This work aims to determine the existence of educational imbalances in higher-education graduates in Colombia. Educational imbalance is defined as the difference between the schooling level and the level required to perform in a job position. When the former is higher than the latter, it implies the existence of over-education; the opposite case implies under-education. The results indicate that 41.87% of graduates have some imbalance with higher numbers of under-educated graduates. Based on a multinomial logit model the variables influencing the probability of being either over-educated or under-educated were identified. Having earned a technician or technologist degree, living in the Central-East region, and work experience increase the probability of being under-educated. On the other hand, being a man and having an increasingly higher schooling increase the probability of being over-educated

This article aims to measure the gender gap in mathematics based on standardized tests in Colombia, which are presented at the end of high school and higher education. Data from the Instituto Colombiano para la Evaluación de la Educación (ICFES) corresponding to the results of the Saber 11 and Saber Pro tests are used. Based on a fixed effects model, it was found that higher education contributes significantly to the reduction of the gap in math and that this reduction is greater among students who chose careers in Science, Technology, Engineering and Mathematics (STEM) than those students who did not (not STEM). These results can serve as input for decision making on educational policy, and even on labor policy.

La inversión extranjera directa es una forma que tienen los gobiernos para establecer relaciones internacionales con el resto del mundo y con esto acceder a mercados de capital que contribuyan al crecimiento económico y faciliten la transferencia de tecnología en países en vía de desarrollo. Larealización de este artículo se enfocó en la incidencia que tuvo la Inversión Extranjera Directa (IED) sobre el crecimiento económico en América Latina en el periodo 1981-2013.

Tras abordar la relación existente entre policía y régimen político y describir las características fundamentales del modelo de policía que requiere la democracia, este artículo pretende plantear un modelo de medición del desempeño policial democrático que permita a los países monitorear los avances y/o retrocesos que al respecto presentan los cuerpos policiales. Para ello propone el Índice de Desempeño Policial Democrático, constituido por tres dimensiones: efectividad policial, legitimidad policial y legalidad policial.