|Title||Higher education and inclusion. Case study Industrial Engineering UNIMINUTO, Sede Principal.|
|Year of Publication||2017|
|Authors||Pulido Talero, WE|
The objective was to know the impact of the expansion of coverage and permanence in higher education of low- and middle-low youth in Bogota, in improving the socio-economic level of their families, through the quantitative evaluation to students of last year (2015 and 2016) and graduates of Industrial Engineering, UNIMINUTO, Sede Principal.
The information was collected in secondary sources of the university and in surveys; the sampling was realized with the simple random probabilistic method. With the data collected, descriptive statistics and discourse analysis were performed. The inclusion and permanence of students of low and medium-low levels of industrial engineering at UNIMINUTO, Sede Principal, is mainly related to their interest in having a better job future, higher incomes, and better quality of life, as well as the costs of their studies and the time they can allocate.
At the time of joining the workforce graduates, the program is not a mere offerer of titles, but allows the development of skills that are determining in the linking and permanence of work. Studying Industrial Engineering, determines improvements in the employment relationship, social security, salary, living in a better stratum, and access to an own house.
As a result of the post-conflict reflections, the government has proposed peace, equity and education (DNP, "National Development Plan 2014-2018, 2015") as the focus of this presidential re-election period. Education is expected to be one of the axes that most impact the levels of social and economic well-being of Colombian society. Despite the efforts made in recent years in education by the government and educational institutions, families and learners, the country is still immersed in limited access to higher education and a poor impact of higher education national.
In Bogota, with a population of 8,363,782 (DANE, 2015), 564,147 young graduates (Secretary of Education of Bogotá, 2013) graduated annually, of which only 10% entered the University and only 7% entered to technical and technological education (Caracol, 2013); on the other hand, for the period 2001 to 2012 only 78% of the graduates were linked to the formal sector of the economy (68% for professional technicians, 93% for doctors) Labor Observatory for Education, 2013). The type of employment relationship is also not the most attractive, and regarding wages, for 2012, the average monthly income of a professional was $ 1,631,325 (49% higher than that of a technologist ).