Cómo citar
El valor agregado de la educación superior en la formación en segunda lengua en Colombia. (2016). Civilizar, 16(30), 119-136. https://doi.org/10.22518/16578953.538
Resumen
En este documento se presenta un modelo para medir el valor agregado de la educación superior en Colombia, discriminado por áreas de conocimiento de los programas académicos. Este es utilizado para evaluar la calidad del sistema educativo en este nivel, específicamente en la competencia del idioma inglés; teniendo como marco normativo el Programa Nacional de Bilingüismo 2004-2019 y el Marco Común Europeo de Referencia. Para llevar a cabo esta medición se emplea una estimación de un modelo lineal jerárquico con variables instrumentales a partir de micro datos suministrados por el Instituto Colombiano para la Evaluación de la Educación y el Departamento Administrativo Nacional de Estadística. El resultado del modelo muestra que los programas de economía, contaduría y administración de empresas son los que más aportan a la formación en inglés en Colombia.
Referencias
Aitkin, M., & Longford, N. (1986). Statistical modelling issues in school effectiveness studies. Journal of the Royal Statistical Society. Series A, 149, 1-43.
Benhabib, J., & Spiegel, M. (1994). The role of human capital in Economic development: Evidence from aggregate cross – country data. Journal of Monetary Economics, 34(2), 143–174. doi:10.1016/0304-3932(94)90047-7.
Birdsall, N., Ross, D. & Sabot, R. (1997). Education, Growth and Inequality. In N. Birdsall y F. Jaspersen (Eds.), Pathways to Growth (pp. 93-127). Washington, D.C.: Inter-American Development Bank.
Bleakey, H., & Chin, A. (2004). Language skills and earnings: evidence for childhood immigrants. The Review of Economics and Statistics, 86(2), 481–496. doi:10.1162/003465304323031067.
Bogoya, J. D., & Bogoya, J. M. (2013). An academic value-added mathematical model for higher education in Colombia. Ingeniería e Investigación. 33(2), 76–81. Recuperado de http://www.revistas.unal.edu.co/index.php/ingeinv/rt/printerFriendly/39521/42363
Bryk, A., & Raudenbush, S. (1992). Hierarchical Linear Models: Applications and Data Analysis Methods. Newbury Park, C.A.: Sage Publications.
Chiswick, B. (1998). Hebrew Language Use. Journal of Population Economics, 11(2),253-71.
Chiswick, B., Patrinos, A., & Hurst, M. (2000). Indigenous Language Skills and the Labor Market in a Developing Economy: Bolivia. Economic Development and Cultural Change, 48(2), 347-67. doi:
doi:10.1086/452462.
Courgeau, D. (2007). Multilevel synthesis.Dordrecht: Springer – Verlag.
Crystal, D. (2003). English as a global language.Cambridge: Cambridge University Press.
Draper, D. (1995). Inference and hierarchical modeling in social sciences. Journal of Educational and Behavioral Statistics, 20(2), 115-149.
Education First. (2014). English Proficiency Index. Recuperado de http://www.ef.com.co/epi/
Fandiño, Y., Bermúdez, J., & Lugo, V. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educ. 15(3),363-381.
Fondo Monetario Internacional (2016). World Economic Outlook Database. Recuperado de http://www.imf.org/external/pubs/ft/
weo/2016/01/weodata/index.aspx
Goldstein, H. (2001). Using pupil performance data for judging school and teachers: scope and limitations. British Educational Research Journal, 27(4), 433-442.
Goldstein, H., Huiqi, P., Rtah, T., & Hill, N. (2000). The use of value-added informationin judging school performance. Perspectives on Education Policy. Londres: Institute of Education; University of London.
Goldstein, H., & Spiegelhalter, D. (1996). League tables and their limitations: statistical issues in comparison of institutional performance. Journal of the Royal Statistical Society. Series A, 159(3), 385-443.
Graddol, D. (2006). English Next. Londres: British Council.
Hall, R., & Jones, C. (1999). Why do some countries produce so much more output per worker tan others?. Quarterly Journal of Economics, 114(1), 83-116.
Hanushek, E., Kain, J., Rivkin, S., & Branch, G. (2005). Charter School Quality and Parental Decision Making with School Choice (National Bureau of Economic Research, Workinkg paper No. 11252). Cambridge. Recuperado de http://www.nber.org/papers/w11252.pdf
Helliwell, J. (1999). Language and Trade. En A. Breton (Ed.). Exploring the economics of Language (pp. 5-30). Canadá: Canada Heritage.
Instituto Colombiano para la Evaluación de la Educación -[ICFES](2015). Bases de datos. Recuperado de: http://www.icfes.gov.co/index.php/investigadoresposgrado/acceso-a-bases-de-datos.
Instituto Nacional de Estadística e Informática de Perú -[INEI]. (2014). Indicadores de educación por departamentos. Recuperado de: https://www.inei.gob.pe/media/MenuRecursivo/publicaciones_digitales/Est/Lib1293/index.html.
Keller, W. (2002). Geographical Localization of International Technology Diffusion. American Economic Review, 92(1), 120 – 142.
Lee, C. G. (2009). English language and economic growth: Cross country empirical evidence. Journal of Economic and Social Studies, 2(1), 5-20.
Ley 115 de 1994. Por la cual se expide la ley general de educación. Diario Oficial No.41.214. Congreso de la República de Colombia, febrero de 1994.
Lindley, D., y Smith, A. (1972). Bayes estimates for the linear model. Journal of the Royal Statistical Society. Series B, 34(1), 1-41.
Longford, N.T. (1993). Random Coefficient models. Oxford. Clarendon Press.
Lucas, R. (1989). On the Mechanics of Economic Development. Journal of Monetary Economics, 22, 3-42.
Mankiw, N., Romer, D., & Weil, D. (1992). A contribution to the empirics of economic growth. Quarterly Journal of Economics, 107(2), 407-437.
Manzi, J., San Martin, E., & Van Bellegem, S. (2014). School system evaluation by value added analysis under endogeneity. Psychometrika, 79(1), 130-153.
Marschan, R., Welch, D., & Welch, L. (1997). Language: The Forgotten Factor in Multinational Management. European Management Journal, 15(5), 591-98. doi:10.1016/S0263-2373(97)00038-8.
Mcfrey, D., Lockwood, J., Koretz, D., Louis, T., & Hamilton, L. (2004). Models for Value-Added Modeling of Teacher Effects. Journal of Education and Behavoir Statistics, 29(1), 67–101. doi: 10.3102/10769986029001067.
McMahon, W. (1999). Education and Development. Oxford: Oxford University Press.
Meghir, C., & Rivkin, S. (2011). Econometric Methods for research in Education. Handbook of the Economics of Education, 3, 1-87.
Meyer, R. (1997). Value-Added Indicators of School Performance: A Primer. Economics of Education Review, 16(3), 283–301.
Ministerio de Educación Nacional – [MEN]. (2006). Estándares básicos en competencias en lengua extranjera. Recuperado de: http://www.colombiaaprende.edu.co/html/mediateca/1607/articles-115375_archivo.pdf
Organización para la Cooperación y el Desarrollo Económico –[OECD]. (2013). Assessment of Higher Education Learning Outcomes AHELO (Feasibility Study Report. Vol. 2- Data Analysis and National Experiences). Recuperado de http://www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume2.pdf
Pecorari, D., Shaw, P, Malsmtrom, H., & Irvine, A. (2011). Teachers of english to speakers of other languages. TESOL Quarterly, 45(2), 313-333.
Rabe–Hesketh, S., & Skrondal, A. (2012). Multilevel and Longitudinal Modeling using Stata (Vol. 1, 3a ed.) Texas: College Station.
Raudenbush, S. (2004). What Are Value-Added Models Estimating and What Does This Imply for Statistical Practice?. Journal of Educational and Behavioral Statistics, 29(1), 121–129.
Raudenbush, S., & Bryk, A. (2002). Hierarchical Linear Models: Applications and Data Analysis Methods (2a ed.). Thousand Oaks, CA: Sage Publications.
Raudenbush, S., & Willms J. (1995). The estimation of school effects. Journal of Educational and Behavioral Statistics, 20(4), 307-335.
Romer, P. (1990). Endogenous technological change. Journal of Political Economy, 99(5), 71-102.
San Martin, E., & Carrasco, A. (2012). Clasificación de escuelas en la nueva institucionalidad educativa: contribución de modelos de valor agregado para una responsabilización justa. Centro de Políticas Públicas Universidad Católica de Chile, 7(53), 1-16 Recuperado de http://politicaspublicas.uc.cl/wp-content/uploads/2015/02/descargar-clasificacion-de-escuelas-enla-nueva-institucionalidad-educativa.pdf
Sanders, W. (2000). Value Added Assessment from Student Achievement Data, Opportunities and Hurdles. Journal of Personnel Evaluation in Education, 14(4), 329-339.
Smith A. (1973). A general Bayesian linear model. Journal of the Royal Statistical Society. Series B, 35(1), 67-75.
Benhabib, J., & Spiegel, M. (1994). The role of human capital in Economic development: Evidence from aggregate cross – country data. Journal of Monetary Economics, 34(2), 143–174. doi:10.1016/0304-3932(94)90047-7.
Birdsall, N., Ross, D. & Sabot, R. (1997). Education, Growth and Inequality. In N. Birdsall y F. Jaspersen (Eds.), Pathways to Growth (pp. 93-127). Washington, D.C.: Inter-American Development Bank.
Bleakey, H., & Chin, A. (2004). Language skills and earnings: evidence for childhood immigrants. The Review of Economics and Statistics, 86(2), 481–496. doi:10.1162/003465304323031067.
Bogoya, J. D., & Bogoya, J. M. (2013). An academic value-added mathematical model for higher education in Colombia. Ingeniería e Investigación. 33(2), 76–81. Recuperado de http://www.revistas.unal.edu.co/index.php/ingeinv/rt/printerFriendly/39521/42363
Bryk, A., & Raudenbush, S. (1992). Hierarchical Linear Models: Applications and Data Analysis Methods. Newbury Park, C.A.: Sage Publications.
Chiswick, B. (1998). Hebrew Language Use. Journal of Population Economics, 11(2),253-71.
Chiswick, B., Patrinos, A., & Hurst, M. (2000). Indigenous Language Skills and the Labor Market in a Developing Economy: Bolivia. Economic Development and Cultural Change, 48(2), 347-67. doi:
doi:10.1086/452462.
Courgeau, D. (2007). Multilevel synthesis.Dordrecht: Springer – Verlag.
Crystal, D. (2003). English as a global language.Cambridge: Cambridge University Press.
Draper, D. (1995). Inference and hierarchical modeling in social sciences. Journal of Educational and Behavioral Statistics, 20(2), 115-149.
Education First. (2014). English Proficiency Index. Recuperado de http://www.ef.com.co/epi/
Fandiño, Y., Bermúdez, J., & Lugo, V. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educ. 15(3),363-381.
Fondo Monetario Internacional (2016). World Economic Outlook Database. Recuperado de http://www.imf.org/external/pubs/ft/
weo/2016/01/weodata/index.aspx
Goldstein, H. (2001). Using pupil performance data for judging school and teachers: scope and limitations. British Educational Research Journal, 27(4), 433-442.
Goldstein, H., Huiqi, P., Rtah, T., & Hill, N. (2000). The use of value-added informationin judging school performance. Perspectives on Education Policy. Londres: Institute of Education; University of London.
Goldstein, H., & Spiegelhalter, D. (1996). League tables and their limitations: statistical issues in comparison of institutional performance. Journal of the Royal Statistical Society. Series A, 159(3), 385-443.
Graddol, D. (2006). English Next. Londres: British Council.
Hall, R., & Jones, C. (1999). Why do some countries produce so much more output per worker tan others?. Quarterly Journal of Economics, 114(1), 83-116.
Hanushek, E., Kain, J., Rivkin, S., & Branch, G. (2005). Charter School Quality and Parental Decision Making with School Choice (National Bureau of Economic Research, Workinkg paper No. 11252). Cambridge. Recuperado de http://www.nber.org/papers/w11252.pdf
Helliwell, J. (1999). Language and Trade. En A. Breton (Ed.). Exploring the economics of Language (pp. 5-30). Canadá: Canada Heritage.
Instituto Colombiano para la Evaluación de la Educación -[ICFES](2015). Bases de datos. Recuperado de: http://www.icfes.gov.co/index.php/investigadoresposgrado/acceso-a-bases-de-datos.
Instituto Nacional de Estadística e Informática de Perú -[INEI]. (2014). Indicadores de educación por departamentos. Recuperado de: https://www.inei.gob.pe/media/MenuRecursivo/publicaciones_digitales/Est/Lib1293/index.html.
Keller, W. (2002). Geographical Localization of International Technology Diffusion. American Economic Review, 92(1), 120 – 142.
Lee, C. G. (2009). English language and economic growth: Cross country empirical evidence. Journal of Economic and Social Studies, 2(1), 5-20.
Ley 115 de 1994. Por la cual se expide la ley general de educación. Diario Oficial No.41.214. Congreso de la República de Colombia, febrero de 1994.
Lindley, D., y Smith, A. (1972). Bayes estimates for the linear model. Journal of the Royal Statistical Society. Series B, 34(1), 1-41.
Longford, N.T. (1993). Random Coefficient models. Oxford. Clarendon Press.
Lucas, R. (1989). On the Mechanics of Economic Development. Journal of Monetary Economics, 22, 3-42.
Mankiw, N., Romer, D., & Weil, D. (1992). A contribution to the empirics of economic growth. Quarterly Journal of Economics, 107(2), 407-437.
Manzi, J., San Martin, E., & Van Bellegem, S. (2014). School system evaluation by value added analysis under endogeneity. Psychometrika, 79(1), 130-153.
Marschan, R., Welch, D., & Welch, L. (1997). Language: The Forgotten Factor in Multinational Management. European Management Journal, 15(5), 591-98. doi:10.1016/S0263-2373(97)00038-8.
Mcfrey, D., Lockwood, J., Koretz, D., Louis, T., & Hamilton, L. (2004). Models for Value-Added Modeling of Teacher Effects. Journal of Education and Behavoir Statistics, 29(1), 67–101. doi: 10.3102/10769986029001067.
McMahon, W. (1999). Education and Development. Oxford: Oxford University Press.
Meghir, C., & Rivkin, S. (2011). Econometric Methods for research in Education. Handbook of the Economics of Education, 3, 1-87.
Meyer, R. (1997). Value-Added Indicators of School Performance: A Primer. Economics of Education Review, 16(3), 283–301.
Ministerio de Educación Nacional – [MEN]. (2006). Estándares básicos en competencias en lengua extranjera. Recuperado de: http://www.colombiaaprende.edu.co/html/mediateca/1607/articles-115375_archivo.pdf
Organización para la Cooperación y el Desarrollo Económico –[OECD]. (2013). Assessment of Higher Education Learning Outcomes AHELO (Feasibility Study Report. Vol. 2- Data Analysis and National Experiences). Recuperado de http://www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume2.pdf
Pecorari, D., Shaw, P, Malsmtrom, H., & Irvine, A. (2011). Teachers of english to speakers of other languages. TESOL Quarterly, 45(2), 313-333.
Rabe–Hesketh, S., & Skrondal, A. (2012). Multilevel and Longitudinal Modeling using Stata (Vol. 1, 3a ed.) Texas: College Station.
Raudenbush, S. (2004). What Are Value-Added Models Estimating and What Does This Imply for Statistical Practice?. Journal of Educational and Behavioral Statistics, 29(1), 121–129.
Raudenbush, S., & Bryk, A. (2002). Hierarchical Linear Models: Applications and Data Analysis Methods (2a ed.). Thousand Oaks, CA: Sage Publications.
Raudenbush, S., & Willms J. (1995). The estimation of school effects. Journal of Educational and Behavioral Statistics, 20(4), 307-335.
Romer, P. (1990). Endogenous technological change. Journal of Political Economy, 99(5), 71-102.
San Martin, E., & Carrasco, A. (2012). Clasificación de escuelas en la nueva institucionalidad educativa: contribución de modelos de valor agregado para una responsabilización justa. Centro de Políticas Públicas Universidad Católica de Chile, 7(53), 1-16 Recuperado de http://politicaspublicas.uc.cl/wp-content/uploads/2015/02/descargar-clasificacion-de-escuelas-enla-nueva-institucionalidad-educativa.pdf
Sanders, W. (2000). Value Added Assessment from Student Achievement Data, Opportunities and Hurdles. Journal of Personnel Evaluation in Education, 14(4), 329-339.
Smith A. (1973). A general Bayesian linear model. Journal of the Royal Statistical Society. Series B, 35(1), 67-75.
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