone: 56-2-22406-6815
E-mail: ricardo.reich@mineduc.cl
Editor's Notes
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Se puede unir con la lámina 9?
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP
Fondo Competitivo reemplazó progresivamente a FDI Tradicional
Concurso 1999$ 22.062.593Proyectos de 3 años. Plan Estratégico Institucional. Indicadores de Desempeño
Concurso 2000$ 26.551.686
Concurso 2001$ 31.342.216
Concurso 2002$ 38.100.949
Concurso 2003$ 23.000.000
Concurso 2004$ 5.000.000Especial “Puente” al MECESUP 2. RENOVACION CURRICULAR
1999-2004$ 146.057.444US$ 227.500.000Adjudicación
Promedio Anual$ 24.342.907US$ 37.917.000 Adjudicación
Promedio Anual$ 17.402.000Presupuesto MECESUP