Political Institutions and Policy Outcomes in Colombia: the Effects of the 1991 Constitution

Abstract: The 1991 Colombian constitution strengthened the checks and balances of the political system by enhancing the role of Congress and the Constitutional Court, while somewhat limiting the powers of the president (who nonetheless remains extremely powerful even for Latin American standards). As a consequence of the larger number of relevant players, and the removal of barriers that restricted political participation, the political system gained in terms of representation. However, political transaction costs increased, making cooperation harder to achieve. We show that this has been typically the case of fiscal policy, where the use of rigid rules, the constitutionalization of some policies, and reduction in legislative success rates -due to the presence of a more divided and fragmented congress- have limited the adaptability and flexibility of policies. In contrast, in other areas of policy -such as monetary policy and regulation of public utilities- that were formally delegated to the technocracy, policies have been more adaptable to economic shocks, delivering better outcomes.Instituciones políticas, Política fiscal, Participación política.Political institutions, policymaking, policy outcomes

Political Institutions and Policy Outcomes in Colombia: The Effects of the 1991 Constitution

The 1991 Colombian Constitution strengthened the checks and balances of the political system by enhancing the role of Congress and the Constitutional Court, while somewhat limiting the powers of the President (who nonetheless remains extremely powerful even by Latin American standards). As a consequence of the larger number of relevant players, and the removal of barriers that restricted political participation, the political system has gained in terms of representation. However, political transaction costs have increased, making cooperation harder to achieve. We show that this has been typically the case in fiscal policy, where the use of rigid rules, the constitutionalization of some policies, and a reduction in legislative success rates-due to the presence of a more divided and fragmented Congress-have limited the adaptability and flexibility of policies. In contrast, in other areas of policy that were formally delegated to the technocracy, such as monetary policy and regulation of public utilities, policies have been more adaptable to economic shocks, delivering better outcomes.

The Unrealized Potential of Presidential Coalitions in Colombia

This chapter analyzes the current Colombian legislative process in terms of the input and output of the legislative agenda during four presidential periods (1998–2014). During this time, the electoral and party system changed significantly, while presidential constitutional power and the internal rules of Congress remained unchanged. Importantly, changes in Colombia’s party system have coincided with the formation of multi-party coalition cabinets. However, this chapter shows that the growth in such coalitions does not lead to any additional advantages for these presidents. It argues two main factors explain this outcome: first, legislators face incentives to focus on developing personal constituencies rather than supporting their party’s collective agenda; second, decentralized formal institutional rules in Congress empower deputies to influence both the agenda and the content of bills, which affects the legislative efficiency of the governing coalition. As a result, executive failures remain just as frequent despite large and increasingly formalized coalitions

When's the party (or coalition)? Agenda-setting in a highly fragmented, decentralized legislature

This paper examines committee behavior in Colombia to determine whether parties or coalitions exert agenda-setting powers despite the fact that the formal rules seemingly create little incentive for cooperation. Colombia’s party system is extremely fragmented, electoral volatility is high, and there is a long history of candidate-centered electoral rules, all of which suggests that party and coalition leaders have few tools to control the legislative agenda. Additionally, chairs do not directly control committee reports as in other presidential cases. However, the naming of ponentes (rapporteurs) to write ponencias (bill reports) for the committee may give leaders the opportunity to set the agendas in committees. Hence, we test whether committee chairs strategically name ponentes to control the agenda and favor their partisan or coalition interests. We test these ideas using a unique dataset covering two complete legislative sessions and thousands of bills. Overall, we find that committee chairs use the ponente process to set the agenda and privilege legislation sponsored by allies, especially the executive.Este artículo examina el comportamiento de las comisiones permanentes en Colombia para determinar si los partidos o coaliciones ejercitan su poder de agenda, a pesar de que las reglas formales generen pocos incentivos a la cooperación. El sistema de partidos colombiano ha sido extremadamente fragmentado, la volatilidad electoral ha sido alta, con una historia significativa de personalización de la política. Todo esto sugiere que los partidos y los líderes de coalición tienen pocas herramientas para controlar la agenda legislativa. Adicionalmente, los presidentes de comisión no controlan directamente los informes emitidos por las comisiones, como lo es en otros casos presidenciales. No obstante, el nombramiento de ponentes puede dar una oportunidad estratégica a los líderes. En este artículo, evaluamos si los presidentes de comisión escogen estratégicamente los ponentes para ejercer control sobre la agenda, y así favorecer sus intereses partidarios o de coalición. Analizando dos periodos legislativos, encontramos que efectivamente los presidentes de comisión utilizan su poder de elegir a los ponentes como una forma de favorecer sus intereses de partido/coalición, privilegiando la legislación de origen ejecutivo, y de sus co-partidarios

El retiro discrecional de miembros de las fuerzas militares

El objetivo del presente artículo es analizar y demostrar cómo la facultad discrecional que tiene el nominador cuando es aplicada indebidamente como una causal de retiro, permite la desviación de poder y, por lo tanto, genera inestabilidad laboral e inseguridad jurídica, conllevando a posibles infracciones a derechos constitucionales para aquellos hombres que prestan sus servicios en beneficio del interés general, protegiendo la soberanía, el territorio y salvaguardando la población civil . Se pretende establecer las posturas de la Corte Constitucional, el Consejo de Estado y la aplicación del Régimen de Carrera para el personal de las Fuerzas Militares, bajo 1) La jurisprudencia de la Corte Constitucional y el Consejo de Estado, 2) Conceptos de discrecionalidad en la doctrina administrativa y 3) algunos pronunciamientos de la Corte Interamericana de Derechos Humanos, y algunas recomendaciones

Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study

Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning (SRL vs. ERL; 2017) has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation (SRB), regulatory teaching (RT), and metacognitive study control strategies (SRS). Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulation variables in learning [regulation (SRL)/non-regulation (NRL)/dysregulation (DRL)]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation (ERL) not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed.University of Navarre (Ministry of Science and Education, Spain) PGC2018094672-B-I00University of Almeria, Spain UAL18-SEJ-DO31-AFEDEREuropean Social Fund (ESF)Spanish Government PRE2019-08747

La medición de la alianza de trabajo en la supervisión clínica: adaptación al español del Working Alliance Inventory of Supervisory Relationships (WAI-SR)

La presente investigación tuvo como objetivo realizar la adaptación al español de un instrumento que midiese la alianza de trabajo en la supervisión clínica. El Inventario de Alianza de Trabajo-Relaciones de Supervisión (WAI-SR) fue aplicado a 197 participantes practicantes de psicología clínica en cuatro Universidades de Bogotá. A través del análisis psicométrico se pudo establecer que el instrumento cumple con criterios de validez y confiabilidad significativos; se encontró un alfa de cronbach de .96 y se realizó un análisis factorial limitado a tres factores con el fin de conservar elementos significativos de la investigación de la que surgió el instrumento original la cual se basó en la teoría de alianza de trabajo propuesta por Edward Bordin en la que se divide este proceso en tres factores: metas, tareas y vínculo. La existencia de este instrumento al español servirá como una herramienta de evaluación y retroalimentación para supervisores y universidades que estén interesados en promover espacios de formación eficaces.Abstract: The principal aim of this research was to perform an adaptation of an instrument that measures was applied to 197 participants who were doing their practices in clinical psychology at four universities in Bogota. Through psychometric analysis it was established that the instrument meets significant criteria of validity and reliability; Cronbach's alpha was .96, and it was made an a factor analysis limited to three factors in order to preserve relevant elements of the research of the original instrument, which was based on the theory of working alliance by Edward Bordin in which this process is divided into three factors: goals, tasks and bond. The existence of this Spanish instrument would serve as a tool of evaluation and feedback to supervisors and universities that are interested in promoting opportunities for more effective trainings.Maestrí

¿Degradación inevitable? Un análisis de la cuenca del Magdalena desde los dilemas de acción colectiva

Introducción Colombia, para sus ciudadanos y para el ámbito internacional, se ha caracterizado como un país con una riqueza ambiental importante. Sin embargo, la situación ha cambiado de forma sustancial. La depredación de recursos naturales y el uso indiscriminado de fuentes de recursos renovables y no renovables, han generado como resultado una fuerte crisis ambiental que no parece tener solución en el corto plazo. Este trabajo pretende aportar al análisis de esta situación a partir de la t..

Tendencias teóricas y metodológicas de educación ambiental en el ámbito escolar de Latinoamérica 1991-2007

Enfermero (a)Pregrad

Ensino da Ecologia no Pátio Escolar (EEPE): Uma experiência educativa com insetos aquáticos

Educational experiences are spaces for continuous reflection on the teaching-learning process. Each of the educational experiences is given in a particular context and is made possible by the interaction between each of the subjects. The objective of this work was to characterize and strengthen the scientific skills of students, using aquatic insects as thematic axis from workshops designed and structured in the methodology Teaching of Ecology in the School Yard (EEPE in spanish). Likewise, this paper presents a reflection on the educational experience that was carried out with primary school students at Institución Educativa Departamental Integrada La Calera, Cundinamarca, Colombia. The continuous teaching-learning process in the educational experience showed a high level of motivation, curiosity, observation and reflection in the students, strengthening their scientific skills in each of the activities. The workshops based on the EEPE methodology are an adequate didactic and pedagogical resource that allows constant and participatory reflection in educational spaces and experiences.Las experiencias educativas son espacios de reflexión continua del proceso enseñanza-aprendizaje. Cada una de las experiencias educativas está dada en un contexto particular y se posibilita por la interacción entre cada uno de los sujetos. El objetivo de este trabajo fue caracterizar y fortalecer las habilidades científicas de los estudiantes, empleando los insectos acuáticos como eje temático a partir de talleres diseñados y estructurados con la metodología Enseñanza de la Ecología en el Patio de la Escuela (EEPE). Así mismo, este trabajo presenta reflexiones sobre la experiencia educativa que se realizó con estudiantes de primaria de la Institución Educativa Departamental Integrada La Calera, Cundinamarca, Colombia. El proceso continuo de enseñanza-aprendizaje en la experiencia educativa evidenció una alta motivación, curiosidad, observación y reflexión en los estudiantes, fortaleciendo sus habilidades científicas en cada una de las actividades. Los talleres basados en la metodología EEPE, son un recurso didáctico y pedagógico adecuado que permite una reflexión constante y participativa en los espacios y experiencias educativas.    As experiências educativas são espaços de reflexão continua sobre o processo de ensino-aprendizagem. Cada uma das experiências educativas pode se dar num contexto particular e é possibilitada pela interação entre cada um dos sujeitos. O objetivo deste trabalho foi caracterizar e fortalecer as habilidades científicas dos alunos, utilizando insetos aquáticos como eixo temático a partir de oficinas pensadas e estruturadas na metodologia do Ensino de Ecologia no Pátio da Escola (EEPE). Da mesma maneira, este artigo apresenta uma reflexão sobre a experiência educativa que foi realizada com alunos do ensino fundamental da Institución Educativa Departamental Integrada La Calera, Cundinamarca, Colombia.O processo contínuo de ensino-aprendizagem na experiência educativa evidenciou uma elevada motivação, curiosidade, observação e reflexão nos alunos, reforçando as suas competências cientifias em cada uma das atividades. As oficinas baseadas na metodologia EEPE são um recurso didático e pedagógico adequado que permite uma reflexão constante e participativa em espaços e experiências educativas