CLC-Conference-Proceeding-2018

Recommendations

Info

sustainability performance on the island (Emery, Fey & Flora, 2006). This framework is used widely in regional and community development practice as a tool for identifying assets and integrating them as strategies in a system of sustainability. enables people to work, earn a living and lead in a new economy; (d) Cultural/Social capital in terms of the creation and sustainability of networks and relationships of trust and reciprocity that enable people and organizations to collaborate; and (e) Natural capital as it relates to access to key environmental resources, such as water, agriculture, land, clean air, fisheries, and forests, all within the context of research, development and applied learning. (Brereton & Pattenden, 2007; Emery, Fey & Flora, 2006) Colleges and universities are important anchors in bridging these capitals to create opportunity, build the capacity of people, and engage the private and public sectors, and foster innovation and change. In any economic model with potential for success, the role of higher education institutions in knowledge creation, knowledge transfer, community revitalization, and human capital development must be placed front and center. When applied to the higher education sector, these assets provide a compass for identifying strengths and opportunities within the context of the challenges facing Puerto Rico, as follows: (a) Political/Financial capital in terms of income, political connections and financial resources available or with potential to be generated; (b) Built capital refers to the physical infrastructure, such as buildings and technology available for community as well as resources for business development, community building and resources generated through public/private partnerships for development; (c) Human/Intellectual capital as it relates to the skills and knowledge that The Higher Education sector as an asset The Higher Education sector occupies an important role in the economic stability of the Island. Education in Puerto Rico has long been considered a gateway to upward social mobility for individuals from lower socioeconomic backgrounds, and as a way of improving social advantages. With the increase in the number of young people entering the university, the higher education system has reached a saturation point for several decades.
The expansion witnessed in participation rates over the last few decades has largely been achieved by a modest broadening of the base of the undergraduate population in terms of social class. It was not long ago that Puerto Rico was making great strides in educating its citizens. According to a Brookings Institute study (2006) from 1960 to 2000, “the average schooling of Puerto Ricans 25 years or older increased from 6.2 years to 11 years: an achievement unmatched by any other country in the world”. (Ladd, & Rivera- Batiz, 2006) The level of educational attainment of Puerto Ricans in the Island has steadily increased in the last decade. represented the best strategy for sustaining the Island and progressing into the future. A highly educated workforce was in part a significant incentive for US companies, especially pharmaceutical and high-tech companies, like Hewlett Packard, to establish operations on the Island. Universities, such as the University of Puerto Rico Mayaguez Campus and the Polytechnic University became important developers of human and intellectual capital and have been effective in preparing productive workers with the necessary levels of competency and skill to thrive in the private sector and STEM focused industries. The significance of this human asset is reflected in the investment per student at Public Institutions of Higher Education in Puerto Rico (mostly the University of Puerto Rico (UPR)). In 2010, UPR invested $23,450 per student. Although this number is significantly lower than the investment per student at public research universities in the U.S. ($43,250) for the same year, it must be understood that the difference reflects the higher GNP per capita of the U.S. relative to Puerto Rico. The level of schooling of Puerto Ricans exceeds that of the best educated countries in Latin America and is one year below the U.S. level at 12.5 years. (Collins, Bosworth, & Soto-Class, 2006) This is the kind of indicator that compares favorably with the Organization for Economic Cooperation and Development (OECD) countries and places Puerto Rico in a competitive position. Throughout its history, Puerto Rico has invested in education as it has always
Page 1 and 2: Anchor Institutions Advancing Local
Page 3 and 4: Matthew Closter MPA, MS, Senior Res
Page 5 and 6: Table of Contents Conference Procee
Page 7 and 8: towards a more balanced and just sy
Page 9 and 10: Dr. Santiago has also extended part
Page 11 and 12: Weathering the Storm - Challenges f
Page 13 and 14: from 2001- 2016. For the 2016-2017
Page 15: This will require rethinking on how
Page 19 and 20: viable contributor to community and
Page 21 and 22: illion to provide relief to Puerto
Page 23 and 24: Puerto Rico Higher education system
Page 25 and 26: Hernandez, J. C., Roman, W., Blas,
Page 27 and 28: The sustainability of the higher ed
Page 29 and 30: 2) Universities as a place for acce
Page 31 and 32: 4) Education and Infrastructure. Th
Page 33 and 34: service facilities, a lake, a golf
Page 35 and 36: There is a considerable skills mism
Page 37 and 38: A Partnership for the Empowerment o
Page 39 and 40: expand their knowledge and practica
Page 41 and 42: Although vast experience is gained
Page 43 and 44: It is easy to appreciate the comple
Page 45 and 46: Cooperatives and Local Development
Page 47 and 48: Continuing in the search for new wa
Page 49 and 50: espectively by the Ministerio de la
Page 51 and 52: The establishment of cooperatives m
Page 53 and 54: the citizen’s new situation, a ne
Page 55 and 56: Díaz, B. (1998). El Enfoque Partic
Page 57 and 58: achievement of its goals and object
Page 59 and 60: providing psychopedagogical care to
Page 61 and 62: educational actions, with the colla
Page 63 and 64: do this, two instruments were devel
Page 65 and 66: Figure 1 a and b: Synthesis maps of
Page 67 and 68:
The social situation of Cuban child
Page 69 and 70:
development of these programs and t
Page 71 and 72:
and social lives. The country's soc
Page 73 and 74:
with the ethical and moral values o
Page 75 and 76:
unfavorable to their development an
Page 77 and 78:
Role of Universities in the Creatio
Page 79 and 80:
comprised of representatives of sch
Page 81 and 82:
interdisciplinary master’s degree
Page 83 and 84:
Nonnegative matrix factorizations:
Page 85 and 86:
e obtained as the sum of matrices o
Page 87 and 88:
As is usual in Mathematics, when de
Page 89 and 90:
The stop function finds the zero or
Page 91 and 92:
The values of the pixels of brightn
Page 93 and 94:
REFERENCES i G. H. Golub and C. F.
Page 95 and 96:
The Architecture of Inclusion in An
Page 97 and 98:
A central focus of NCLC’s program
Page 99 and 100:
consider how to best support the en
Page 101 and 102:
University-Community Partnerships i
Page 103 and 104:
nutritional practices in the commun
Page 105 and 106:
and non-profits, and residents, cha
Page 107 and 108:
When institutions openly pursue com
Page 109 and 110:
home, and its home is the neighborl
Page 111 and 112:
their collective expertise to evalu
Page 113 and 114:
collection capacity as well as staf
Page 115 and 116:
mission. Moreover, when factoring i
Page 117 and 118:
the proposed Early Childhood and Co
show all

CLC-Conference-Proceeding-2018

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?