The impact of higher education in transition students-graduates in socio economic level and employment: Colombian case
The objective of this article is to examine how higher education contributes to students' employment rates and socioeconomic standing once they graduate. A literature review has been conducted, looking to identify the main particularities that exist in the study of higher education’s impact in...
- Autores:
-
Moreno-Gómez, Jorge
NAVARRO, EVARISTO
Silvera Hernández, Lesly
Misat Gomez, Giovanny de Jesus
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2025
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/14171
- Acceso en línea:
- https://hdl.handle.net/11323/14171
https://repositorio.cuc.edu.co/
- Palabra clave:
- Education
Socioeconomic
Employment
Higher education
Gender
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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The impact of higher education in transition students-graduates in socio economic level and employment: Colombian case |
| title |
The impact of higher education in transition students-graduates in socio economic level and employment: Colombian case |
| spellingShingle |
The impact of higher education in transition students-graduates in socio economic level and employment: Colombian case Education Socioeconomic Employment Higher education Gender |
| title_short |
The impact of higher education in transition students-graduates in socio economic level and employment: Colombian case |
| title_full |
The impact of higher education in transition students-graduates in socio economic level and employment: Colombian case |
| title_fullStr |
The impact of higher education in transition students-graduates in socio economic level and employment: Colombian case |
| title_full_unstemmed |
The impact of higher education in transition students-graduates in socio economic level and employment: Colombian case |
| title_sort |
The impact of higher education in transition students-graduates in socio economic level and employment: Colombian case |
| dc.creator.fl_str_mv |
Moreno-Gómez, Jorge NAVARRO, EVARISTO Silvera Hernández, Lesly Misat Gomez, Giovanny de Jesus |
| dc.contributor.author.none.fl_str_mv |
Moreno-Gómez, Jorge NAVARRO, EVARISTO Silvera Hernández, Lesly Misat Gomez, Giovanny de Jesus |
| dc.subject.proposal.eng.fl_str_mv |
Education Socioeconomic Employment Higher education Gender |
| topic |
Education Socioeconomic Employment Higher education Gender |
| description |
The objective of this article is to examine how higher education contributes to students' employment rates and socioeconomic standing once they graduate. A literature review has been conducted, looking to identify the main particularities that exist in the study of higher education’s impact in the employment and social status. For the empirical application this study uses a unique primary dataset that includes information about their employment status and socioeconomic standing at the start and at the end of their studies between 2016 and 2021 for 5400 students at Universidad de la Costa. This study employs a multinomial logit model, the result shows that the transition of student-graduates’ increases (from 12.4% to 44.4%) the number of persons who are employed when they obtain their degrees. In contrast with the evidence showing significant changes in socio-economic level, there are no significant differences between men and women regarding employment status. The findings of this paper offer relevant information to government and education policymaker to design strategies that promote the higher education in Colombia |
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2025 |
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2025-04-25T19:08:42Z |
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2025-04-25T19:08:42Z |
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2025-02-27 |
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TEM Journal. Volume 14, Issue 1, Pages 429-437, ISSN 2217-8309, DOI: 10.18421/TEM141-38, February 2025 |
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2217-8309 |
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https://hdl.handle.net/11323/14171 |
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10.18421/TEM141-38 |
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2217-8333 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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TEM Journal. Volume 14, Issue 1, Pages 429-437, ISSN 2217-8309, DOI: 10.18421/TEM141-38, February 2025 2217-8309 10.18421/TEM141-38 2217-8333 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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eng |
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eng |
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TEM Journal |
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Daniel, H., et al. (2023). The Perceived Effects of Graduate Business Education on Personal and Professional Development: An Empirical Study. TEM Journal, 12(1) Zimmermann, S. (2008). The Institutionalization of Women’s and Gender Studies in Higher Education in Central and Eastern Europe and the Former Soviet Union: Asymmetric Politics and the Regional Transnational Configuration. East Central Europe, 34(1-2), 131-160 Doi: 10.1163/18763308-0340350102007 Ivana, D., & Dragan, M. (2015). Graduates's Satisfaction Towards Service Quality in Higher Education: An Empirical Investigation. Managerial Challenges of the Contemporary Society, 8(2), 34-38 Hartman, D. E., & Schmidt, S. L. (1995). Understanding student/alumni satisfaction from a consumer's perspective: The effects of institutional performance and program outcomes. Research in Higher Education, 36, 197-217. Doi: 10.1007/BF02207788 Monteiro, S., Almeida, L., & {FAracil, A. G. (2016). Graduates’ perceptions of competencies and preparation for labour market transition: The effect of gender and work experience during higher education. Higher Education, Skills and Work-Based Learning, 6(2), 208- 220. Doi: 10.1108/HESWBL-09-2015-0048 Espinoza, O., & McGinn, N. (2018). Graduates’ satisfaction as a measure of quality: Evidence from two programs in three Chilean universities. International Journal of Educational Research, 90, 133-143. Doi: 10.1016/j.ijer.2018.05.009 Green, H. J., Hood, M., & Neumann, D. L. (2015). Predictors of student satisfaction with university psychology courses: A review. Psychology Learning & Teaching, 14(2), 131-146. Doi: 10.1177/1475725715590959 Fugate, M., Kinicki, A. J., & Ashforth, B. E. (2004). Employability: A psycho-social construct, its dimensions, and applications. Journal of Vocational behavior, 65(1), 14-38 Tholen, G. (2014). Graduate employability and educational context: a comparison between Great Britain and the Netherlands. British Educational Research Journal, 40(1), 1-17. Doi: 10.1002/berj.3023 González-Romá, V., Gamboa, J. P., & Peiro, J. M. (2018). University graduates’ employability, employment status, and job quality. Journal of Career Development, 45(2), 132-149 Doi: 10.1177/0894845316671607 Moro-Egido, A. I., & Panades, J. (2010). An analysis of student satisfaction: Full-time vs. part-time students. Social Indicators Research, 96, 363-378. Doi: 10.1007/s11205-009-9482-1 Silvera Hernández, L., Henríquez Calvo, L., Cueto Monroy, L., & Salcedo Caballero, Y. (2021). Análisis de los factores que favorecen la satisfacción de los graduados universitarios. Revista Universidad y Sociedad, 13(6), 258-264 Kaplan, D. M. (2019). distcomp: Comparing distributions. The Stata Journal, 19(4), 832-848. Doi: 10.1177/1536867X19893626 Lafuente, M., Remesal, A., & Álvarez Valdivia, I. M. (2014). Assisting learning in e-assessment: a closer look at educational supports. Assessment & Evaluation in Higher Education, 39(4), 443-460 Doi: 10.1080/02602938.2013.848835 Einarsdottir, T. (2007). “On Different Tracks”: The Gendered Landscape of Educational and Occupational Paths Amongst European Graduates. In Careers of University Graduates: Views and Experiences in Comparative Perspectives, 179-194. Dordrecht: Springer Netherlands . Kivinen, O., & Nurmi, J. (2010). Different but equal? Assessing European dual HE systems. Higher Education, 60, 369-393. Doi: 10.1007/s10734-009-9305-y Smyth, E. (2005). Gender differentiation and early labour market integration across Europe. European Societies, 7(3), 451-479. Doi: 10.1080/14616690500194084 Lafuente, J., et al. (2012). Satisfaction with higher education of Spanish graduates in the pre-Bologna era: a mirror of employment conditions?. Journal of Further and Higher Education, 36(4), 519-534. Doi: 10.1080/0309877X.2011.643773 González-Romá, V. (2016). Leader-member exchange and organizational culture and climate. The Oxford handbook of leader-member exchange, 311-331 Mora, J. G., García-Aracil, A., & Vila, L. E. (2007). Com recompensa el mercat laboral europeu les competències dels joves graduats universitaris?. Temps d'educació, 119-138 |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) |
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Colombia |
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UIKTEN - Association for Information Communication Technology Education and Science |
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Serbia |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)© 2025 The authorshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Moreno-Gómez, Jorgevirtual::1143-1NAVARRO, EVARISTOvirtual::1140-1Silvera Hernández, Leslyvirtual::1141-1Misat Gomez, Giovanny de Jesusvirtual::1142-12025-04-25T19:08:42Z2025-04-25T19:08:42Z2025-02-27TEM Journal. Volume 14, Issue 1, Pages 429-437, ISSN 2217-8309, DOI: 10.18421/TEM141-38, February 20252217-8309https://hdl.handle.net/11323/1417110.18421/TEM141-382217-8333Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The objective of this article is to examine how higher education contributes to students' employment rates and socioeconomic standing once they graduate. A literature review has been conducted, looking to identify the main particularities that exist in the study of higher education’s impact in the employment and social status. For the empirical application this study uses a unique primary dataset that includes information about their employment status and socioeconomic standing at the start and at the end of their studies between 2016 and 2021 for 5400 students at Universidad de la Costa. This study employs a multinomial logit model, the result shows that the transition of student-graduates’ increases (from 12.4% to 44.4%) the number of persons who are employed when they obtain their degrees. In contrast with the evidence showing significant changes in socio-economic level, there are no significant differences between men and women regarding employment status. The findings of this paper offer relevant information to government and education policymaker to design strategies that promote the higher education in Colombia9 páginasapplication/pdfengUIKTEN - Association for Information Communication Technology Education and ScienceSerbiahttps://www.temjournal.com/content/141/TEMJournalFebruary2025_429_437.htmlThe impact of higher education in transition students-graduates in socio economic level and employment: Colombian caseArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85ColombiaTEM JournalDaniel, H., et al. (2023). The Perceived Effects of Graduate Business Education on Personal and Professional Development: An Empirical Study. TEM Journal, 12(1)Zimmermann, S. (2008). The Institutionalization of Women’s and Gender Studies in Higher Education in Central and Eastern Europe and the Former Soviet Union: Asymmetric Politics and the Regional Transnational Configuration. East Central Europe, 34(1-2), 131-160 Doi: 10.1163/18763308-0340350102007Ivana, D., & Dragan, M. (2015). Graduates's Satisfaction Towards Service Quality in Higher Education: An Empirical Investigation. Managerial Challenges of the Contemporary Society, 8(2), 34-38Hartman, D. E., & Schmidt, S. L. (1995). Understanding student/alumni satisfaction from a consumer's perspective: The effects of institutional performance and program outcomes. Research in Higher Education, 36, 197-217. Doi: 10.1007/BF02207788Monteiro, S., Almeida, L., & {FAracil, A. G. (2016). Graduates’ perceptions of competencies and preparation for labour market transition: The effect of gender and work experience during higher education. Higher Education, Skills and Work-Based Learning, 6(2), 208- 220. Doi: 10.1108/HESWBL-09-2015-0048Espinoza, O., & McGinn, N. (2018). Graduates’ satisfaction as a measure of quality: Evidence from two programs in three Chilean universities. International Journal of Educational Research, 90, 133-143. Doi: 10.1016/j.ijer.2018.05.009Green, H. J., Hood, M., & Neumann, D. L. (2015). Predictors of student satisfaction with university psychology courses: A review. Psychology Learning & Teaching, 14(2), 131-146. Doi: 10.1177/1475725715590959Fugate, M., Kinicki, A. J., & Ashforth, B. E. (2004). Employability: A psycho-social construct, its dimensions, and applications. Journal of Vocational behavior, 65(1), 14-38Tholen, G. (2014). Graduate employability and educational context: a comparison between Great Britain and the Netherlands. British Educational Research Journal, 40(1), 1-17. Doi: 10.1002/berj.3023González-Romá, V., Gamboa, J. P., & Peiro, J. M. (2018). University graduates’ employability, employment status, and job quality. Journal of Career Development, 45(2), 132-149 Doi: 10.1177/0894845316671607Moro-Egido, A. I., & Panades, J. (2010). An analysis of student satisfaction: Full-time vs. part-time students. Social Indicators Research, 96, 363-378. Doi: 10.1007/s11205-009-9482-1Silvera Hernández, L., Henríquez Calvo, L., Cueto Monroy, L., & Salcedo Caballero, Y. (2021). Análisis de los factores que favorecen la satisfacción de los graduados universitarios. Revista Universidad y Sociedad, 13(6), 258-264Kaplan, D. M. (2019). distcomp: Comparing distributions. The Stata Journal, 19(4), 832-848. Doi: 10.1177/1536867X19893626Lafuente, M., Remesal, A., & Álvarez Valdivia, I. M. (2014). Assisting learning in e-assessment: a closer look at educational supports. Assessment & Evaluation in Higher Education, 39(4), 443-460 Doi: 10.1080/02602938.2013.848835Einarsdottir, T. (2007). “On Different Tracks”: The Gendered Landscape of Educational and Occupational Paths Amongst European Graduates. In Careers of University Graduates: Views and Experiences in Comparative Perspectives, 179-194. Dordrecht: Springer Netherlands. Kivinen, O., & Nurmi, J. (2010). Different but equal? Assessing European dual HE systems. Higher Education, 60, 369-393. Doi: 10.1007/s10734-009-9305-ySmyth, E. (2005). Gender differentiation and early labour market integration across Europe. European Societies, 7(3), 451-479. Doi: 10.1080/14616690500194084Lafuente, J., et al. (2012). Satisfaction with higher education of Spanish graduates in the pre-Bologna era: a mirror of employment conditions?. Journal of Further and Higher Education, 36(4), 519-534. Doi: 10.1080/0309877X.2011.643773González-Romá, V. (2016). Leader-member exchange and organizational culture and climate. The Oxford handbook of leader-member exchange, 311-331Mora, J. G., García-Aracil, A., & Vila, L. E. (2007). Com recompensa el mercat laboral europeu les competències dels joves graduats universitaris?. 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ara ejercer estos derechos sobre la Obra tal y como se indica a continuación:</p>
    <ol type="a">
      <li>Reproducir la Obra, incorporar la Obra en una o más Obras Colectivas, y reproducir la Obra incorporada en las Obras Colectivas.</li>
      <li>Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.</li>
      <li>Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.</li>
    </ol>
    <p>Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).</p>
  </li>
  <br/>
  <li>
    Restricciones.
    <p>La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:</p>
    <ol type="a">
      <li>Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).</li>
      <li>Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.</li>
      <li>Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.</li>
      <li>
        Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:
        <ol type="i">
          <li>Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.</li>
          <li>Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
        </ol>
      </li>
      <li>Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
    </ol>
  </li>
  <br/>
  <li>
    Representaciones, Garantías y Limitaciones de Responsabilidad.
    <p>A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Limitación de responsabilidad.
    <p>A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Término.
    <ol type="a">
      <li>Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.</li>
      <li>Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.</li>
    </ol>
  </li>
  <br/>
  <li>
    Varios.
    <ol type="a">
      <li>Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.</li>
      <li>Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.</li>
      <li>Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.</li>
      <li>Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.</li>
    </ol>
  </li>
  <br/>
</ol>
 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