Suchergebnisse

In order to propose a strategy to increase the response capacity of the Colombian Financial Sector in the face of global environmental challenges, a diagnosis was made of the state of progress in the implementation of the Green Protocol, an initiative that brings together the banking union and the national government to work on the inclusion of environmental issues in the management of the Banks in Colombia. Based on the diagnosis, it is found that the participation of banking entities in the Green Protocol has increased by 71% by 2021, compared to 2013. ; Con el objetivo de proponer una estrategia para aumentar la capacidad de respuesta del Sector Financiero Colombiano frente a los desafíos ambientales globales, se realizó un diagnóstico del estado de avance en la implementación del Protocolo Verde, iniciativa que reúne al gremio bancario y al gobierno nacional para trabajar en la inclusión de asuntos ambientales en la gestión de los Bancos en Colombia. A partir del diagnóstico se encuentra que la participación de las entidades bancarias en el Protocolo Verde ha aumentado en un 71% al año 2021, en comparación con el año 2013.

Despite the large number of studies that draw on Programme for International Student Assessment (PISA) microdata in their analyses of the determinants of educational outcomes, no more than a few consider the relevance of geographical location. In going some way to rectify this, our paper examines the differences in educational outcomes between students attending schools in rural areas and those enrolled in urban schools. We use microdata from the 2006 and 2009 PISA survey waves for Colombia. The Colombian case is particularly interesting in this regard due to the structural changes suffered by the country in recent years, both in terms of its political stability and of the educational reform measures introduced. Our descriptive analysis of the data shows that the educational outcomes of rural students are worse than those of urban students. In order to identify the factors underpinning this differential, we use the Oaxaca-Blinder decomposition and then exploit the time variation in the data using the methodology proposed by Juhn-Murphy-Pierce. Our results show that most of the differential is attributable to family characteristics as opposed to those of the school. From a policy perspective, our evidence supports actions addressed at improving conditions in the family rather than measures of positive discrimination of rural schools.

Although there are hundreds of works using PISA microdata to analyse the determinants of educational outcomes, only a few of them have considered the relevance of geography. In this paper, we focus on the analysis of differences in educational outcomes between students in rural and urban schools. Previous studies on this topic started in the United States during the eighties and they have not arrived to a sound conclusion yet. Some authors do not find significant differences between rural and urban students while others find better outcomes for urban ones. It is not clear if this gap is explained by family characteristics or it is related to lower spending in rural schools. The policy debate on how public spending in education should be distributed between rural and urban areas in developing countries is very intense, although academic studies are scarce. However, during the last decades some studies have focused on some Latinamerican countries (Argentina, Peru, Brazil, Chile and Colombia), but again, there is no consensus on the factors behind the rural-urban gap in educational outcomes. Taking into account this background, we use microdata from the 2006 and 2009 PISA waves for Colombia. The Colombian case is particularly interesting from this perspective due to the structural changes suffered by this country during the last years, both in terms of political stability and educational reforms. The descriptive analysis of the data shows that the educational outcomes of urban students are higher than the rural ones in the three subjects covered by the PISA study: Mathematics, Reading and Science in both samples. In order to identify the factors behind this differential, we apply decomposition techniques that have been extensively in Labour Economics but not so much in the context of Economics of Education. In particular, in a first step we use the Oaxaca-Blinder decomposition and, next, we exploit the time variation of the data using the methodology proposed by Juhn-Murphy-Pierce. The results show that most part of the differential is related to family characteristics more than to school characteristics. From a policy perspective, the obtained evidence support actions addressed to improve family conditions and not so much to positive discrimination of rural schools.

Paulina Ochoa Espejo is an Associate Professor of political science at Haverford College. She is the author of On Borders: Territories, Legitimacy and the Rights of Place (OUP, 2020), The Time of Popular Sovereignty: Process and the Democratic State (PSUP, 2011) and co–editor of the Oxford Handbook of Populism (2017).