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Higher Education in Regional and City Development Higher Education in Regional and City Development Higher Education in Regional and City Higher Education in Regional and City Development Development ANTIOQUIA,, COLOMBIA Antioquia is one of Colombia’s economic engines, but suffers from low skills, Antioquia, poverty, inequity and poor labour market outcomes. How can Antioquia create a more inclusive labour market and education system? How can it improve the quality Colombia and relevance of education? How can it turn the potential of its universities into a more active asset for economic and social development? Jose Joaquin Brunner, Jocelyne Gacel-Avilà, This publication explores a range of helpful policy measures and institutional Martha Laverde, Jaana Puukka, Julio Rubio, reforms to mobilise higher education for regional development. It is part of the series Simon Schwartzman and Óscar Valiente of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system impacts upon regional and local development and bring together universities, other higher education institutions and public and private agencies to identify strategic goals and to work towards them. Antioquia, Colombia CONTENTS: Chapter 1. Antioquia’s tertiary education in context Chapter 2. Human capital and skills development Chapter 3. Research, development and innovation Chapter 4. Social, cultural and environmental development Chapter 5. Capacity building for regional co-operation ISBN 9789264179028 892012051E1 Higher Education in Regional and City Development: Antioquia, Colombia 2012 This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. ISBN 978-92-64-17902-8 (PDF) Series: Higher Education in Regional and City Development ISSN 2218-3140 (online) The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Photo credits: © Oscar Jaime Rios T/Departamento de Antioquia Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. © OECD 2012 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected] Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. FOREWORD – 3 Foreword Universities and other tertiary education institutions can play a key role in human capital development and innovation systems in their cities and regions. Since 2005 the Reviews of Higher Education in Regional and City Development has been a tool to mobilise tertiary education for economic, social and cultural development of cities and regions. Universities and other tertiary education institutions in more than 30 cities and regions in over 20 countries have participated in these reviews. The reviews analyse how the tertiary education system impacts local and regional development and help improve this impact. They examine tertiary education institution’s contribution to human capital and skills development; technology transfer and business innovation; social, cultural and environmental development; and regional capacity building. Finally, they facilitate partnership building at local and regional levels by drawing together tertiary education institutions and public and private agencies to identify strategic goals and work together towards them. The reviews have been carried out as a horizontal work in the OECD, in collaboration with international organisations and associations, and they support the OECD Innovation Strategy, Skills Strategy and Green Growth Strategy. The wide multi-annum work on tertiary education in cities and regions began in 2004-07 when the OECD Programme on Institutional Management of Higher Education (IMHE) conducted an extensive study with 14 regional reviews across 12 countries. This resulted in the OECD publication Higher Education and Regions: Globally Competitive, Locally Engaged (OECD, 2007) with recommendations to benefit both tertiary education institutions and national and regional governments. In 2008, a second series of Reviews of Higher Education in Regional and City Development was launched to address the demand by national, regional and local governments for more responsive and active tertiary education institutions. As a result, 14 regions in 11 countries participated in the review process in 2008-11. The third round of reviews was launched in 2011-13 to respond to the OECD’s global strategy and continuing demand. HIGHER EDUCATION IN REGIONAL AND CITY DEVELOPMENT, ANTIOQUIA, COLOMBIA – © OECD 2012 4 – FOREWORD This OECD review of Antioquia coincided with the OECD/World Bank review of tertiary education in Colombia and so paved the way for closer collaboration between the OECD and the Government of Colombia that aspires to join the organisation. HIGHER EDUCATION IN REGIONAL AND CITY DEVELOPMENT, ANTIOQUIA, COLOMBIA – © OECD 2012 ACKNOWLEDGEMENTS – 5 Acknowledgements Numerous national and regional stakeholders and representatives of tertiary education institutions provided valuable insights during the review visit and in the form of comments. The OECD would like to thank the Government of the Department of Antioquia, the Rectors of the universities in Antioquia, other representatives of tertiary education institutions, as well as numerous regional stakeholders who provided valuable insights during the review visit. Finally, the OECD would like to thank the World Bank for its support. Details about the Regional Steering Committee and the review visit agenda are available in annexes to this report. This publication draws on interviews carried out during a weeklong review visit in 17-22 July 2011, during which the review team were received openly by a wide range of stakeholders. It also draws on the findings of the OECD World Bank Review of Tertiary Education in Colombia (forthcoming), the Antioquia’s Self-evaluation Report and other additional information provided to the review team and the OECD. The expert visit to Antioquia was led by Oscar Valiente who co- ordinated the experts’ contributions to the report. Jaana Puukka, the project leader of the OECD Reviews of Higher Education in Regional and City Development, finalised and edited the report with support from Bonifacio Agapin. Peer reviewers were Jose Joaquin Brunner (Diego Portales University, Chile), Jocelyne Gacel-Avilà (University of Guadalajara, Mexico), Martha Laverde (World Bank), Julio Rubio (former Deputy Minister of Tertiary Education, Mexico) and Simon Schwartzman (Institute for Studies on Labour and Society, Brazil). Further details about the review team can be found in Annex A to this report. Louise Binns supervised the publication process. HIGHER EDUCATION IN REGIONAL AND CITY DEVELOPMENT, ANTIOQUIA, COLOMBIA – © OECD 2012 TABLE OF CONTENTS – 7 Table of contents Acknowledgements ............................................................................................... 5 Acronyms ............................................................................................................ 11 Assessment and recommendations .................................................................... 15 Chapter 1: Antioquia’s tertiary education in context .................................... 45 1.1. The national context ................................................................................. 46 1.2. Antioquia .................................................................................................. 47 1.3. Education in Colombia ............................................................................. 60 1.4. Education in Antioquia............................................................................. 71 1.5. Regional development and tertiary education .......................................... 84 Chapter 2: Human capital and skills development ........................................ 99 Introduction ................................................................................................... 100 2.1. Human capital development in Colombia .............................................. 101 2.2. Regional demographics and the labour market ...................................... 102 2.3. The supply of tertiary education in Antioquia ........................................ 105 2.4. The transition from secondary to tertiary education ............................... 108 2.5. Improving access and retention
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