EN CONTEXTO · Medcom Digital

César García y su candidatura a la rectoría de la Universidad de Panamá

April 9, 2026·26 min·2 clips

César García reveals 85% of annex program students study preschool and primary education, questioning where they will all find jobs.

1. EN CONTEXTO host Adela Coriad interviews César García, candidate for rector of the University of Panama and five-term former director of the Veraguas Regional University Center, via Zoom from Veraguas. 2. García is running for rector of the University of Panama for the second time, having previously led the Veraguas regional campus, which he describes as the most academically complete regional center in the system. 3. The episode focuses on García's platform for university reform, including academic offerings, governance, budget management, and infrastructure, with the host pressing for specifics. 4. García argues the University of Panama needs a transformation point after years of stagnation across its three core functions: teaching, research, and community outreach. 5. He identifies as a central problem that more than 85% of students in satellite programs are graduating in preschool and primary education degrees, leaving graduates without job placements and the university with a mismatched academic portfolio. 6. García proposes restructuring the academic offering to match national development needs, including new fields aligned with technological and scientific progress, arguing this does not necessarily require a larger budget but does require better budget execution. 7. He credits his administration at Veraguas with adding complete degree programs in nursing, pharmacy, architecture, law, and psychology — subjects that had previously only been offered for the first two years at the regional level. 8. On the university's world ranking, García says the Veraguas center contributed through its cohort of research-active faculty whose publications and doctoral degrees feed into the ranking metrics. 9. Coriad challenges García on his claim that the Veraguas center is the most developed regional campus, noting that no internal ranking system exists to verify this, and García acknowledges the University of Panama has no official internal ranking and should create one. 10. When García argues five years is enough for a rector's term, Coriad immediately confronts him with the fact that he served as regional director for over two decades, prompting his explanation of the extreme centralism that reduces regional directors to relay agents. 11. García acknowledges that clientelism exists within the University of Panama as a systemic operating mode rather than an exceptional case. 12. He describes the physical state of the main campus as an immediate priority: buildings losing water by 10 a.m., buildings without electricity, and the Simón Bolívar Library requiring buckets to collect rainwater through a leaking roof. 13. García proposes rebuilding the university's self-management capacity and its relationships with private sector organizations such as PEDE and chambers of commerce, rather than relying solely on state budget. 14. He reveals that air conditioning for the entire Veraguas center was funded by a 100,000-dollar allocation from deputy Adolfo Elías Name, which Coriad immediately questions in terms of the political exchange that typically accompanies such gifts. 15. García insists the deputy received nothing in return, a claim Coriad accepts with evident skepticism, illustrating the broader credibility challenges facing public university governance. 16. On teacher evaluation, García supports it in principle but specifies it must be formative — evaluating to improve, not to persecute — focused on classroom performance and learning quality. 17. He describes closed and non-functional cafeterias at the start of the academic year as a concrete student welfare failure, arguing cafeterias are a social service operating at a loss by design. 18. The interview has a direct and probing style; Coriad repeatedly counters García's generalities with requests for specific examples and numbers, creating a running tension between vision-level answers and operational accountability. 19. Panamanian higher education stakeholders — students, faculty, and citizens concerned with public university governance — will find the episode substantive. 20. Listeners outside Panama or those uninterested in public university administration will find limited relevance in the episode's specific institutional content.

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