Estudio de caso país sobre educación y formación técnica y profesional (EFTP) en Costa Rica.
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2022
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INIE
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Esta publicación forma parte del proyecto LELAM-TVET4Income y expone una serie de estudios de caso que también se han publicado en Benín, Chile y Nepal. Se seleccionaron países representantes de ingresos bajos (Benín y Nepal), medios (Costa Rica) y altos (Chile), con lo cual se desea generar una aproximación a la heterogeneidad de los programas de EFTP y a los entornos económicos de diferentes países del mundo (OCDE, 2018). En ese sentido, Benín y Nepal contienen un gran sector informal (alrededor del 80-90 %) en el que se lleva a cabo una parte sustancial de la EFTP. Estos dos países también son representativos de sus regiones geográficas (África Occidental y Asia Oriental). Por otra parte, Costa Rica y Chile representan a América Central y del Sur, respectivamente; en estos países la EFTP normalmente se lleva a cabo en las instituciones educativas y la informalidad del mercado laboral es mucho menor (10-40 %).
Este documento se estructura de la siguiente manera: primero, el apartado introductorio. Seguidamente, se presentan algunos conceptos importantes para garantizar una comprensión común de los términos utilizados en este estudio, además de un marco teórico que permite clasificar y seleccionar programas de EFTP para los estudios de caso. En el tercer apartado, se describe la realización de un mapeo de actores y entrevistas a expertos con el fin de recopilar información sobre todos los programas de EFTP en Costa Rica y la selección de los programas para los estudios de caso. En el cuarto apartado, se indican los resultados del procedimiento de selección y se detallan los programas de EFTP como estudios de caso. Por último, en el quinto apartado, se presentan las conclusiones y el panorama de este estudio.
ABSTRACT: This publication is part of the LELAM-TVET4Income project and presents a series of case studies that have also been published in Benin, Chile and Nepal. Countries representing low (Benin and Nepal), medium (Costa Rica) and high (Chile) incomes were selected, with which it is desired to generate an approximation to the heterogeneity of TVET programs and the economic environments of different countries in the world ( OECD, 2018). In that sense, Benin and Nepal contain a large informal sector (around 80-90%) in which a substantial part of TVET takes place. These two countries are also representative of their geographic regions (West Africa and East Asia). On the other hand, Costa Rica and Chile represent Central and South America, respectively; in these countries, TVET is normally carried out in educational institutions and the informality of the labor market is much lower (10-40%). This document is structured as follows: first, the introductory section. Below are some important concepts to ensure a common understanding of the terms used in this study, as well as a theoretical framework to classify and select TVET programs for case studies. In the third section, the mapping of actors and interviews with experts are described in order to gather information on all TVET programs in Costa Rica and the selection of programs for case studies. In the fourth section, the results of the selection procedure are indicated and the TVET programs are detailed as case studies. Finally, in the fifth section, the conclusions and overview of this study are presented.
ABSTRACT: This publication is part of the LELAM-TVET4Income project and presents a series of case studies that have also been published in Benin, Chile and Nepal. Countries representing low (Benin and Nepal), medium (Costa Rica) and high (Chile) incomes were selected, with which it is desired to generate an approximation to the heterogeneity of TVET programs and the economic environments of different countries in the world ( OECD, 2018). In that sense, Benin and Nepal contain a large informal sector (around 80-90%) in which a substantial part of TVET takes place. These two countries are also representative of their geographic regions (West Africa and East Asia). On the other hand, Costa Rica and Chile represent Central and South America, respectively; in these countries, TVET is normally carried out in educational institutions and the informality of the labor market is much lower (10-40%). This document is structured as follows: first, the introductory section. Below are some important concepts to ensure a common understanding of the terms used in this study, as well as a theoretical framework to classify and select TVET programs for case studies. In the third section, the mapping of actors and interviews with experts are described in order to gather information on all TVET programs in Costa Rica and the selection of programs for case studies. In the fourth section, the results of the selection procedure are indicated and the TVET programs are detailed as case studies. Finally, in the fifth section, the conclusions and overview of this study are presented.
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Enseñanza técnica, Formación profesional, Educación no formal, Technical education, Vocational training, Non-formal education