Governance and Performance of Education Systems

2007 ◽  
Keyword(s):  
Education Systems ◽  
And Performance

scholarly journals Effect of innovating the evaluative strategy on the motivation and performance of students in pilot plant practices for the development of new food products.

2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Carmen Andrés Jiménez
Keyword(s):  
Distance Education ◽  
Costa Rica ◽  
Pilot Plant ◽  
Formative Evaluation ◽  
State University ◽  
Improve Performance ◽  
Education Systems ◽  
Innovative Strategy ◽  
Evaluation Strategies ◽  
And Performance

Innovative evaluation strategies are necessary in distance education systems, specially in higher levels, in which students are more critical and demanding. The objective of this study was to determine how an innovative evaluative strategy influenced students' motivation and performance in a pilot course (Distance State University, Costa Rica). For this I applied a survey to the 14 students -aged 22 to 45 years- who took the course from 2014 to 2016. Students were highly satisfied with this innovative strategy, since it challenged them into being better professionals, which coincide with similar studies. In 2 practices, out of 4, performance was higher in 2016 than in 2014 and 2015, years where the innovation was not implemented. To improve performance and motivation, I recommend using this strategy in other courses that have practice in pilot plants, and to create a culture in which students receive a more formative evaluation.

Analysing the determinants of higher education systems’ performance–a structural equation modelling approach

2019 ◽  
Vol 46 (6) ◽  
pp. 834-852 ◽  
Author(s):  
Tommaso Agasisti ◽  
Alice Bertoletti
Keyword(s):  
Higher Education ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Research Performance ◽  
Empirical Work ◽  
Education Systems ◽  
Data Set ◽  
Higher Education Systems ◽  
Equation Modelling ◽  
And Performance

Abstract This article deals with the relationships between the performance of higher education systems (HESs) and their potential determinants. The research employed data relating to twenty-nine European countries, within a time span of 15 years. The empirical work is based on a conceptual framework that has been tested through Structural Equation Modelling. The data was selected from a novel data set that we have built by gathering HES indicators from the major international databases. Among the more noteworthy results, we found no statistically significant correlation between graduation rates and research performance. Additionally, we found a moderate effect of public expenditure on HES performance. The article addresses the issue of the lack of a comprehensive set of systemic indicators for HES performance, providing a holistic picture of the relationship between HES determinants and performance, which, in turn, could help to provide an adequate evaluation of the policies in the field of higher education.

Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning

2021 ◽  
Author(s):  
Jonathan London
Keyword(s):  
Political Economy ◽  
Learning Outcomes ◽  
The Political ◽  
Social Environments ◽  
Education Systems ◽  
Public Governance ◽  
Cultural Elements ◽  
National Priority ◽  
And Performance ◽  
Political Commitments

Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.

scholarly journals Koblinger mellem økonomi og uddannelse

2019 ◽  
pp. 18-42
Author(s):  
Christian Ydesen ◽  
Karen E. Andreasen
Keyword(s):  
Performance Measurement ◽  
Welfare States ◽  
Access To Education ◽  
World War ◽  
Education Systems ◽  
Considerable Impact ◽  
School Pedagogy ◽  
And Performance ◽  
Post War ◽  
Accountability Practices

Public administration of education systems after World War Two has been characterized by the increasing involvement of various forms of evaluation and performance measurement. By taking up such a central role, the various forms have had considerable impact on school pedagogy. At the same time, education systems have more and more come to be seen as levers for economic growth and prosperity, which in turn has strengthened and expanded these practices of evaluation and performance measurement. We argue that post-war educational accountability practices have taken on a new character where quantification, in light of economic concerns, gradually have taken pride of place. Paradoxically, the emerging welfare states have been committed to democratic ideals about inclusion and equal access to education. Such ideals are naturally followed by questions about social differentiation; and in that sense, they question whether an economistic approach to education in fact challenges the democratic values and processes expressed in the very purpose of education. Using Denmark as an example, the article explores these processes and questions by looking at the development and historical roots of the Danish public-school system.

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