Evaluación del Proyecto sobre Modelos Macroeconométricos Juan Carlos Moreno-Brid y Juan Carlos Rivas Valdivia SECMCA, San José, Costa Rica, Febrero de.

Slides:



Advertisements
Presentaciones similares
-go Verbs There is a small but very important group of verbs that we call the -go verbs. These verbs are: Conocer : to know (people) Hacer: to make/do.
Advertisements

Historia del Pensamiento Económico
Talking about weather Discussing the weather is a very human thing to do, and every language has its own way of doing it. If you think about it, the weather.
Telling Time (Cómo decir la hora). When we ask what time it is in Spanish, we say “¿Qué hora es?” Some people also say “¿Qué horas son?”
-go Verbs There is a small but very important group of verbs that we call the “-go” verbs. These verbs are: Hacer: to make/do Poner: to put Salir: to.
Helping Your Child at Home with Math Agenda Welcome and Overview Math Tools Using Math Strategies Homework Grade Level Games Closing: Mathematics Vision.
Copyright © 2008 Vista Higher Learning. All rights reserved Negative words deny the existence of people and things or contradict statements, for.
The Imperfect Tense: Regular-Irregular Verbs Page 63 Avancemos 3.
Starter: stars and wishes. Learning objectives: To use a writing frame to construct new language and memory strategies to remember it Outcome: Approximately.
PRONOMBRES DE COMPLEMENTO DIRECTO E INDIRECTO. ¿ Recuerdas? COMPLEMENTO DIRECTO Is a noun or a noun phrase that receives the action of the verb directly.
Adjective Agreement Well, the same is true of adjectives. You can’t use the exact same word to describe “mujer” that you use to describe “hombre.” Remember.
Subject Pronouns and Ser Subjects and Verbs The subject of a sentence tells us who is doing the action. The verb tells us what action is taking place.
IRREGULAR VERBS. Remember how regular verbs are formed? You drop the –ar, -er, or –ir and add the appropriate ending.
Notes #18 Numbers 31 and higher Standard 1.2
-AR Verbs In Spanish, there are three classes (or conjugations) of verbs: those that end in –AR, those that end in –ER, and those that end in –IR. This.
How to Conjugate Regular –AR – Er - IR Verbs in the Present Tense.
Subject pronouns In order to use verbs, you will need to learn about subject pronouns. A subject pronoun replaces the name or title of a person or thing.
Español 3 Sra. Carpinella.  Because each tense is used for very specific things, there are some key words that indicate whether you would use the imperfect.
Leading in Learning – Spanish Collective Memory. Plenary 1 Did you know any of the words already? If so, which? Why are the colours significant do you.
Hacer Ahora Lunes, el 7 de febrero
Nombre de equipo: abaddon Camilo ramos rojas Grupo :6 Pista # 2 Traductor y motor de búsqueda : google Miércoles 1 de septiembre 2010 Pagina de respuesta.
Unit 2A: Lesson 2 How to Talk About Your Schedule Gramática- Present tense of –ar verbs.
Digital Photography: Selfie Slides
Digital Photography: Selfie Slides Liliana Martinez 10/27/14 4b.
Digital Photography: Selfie Slides Your Name Date Class Period.
Digital Photography: Selfie Slides By: Essence L. Thomas.
¿Qué haces en la escuela? Question words, objects, yo-go’s.
¡Buenos Dias! Hoy es el 16 o 17 de septiembre Ahorita/Do Now: When do you use the following:  Un  Los  Unas  el.
Digital Photography: Selfie Slides Your Name Date Class Period.
The imperfect tense. Look at the following 3 sentences. We ate at two every day The hotel was very big I used to live with my grandparents What do they.
Formal Commands! Telling people what to do…… You speak, or you are speaking……Hablas, estás hablando This is different from telling (commanding) someone.
Los verbos Tener y Venir. Antes de empezar… Some verbs are IRREGULAR, which means that they do not follow the “rules” or patterns that we have talked.
Digital Photography: Selfie Slides Your Name Date Class Period.
-go Verbs There is a small but very important group of verbs that we call the “-go” verbs. These verbs are: Conocer : to know (people) Hacer: to make/do.
Digital Photography: Selfie Slides Makayla Hughes 10/29/ rd period.
IF Clauses. “Si” Clauses “Si” (“if”) is an adverbial conjunction, but it’s different from all other adverbial conjunctions. It NEVER gets the PRESENT.
Digital Photography: Selfie Slides Ana Hernandez 10/23/14 5th.
Digital Photography: Selfie Slides Anaiyah holiday 10/23/2014 6th.
Digital Photography: Selfie Slides
Digital Photography: Selfie Slides Caidyn Tanton 10/23/14 Period: 1.
Digital Photography: Selfie Slides
The Future Tense -original PowerPoint created by Mrs. Shirley of North Intermediate High School in Broken Arrow, OK.
Digital Photography: Selfie Slides Traci Armstrong 10/23/14 6 th period.
Digital Photography: Selfie Slides Reid Steele 10/24/14 1st.
Saber vs Conocer These two verbs are "saber" and "conocer."
CONDITIONAL PERFECT TENSE CONJUGACION
Year of Productive Diversification and Strengthening Education Topic: Greenpeace Student: Clara Flores Nilupú Teacher: Juana Castillo Agurto. Year: fourth.
Indirect Object Pronouns Original PowerPoint was by Ms. Martin of Tri-Center Community Schools.
-go Verbs There is a small but very important group of verbs that we call the “-go” verbs. These verbs are: Hacer: to make/do Poner: to put Traer: to.
Los pronombres relativos que y quien El subjuntivo en cláusulas adjetivales: con antecedentes indefinidos o que no existen.
To be, or not to be? Let’s start out with one of the most important verbs in Spanish: ser, which means “to be.”
-go Verbs There is a small but very important group of verbs that we call the “-go” verbs. These verbs are: Hacer: Poner: Salir: Tener : Traer: Venir:
La hora/Time ¿Qué hora es?.  To ask for the time in Spanish, you ask “¿Qué hora es?” or “¿Qué hora son?” Which literally translates to “What hour is.
English Language II (2). English Language I (2) Warm-up.
¡BIENVENIDOS! ALPHABET, COGNATES.. DO NOW Take five minutes to Silently and Independently fill out the calendar on your desk. Every Calendar should have:
  Jugó=he/she played  Use the preterite tense for past actions that are viewed as over and are not being connected to the present. ¿Te acuerdas?
Saber Vs. Conocer Sra. Altamirano Español II. First, we need to learn the conjugation of the verb SABER Yo sé Tú Sabes él, ella,ud. Sabe Nosotros Sabemos.
Stage 1: “My visit to the fair” / Etapa 1: “Mi visita a la feria”
The imperfect tense. Look at the following 3 sentences. We ate at two every day The hotel was very big I used to live with my grandparents What do they.
UNIVERSIDAD AUTÓNOMA DEL ESTADO DE HIDALGO ESCUELA SUPERIOR DE ZIMAPÁN Licenciatura en Derecho Logros y experiencias. Lengua extranjera. L.E.L.I. Paulina.
1 There are three basic ways to ask questions in Spanish. Can you guess what they are by looking at the photos and photo captions on this page?
To be, or not to be? Let’s start out with one of the most important verbs in Spanish: ser, which means “to be.”
To be, or not to be? Let’s start out with one of the most important verbs in Spanish: ser, which means “to be.”
First Grade Dual High Frequency Words
-er & -ir Verbs As we saw in the previous presentation, there are three conjugations of verbs in Spanish: -ar, -er, and -ir. -er and -ir verbs are often.
-ER & -IR Verbs As we saw in the previous presentation, there are three conjugations of verbs in Spanish: –AR, –ER, and –IR. -ER and –IR verbs are often.
How to write my report. Checklist – what I need to include Cover page Contents page – with sections Introduction - aims of project - background information.
Transcripción de la presentación:

Evaluación del Proyecto sobre Modelos Macroeconométricos Juan Carlos Moreno-Brid y Juan Carlos Rivas Valdivia SECMCA, San José, Costa Rica, Febrero de 2009

¿Quienes evaluaron el desarrollo del Proyecto y sus resultados? Secretaría Ejecutiva del Consejo Monetario Centroaméricano (SECMCA), Febrero de Secretaría Ejecutiva del Consejo Monetario Centroaméricano (SECMCA), Febrero de Evaluación externa: Evaluación externa: Departamento de Asuntos Económicos y Sociales (DESA), Nueva York, Diciembre de Departamento de Asuntos Económicos y Sociales (DESA), Nueva York, Diciembre de 2008.

Criterios de evaluación de la SECMCA Evaluación Cuantitativa Evaluación Cuantitativa –Organización y logística de los seminarios-taller; –Papel de los instructores; –Sobre los participantes de los bancos centrales; y, –Sobre el contenido del proyecto. Evaluación Cualitativa Evaluación Cualitativa –Modelos econométricos desarrollados; –Diseminación del contenido de los talleres; –Uso de los modelos econométricos; –Foros donde se han presentado los modelos; y, –Temas complementarios y áreas de mejora.

Calificaciones Organización y logística

Calificaciones Papel de los instructores

Calificaciones Participación de los Bancos Centrales

Calificaciones Contenido del Proyecto

Calificación global

Diseminación del Contenido de los Talleres

Uso de los modelos macroeconométricos

Foros en donde se han presentado los Modelos

Temas complementarios y áreas de mejora

Criterios de la evaluación externa de DESA Incremento en el uso de la información económica con propósitos de modelación. Incremento en el uso de la información económica con propósitos de modelación. Incremento en el uso de tecnologías de la información para análisis de política macroeconómica. Incremento en el uso de tecnologías de la información para análisis de política macroeconómica. Institucionalización de las actividades de modelación al interior de las instituciones participantes. Institucionalización de las actividades de modelación al interior de las instituciones participantes. Mejoras de cooperación sobre las políticas macroeconómicas y las técnicas econométricas entre los países de la región. Mejoras de cooperación sobre las políticas macroeconómicas y las técnicas econométricas entre los países de la región. Número de modeladores capacitados y número de aprendices potenciales dentro de las instituciones participantes. Número de modeladores capacitados y número de aprendices potenciales dentro de las instituciones participantes.

Evaluación de los cinco indicadores

Efectividad del Proyecto “Most of the main results of the project can be consulted at the following web page: (last visited in November 13, 2008). In that site one can find a list of the workshops and seminars that took place over the years (to be listed below), as well as the final macroeconomic models for each of the six countries, and for the region as a whole. The web page also contains a dozen of papers by external researchers that were invited to give a talk in some of the workshops, together with about five dozens of PowerPoint presentations by the instructors…”

Eficiencia del Proyecto “All the participants interviewed gave very high grades to the performance of the two instructors, regarding their command of the subjects, the clearness of their lectures, and their willingness to clarify any questions, whether these were expressed in class or by . This broad satisfaction is quite remarkable given that the participants had at the beginning very different backgrounds in Econometrics. Furthermore, given that most of the models produced during the project were of a monetary nature, as one would expect from central bankers, the teaching task was also complicated by the fact that the monetary regimes in the regions are quite different (among the six economies there is even one that is dollarized).”

Continuidad del Proyecto “The impact of the project among other economists in the participating countries is an important issue, but it is equally so the extents to which benefits from the project are likely to continue after its completion. Regarding this sustainability of the project, there is strong evidence that it is guaranteed for the near future. The strongest indication of that is the fact that the monetary models developed during the project are now used, with minor changes, in all the central banks in the region. As second evidence one can note that in some of the participating countries the main thrust of the project continues alive: during 2008, a year after the conclusion of the project, three different central banks pursued further research on econometric modeling with the help of the former instructors, and at their own expenses…”

Evaluación global “Judging by its effectiveness, efficiency, impact and sustainability, the project was a sound success. Two factors made this outcome even more remarkable. The fact that it was a truly regional project in which, with the help of SECMCA, all workshops and seminars were given without distinction to all the participants. And, secondly, the fact that the models produced by the project dealt mostly with monetary policy, an important area of expertise with which UN agencies are not typically associated with (although, hopefully, they might be from now on).”

Seguimiento… Fortalecer y ampliar la red de investigadores creada a partir del Proyecto. Fortalecer y ampliar la red de investigadores creada a partir del Proyecto. Mantener un foro de discusión para diferentes temas de interés para los Bancos Centrales de la región. Mantener un foro de discusión para diferentes temas de interés para los Bancos Centrales de la región. Utilizar la página WEB del Proyecto para difundir los documentos de tipo macroeconométrico elaborados por los participantes. Utilizar la página WEB del Proyecto para difundir los documentos de tipo macroeconométrico elaborados por los participantes. Difundir los documentos seleccionados de la banca central en las publicaciones de la CEPAL y del CMCA. Difundir los documentos seleccionados de la banca central en las publicaciones de la CEPAL y del CMCA. Buscar la posibilidad de ampliar los alcances del Proyecto con el establecimiento de nuevas etapas y fuentes de financiamiento. Buscar la posibilidad de ampliar los alcances del Proyecto con el establecimiento de nuevas etapas y fuentes de financiamiento.

¡ Muchas gracias!