¿Por qué los colegios privados en Colombia obtienen mejores resultados académicos?

Este trabajo identifica las causas que dan origen a las brechas en el desempeño escolar entre los colegios públicos y privados, en las cinco principales ciudades de Colombia. Para ello, se emplea la información de las pruebas Saber 11-2014 y se aplica la descomposición de Oaxaca-Blinder, combinada con estimaciones de la Función de Producción Educativa, a partir de la metodología propuesta por Heckman. Los resultados muestran que Cartagena es la ciudad con mayor desigualdad educativa y Medellín la de menor. Para Cali, las brechas en desempeño estuvieron a favor de los centros públicos. Estas diferencias son originadas significativamente, por el componente observado del modelo, excepto en Cali, donde están explicadas por el efecto neto. Por último, la diferencia en recursos escolares se mantiene como el factor más relevante en las brechas público-privado. Abstract This paper identifies the causes that give way to gaps in school performance between public and private schools in the five major cities of Colombia. For this purpose, the information on tests Saber 11 of 2014 were analized, and the de composition of Oaxaca-Blinder is applied, combined with estimates of educational production function, based on the methodology proposed by Heckman for correct selection bias

A SURVEY STUDY OF HUMAN CAPITAL AND EDUCATIONAL ATTAINMENT

The development of human capital is the essential thing to determine a country’s growth. The existence of a country’s human capital quality depends on its education. The change of information in society is going rapidly and it is important to cope up with information and knowledge to all economic process. With the role of human capital in the modern societies many people are still unaware about the process of educational production. This paper is aimed to provide the process on human capital formation and educational attainment from microeconomic perspective. The literature reviews indicate that education attainment in the society are influence by many factors namely religion, family background, teacher’s quality and incentive, and the peer effects. In the empirical studies, Mincerian wage equation is the most widely used to analyze education and earnings. Besides from educational production function, to determine the quality of human capital, fiscal policy through taxation and educational subsidies have impact to the end result of students.

University Efficiency Evaluation Based on Educational Production Functions

his paper analyses the educational production function (EPF), which is one of the main economic instruments for the analysis of university activities. This instrument describes the relationship between university performance and amount of available resources and forms the basis for calculating efficiency scores. In this paper we present the results of Russian universities’ efficiency analysis, as well as the results of cluster analysis based on university efficiency and performance scores. The results of our analysis suggest that efficiency is a key characteristic of a university’s activity and should be considered as an important indicator for elaborating public policies in higher education together with making decisions when distributing resources among educational organizations.

Evaluation of Factors Affecting Quality Education Using PISA-Based Test Scores: A Case of Asian Countries

Education is very important research subject in the field of economy. It is a major determinant of economic development and a central factor to human capital capacity-building. It is very common that the studies which focus on the examine the relationship between educational inputs and outputs generally analyze this relationship by Educational Production Function which connects a variety of input types to a given output. Following to this function, the aim of this study is to give a better understanding of the PISA-participating Asian countries’ success analysing the importance of the economic/socio-economic and educational factors on the quality of education, using Panel Data methods. These economic and non-economic variables give us a good mix of data to regress upon and make our determinations about the relationship between educational output and inputs. Since the quality of education is measured by student’s average performance on standardized international test, we focus on the PISA-based test scores in the study. PISA was developed by OECD in order to determine how efficiently the students at the 15 year-old age group are educated and trained. It was first performed in 2000 and then repeated every three years. Its aim is to provide comparable data with a view to enabling countries to improve their education policies and outcomes. In general, the implication of these findings can serve as a guideline for teachers, politicians, governments and give a light to educational policies and methodologies which help countries improve their quality on education.