A multiplicative composite indicator to evaluate educational systems in OECD countries

2021 ◽  
pp. 1-18
Author(s):  
C. Dominguez-Gil ◽  
M. M. Segovia-Gonzalez ◽  
I. Contreras
Keyword(s):  
Oecd Countries ◽  
Composite Indicator ◽  
Educational Systems

scholarly journals The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications

2021 ◽  
pp. 147490412110233
Author(s):  
Adrián Zancajo ◽  
Antoni Verger ◽  
Clara Fontdevila
Keyword(s):  
Private Schools ◽  
Public Funding ◽  
Policy Instruments ◽  
Oecd Countries ◽  
Educational Systems ◽  
Public And Private ◽  
Regulatory Governance ◽  
Public Subsidies ◽  
Private Actors ◽  
Privately Owned

The availability of public funding for private schools, in both primary and secondary education, has become a common feature in a number of OECD countries. The expansion of public subsidies for privately owned schools has consequences that go far beyond the involvement of private actors in the provision of education. These include deepening forms of regulatory governance in educational systems and the blurring of frontiers between public and private education. Public subsidies for privately owned schools have been adopted following diverse rationalities and in pursuit of different goals. In light of the diversity, this research examines the regulatory configurations of private subsidized education provision across OECD countries, from a policy instruments’ perspective. Based on a systematic review of the literature, the article identifies four models of regulation of private subsidized education, and analyses why and how these models have been problematized and have evolved accordingly. The paper pays particular attention to recent educational reforms adopted, in most cases, to tackle the equity challenges posed by publicly subsidized private provision. Finally, the paper elaborates on the implications that this form of provision has for public education and the achievement of equity goals, and reflects on the potential and limits of regulatory reforms when confronting these issues.

scholarly journals Systematic Comparative Illustration of Primary School Building Regulations in Serbia and Slovenia

2017 ◽  
Vol 13 (22) ◽  
pp. 267
Author(s):  
Sanja Stevanovic
Keyword(s):  
Primary School ◽  
International Comparison ◽  
Educational System ◽  
School Library ◽  
Oecd Countries ◽  
School Design ◽  
Individual Factors ◽  
Educational Systems ◽  
Educational Standards ◽  
Building Regulations

PISA tests provide international comparison of achieved educational standards through testing capabilities of 15-year old pupils. Serbia participates in PISA tests since 2003 and test reports show that the results of Serbian pupils are statistically significantly below the average of pupils in OECD countries. An additional concern, however, is the fact that the results of Serbian pupils are also statistically significantly below the results of Slovenian pupils. Slovenia participates in PISA tests since 2006 and the results of its pupils do not differ significantly from the OECD average. In order to discover directions for future reforms of educational system in Serbia in order to reach the OECD average, and therefore Slovenia, it is necessary to compare individual factors of educational systems in Serbia and Slovenia. Since pedagogical vision is of fundamental importance in design of schools, differences in primary school design regulations may serve to illustrate the most important differences in educational systems as well. A systematic comparative illustration of primary school design regulations in Serbia and Slovenia in this paper reveal that schools in Slovenia dedicate much more space, both quantitatively and qualitatively, to youngest pupils in preschool and the first two grades, school library and gym than their counterparts in Serbia.

scholarly journals A DEA-inspired model to evaluate the efficiency of education in OECD countries

2021 ◽  
Vol 31 ◽  
pp. 329-346
Author(s):  
Ignacio Contreras Rubio ◽  
Carlota Dominguez-Gil
Keyword(s):  
Data Envelopment Analysis ◽  
Human Resources ◽  
Ad Hoc ◽  
Relative Weight ◽  
Oecd Countries ◽  
Educational Systems ◽  
Data Envelopment ◽  
Analysis Methodology ◽  
Proficiency Level ◽  
The Mean

In this paper empirical application to the study about the efficiency of the performance of the educational systems across countries is developed. With the information published in the PISA 2015, Data Envelopment Analysis methodology is considered to evaluate the efficiency in the use of the resources devoted to education by OECD countries. Similar to previous studies, the main resources needed for learning, financial, human resources, material and time have been considered. Alternatively to previous proposals, the mean scores have not been included as the output of the process. Instead of that, to quantify the results of the learning process, the percentages of students in each proficiency level of the PISA test have been computed. An ad hoc model based on the Additive DEA-model is proposed, adapting the formulation to the particular features of the vector of outputs considered. Considering that the aggregate value of output is fixed and that the relative weight of the outputs differs, inefficient units improve their performance by reallocating that fixed value among different outputs, moving units from the less valued to the most valued ones.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Chaos theory, educational systems, and social justice

2009 ◽  
Author(s):  
Rita Weinberg ◽  
Barbara Smiley Sherman ◽  
Niles P. Engerman ◽  
Jeannie Zeitlin ◽  
Shannon Cribaro-Difatta
Keyword(s):  
Social Justice ◽  
Chaos Theory ◽  
Educational Systems

Evidence-based regulation of labour migration in OECD countries: setting quotas, selection criteria, and shortage lists

2014 ◽  
Vol 11 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Jonathan Chaloff
Keyword(s):  
Labour Market ◽  
Selection Criteria ◽  
Oecd Countries ◽  
Market Analysis ◽  
Multiple Criteria ◽  
Labour Migration ◽  
Evidence Based ◽  
Periodic Review ◽  
Market Data ◽  
Almost All

The growing complexity of selection criteria for discretionary labour migration in OECD countries has been accompanied by an expanded demand for labour market analysis and consultation with stakeholders. While some features of general or detailed criteria may be fixed in legislation, numerical quotas or targets, shortage lists, and multiple-criteria points-based systems are generally subject to periodic review and revision based on labour market data and consultation with stakeholders. Official government bodies have maintained co-ordination of this process, with varying degrees of externalization. In most countries expertise is internal, with recourse to external mandated bodies rare. In almost all cases, however, the process is designed to promote consensus around the policy while maintaining political control.

Where Are the History Books for Palestinian Children?

2017 ◽  
Vol 16 (2) ◽  
pp. 145-175 ◽  
Author(s):  
Rosemary Sayigh
Keyword(s):  
Native Americans ◽  
The Self ◽  
Educational Systems ◽  
Refugee Camps ◽  
Culturally Relevant Education ◽  
Palestinian Children ◽  
The Right ◽  
Authentic Curriculum ◽  
History Books ◽  
Relevant Education

Colonialism deprives colonised peoples of the self-determined histories needed for continued struggle. Scattered since 1948 across diverse educational systems, Palestinians have been unable to control their education or construct an authentic curriculum. This paper covers varied schooling in the Palestinian diaspora. I set this state of ‘splitting through education’ as contradictory to international declarations of the right of colonised peoples to culturally relevant education. Such education would include histories that explain their situation, and depict past resistances. I argue for the production of histories of Palestine for Palestinian children, especially those in refugee camps as well as in Israel and Jerusalem, where curricula are controlled by the settler-coloniser. Black and Native Americans have dealt with exclusion from history in ways that offer models for Palestinians.

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