Academic literature on the topic 'Evaluation of public educational policies'
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Journal articles on the topic "Evaluation of public educational policies"
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Yu, Seong Jong. "The Evaluation of Educational Policies about High School System Reform: Focusing on the Cases in Chungcheongbuk-do." Korean Journal of Policy Studies 7 (December 31, 1992): 113–24. http://dx.doi.org/10.52372/kjps07007.
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Much has been discussed, pursued, and insisted on the educational reform. The Final Report of the Presidential Commission for Educational Reform on December 12, 1987 is another important historical accomplishment. Education reform efforts in other major countries, such as the Final Report of the Temporary Educational Council published on August 7, 1987 in Japan, A Nation at Risk in U.S. on April, 1983, America 2000: The Education Strategy suggested by President Bush on April 1991 was full of suggestions that could be implemented here in Korea. In Early 1990s, a new, epoch-making educational policy, The Reform of High School Educational System, was suggested. The major goal of the policy was to readjust the proportion of general high school versus vocational high school.
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Oliveira, Claudius Vinicius Souza, Maria José de Pinho, and Rosilene Lagares. "Accountability e as avaliações em larga escala, desafios para a universalização do ensino." Revista Amazônida: Revista do Programa de Pós-Graduação em Educação da Universidade Federal do Amazonas 6, no. 01 (2021): 01–18. http://dx.doi.org/10.29280/rappge.v6i01.9320.
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The article aimed to research the implementation of accountability in basic education. Using large-scale evaluations, starting from the problem, that the system seeks positive results for ideological exploration not actually diagnosing the points that need improvement to achieve educational quality. Thus, the work was based on a qualitative approach, developed through bibliographic review studies and documentary research, in printed materials and search engines. The final considerations suggest evidence of exploitation of ideologically classified assessments, pleading the institutions and their protagonists, who achieve the goals to the detriment of those who need to accept public policies to contribute to educational universalization.
 Keywords: Accountability; Evaluation; Universalization; Educational Public Policies.
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ZUCATTO, Luis Carlos, Karine Cecilia Finatto BEGNINI, Nandria SCHERER, Rafaela Butzke GELOCH, and Estela Maris GIORDANI. "PUBLIC POLICIES FOR BASIC EDUCATION: A SYSTEMATIC LITERATURE REVIEW." Boletim de Conjuntura (BOCA) 16, no. 47 (2023): 199–220. https://doi.org/10.5281/zenodo.10183296.
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This article presents discussions of educational public policies and, in this sense, proposes to map and analyze scientific productions about public policies aimed at Brazilian basic education, from 1996 onwards. articles published in the Web of Science (SciELO Citation Index database) and Spell in July 2021, using "Public Policy" and "Basic Education" as descriptors. After applying the inclusion and exclusion criteria, to systematize the development of the systematic literature review, 47 articles were selected. Data analysis observed the premises of Content Analysis, with subsequent categorization. As a result, the predominance of three categories was identified in the studies: I) Permanence and inclusion of students in basic education; II) Qualification and teaching career in basic education and III) Evaluation of basic education. As the main theoretical contribution, the areas in which the studies are concentrated were identified, so that the importance of public educational policies was highlighted, and the continuous need for improvement and qualification of basic education in Brazil.
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Hong, Hee Gyung, Minhee Park, and Soyeon Kim. "Analysis of Public Value in High School Achievement Evaluation System -Focusing on Bozeman’s Public Value Failure Model-." Korea Society Of The Politics Of Education 32, no. 1 (2025): 99–129. https://doi.org/10.52183/kspe.2025.32.1.99.
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This study analyzes the introduction and postponement process of the high school achievement evaluation system using Bozeman’s public value failure model. The achievement evaluation system, which evaluates students’ academic achievement through absolute criteria, was considered essential for future education alongside the high school credit system, yet its planned 2025 implementation was ultimately canceled after several postponements. Using Bozeman’s six criteria, the analysis reveals distinct failure patterns across three periods. The first period (2011-2013) showed failure to share educational values with schools and insufficient teacher evaluation capacity. The second period (2013-2018) revealed policy inconsistency and equity concerns due to poor alignment with college admissions. The third period (2018-2023) saw educational innovation sustainability weakened by college admission fairness controversies. This study validates Bozeman’s model for educational policy analysis and recommends future policies balance forward-looking values with stakeholder engagement and phased implementation.
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Hinke Dobrochinski Candido, Helena. "A interface público-privada na governança educacional brasileira: Considerações a partir de uma análise subnacional." education policy analysis archives 26 (October 15, 2018): 131. http://dx.doi.org/10.14507/epaa.26.3604.
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This article investigates changes in the interference of the private sector in Brazilian public education, following the military dictatorship through today, focusing on evaluation policies that introduce data for education governance and results-based management. This research identifies changes related to educational policies and practices influenced by managerial models, showing the progressive disconnection of the public character from educational institutions. The political–educational context of the Brazilian state of Santa Catarina and its capital, Florianópolis, serves as the empirical case. Qualitative content analysis explores how ideas from the private sector have been integrated into Brazilian public education and how evaluation and the use of data according to the logic of that sector contribute to incorporating managerial practices into public education governance. Interviews with key actors in the field of education in Santa Catarina and Florianópolis reveal how the private sector influenced political developments in education. The analysis indicates that education governance in that context follows the principles of New Public Management, associated with public–private interactions, providing a specific type of rationality to the field of education.
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Yoo, Myunghyun, Se Min Yim, and Ji Hoon Song. "Performance Assessment of Educational Welfare Policy Using the CIPP Model." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 2 (2024): 257–71. http://dx.doi.org/10.22251/jlcci.2024.24.2.257.
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Objectives This study aims to assess the effectiveness of educational welfare projects and suggest strategies for enhancing educational welfare policies.
 Methods The study employed the CIPP (Context, Input, Process, Product) evaluation model to evaluate the op-erational procedures and outcomes of educational welfare projects.
 Results The evaluation covered various aspects, including local government support, schools, student involve-ment, public relations, networks, material and human resources, program planning and implementation, intra- and inter-school collaboration, program content, case management, network effectiveness, student progress, and overall satisfaction.
 Conclusions The study's findings offer a comprehensive insight into the performance and potential areas for en-hancement in educational welfare projects. The conclusions and recommendations provide essential insights for developing educational welfare policies.
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Egorov, A. A. "University Efficiency Evaluation Based on Educational Production Functions." University Management: Practice and Analysis 24, no. 4 (2020): 87–99. http://dx.doi.org/10.15826/umpa.2020.04.037.
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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.
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Barragán Moreno, Sandra Patricia, and Eliacid Marcelo Escalante. "Educación inclusiva, perspectiva desde la evaluación." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 13, no. 2 (2022): 1–22. https://doi.org/10.37819/humanrev.v13i2.1122.
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This work aims to visualize the evolution of the evaluation of the level of academic student achievement in Colombian public policies from 1968 to 2020, considering the closing of social, economic, and educational gaps that enable peaceful coexistence, respect for human rights and genuine inclusion. A mixed methodology was used to identify the evaluation progression from a summative result to a training and meaningful approach, and the results are distant from the goals of public policies that seek to bring Colombian students closer to a better quality of life.
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Barragán Moreno, Sandra Patricia, and Eliacid Marcelo Escalante. "Educación inclusiva, perspectiva desde la evaluación." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 13, no. 2 (2022): 1–22. https://doi.org/10.37819/revhuman.v13i2.1122.
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This work aims to visualize the evolution of the evaluation of the level of academic student achievement in Colombian public policies from 1968 to 2020, considering the closing of social, economic, and educational gaps that enable peaceful coexistence, respect for human rights and genuine inclusion. A mixed methodology was used to identify the evaluation progression from a summative result to a training and meaningful approach, and the results are distant from the goals of public policies that seek to bring Colombian students closer to a better quality of life.
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Belfield, Clive R., and A. Brooks Bowden. "Using Resource and Cost Considerations to Support Educational Evaluation: Six Domains." Educational Researcher 48, no. 2 (2018): 120–27. http://dx.doi.org/10.3102/0013189x18814447.
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Cost, cost-effectiveness, and benefit-cost analysis are methods used by economists to evaluate public policies. Essentially, these methods rely on impact evaluations, that is, research studies of efficacy and effectiveness. However, in most research in education, these cost and impact evaluations are performed separately. This separation creates methodological deficiencies and undermines the contribution of educational research to decision making. In this article, we identify key domains of educational research evaluations that, we believe, would be enhanced if resource and cost analyses were integrated more directly. These domains relate to outcome specification, treatment contrast, implementation fidelity, the role of mediators, power of the test, and meta-analysis. For each domain, we provide a case study example of how these cost analyses can complement and augment current research practices in educational evaluation. More interaction between economists and education researchers would be beneficial for both groups.
Dissertations / Theses on the topic "Evaluation of public educational policies"
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Geiger, Carole Beat. "A national survey of policies and practices regarding the performance evaluation of public school educators." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154072.
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Cavalcanti, Paula Arcoverde. "Sistematizando e comparando os enfoques de avaliação e de analise de politicas publicas : uma contribuição para a area educacional." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252127.
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Orientador: Jose Roberto Rus Perez<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-09T13:50:28Z (GMT). No. of bitstreams: 1
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Previous issue date: 2007<br>Resumo : Esta Tese é o resultado de uma pesquisa cuja motivação é a melhoria das políticas públicas; tema que preocupa sociedades que anseiam consolidar a sua democracia num momento em que é intenso o debate acerca de qual modelo de Estado é o mais adequado para tanto. Mas, dado que qualquer que seja o modelo que emergir desse debate, a sociedade e o próprio Estado terão que prestar crescente atenção a como se formulam, implementam e avaliam as políticas públicas, foi este o foco da pesquisa. E não o Estado em si ou o debate em curso; assuntos que, diga-se de passagem, estão sendo bem explorados em nosso ambiente acadêmico. Já no início da pesquisa, ficou claro que, embora muitos dos autores que tratam o tema das políticas públicas e muitos dos pesquisadores que sobre elas pesquisam não explicitem, foram identificadas duas maneiras de estudá-las. Classificar os dois enfoques ¿ da avaliação e da análise de política pública ¿ de maneira a possibilitar aos interessados no tema um painel das contribuições dos autores que se alinham com cada um deles, foi o objetivo perseguido ao longo de boa parte da pesquisa. O que exigiu um considerável esforço de 'ida-evinda¿ entre enfoques e respectivos conceitos, marcos de referência, autores etc., até que um nível de sistematização adequado fosse alcançado. À medida que era satisfeito esse compromisso descritivo, que se exige de qualquer pesquisa acadêmica, iam se acumulando constatações e apreciações que permitiam passar a um outro, de natureza prescritiva. Ele remetia, finalmente, à motivação da pesquisa ¿ a melhoria das políticas públicas num contexto de democratização e de construção de um novo modelo de relação entre Estado e sociedade ¿, e demandava a comparação entre os dois enfoques. Ao fazê-la, novamente buscou-se atender aos interessados em se iniciar no estudo das políticas públicas. Por isso, para deixar claro as diferenças entre os enfoques, a comparação oferece um panorama baseado numa grande quantidade de referências bibliográficas. Por fim, e coerentemente com a motivação da pesquisa, se argumenta porque o enfoque da análise de políticas públicas é o que a ela melhor de ajusta<br>Abstract : This dissertation is a result of a research motivated by the intention to collaborate with the improvement of public policies; a subject that is in the agenda of societies that are building their democratization scenario in a situation marked by an intense debate about which model of State is more adherent to this scenario. But, since that whatever the model that will emerge from that debate, society and its State will have to pay growing attention to how public policies are elaborated, this process was the focus of the research. And not the State in itself, or the debate in course, subjects that are being well explored in our academic milieu. Since the beginning of the research, although the current view do not mention it, it became clear that there are two ways ¿ policy evaluation and policy analysis ¿ to study public policy. To classify these two approaches and to offer a consistent panorama of the available literature on each one of them was the objective pursued along good part of the research. Which demanded a considerable departure-and-arrival effort between the approaches and their concepts, frameworks, authors etc, until that an appropriate systemization level was reached. As this descriptive objective, which is a commitment to be fulfilled by any academic research, was satisfied, some reflection and insights had been accumulated. They permitted to accomplish another objective, of prescriptive nature: the improvement of public policy along a democratization process which favors the construction of a new relationship model between State and society. That is, the comparison between the two approaches. Again the intention was to offer to beginners suitable elements for the study of public policy. To make clear the differences among the approaches, a comparison based on a huge amount of bibliography were presented. In accordance to the motivation of the research, it is finally pointed out why the policy analysis approach is more adequate to accomplish it<br>Doutorado<br>Politicas de Educação e Sistemas Educativos<br>Doutor em Educação
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Amaral, Maria Clara Ede. "Relações público-privado na educação de Mato Grosso." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253936.
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Orientador: Luiz Carlos de Freitas<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-24T21:00:43Z (GMT). No. of bitstreams: 1
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Previous issue date: 2014<br>Resumo: Este estudo tem como objetivo analisar a implementação de duas parcerias público-privado entre a Secretaria de Estado de Educação de Mato Grosso e as seguintes entidades: Fundação CESGRANRIO, no ano de 2006, e o Instituto Ayrton Senna, entre 2007 e 2008. Dentre os referenciais teóricos selecionados para análise, destacam-se autores que tratam da reconfiguração do papel do Estado a partir da década de 1990, da diminuição de sua atuação no campo educacional, de organizações do Terceiro Setor em substituição ao papel do Estado e de parcerias público-privado na área educacional. Além disso, utilizamos os conceitos de neoliberalismo e de Terceira Via, qualidade social e suas relações com a Avaliação em Larga Escala e o IDEB. Trata-se de uma pesquisa de cunho qualitativo, cujos instrumentos de coleta de dados constaram de entrevistas individuais, grupos focais e análise dos dados do SAEB/Prova Brasil e IDEB, utilizando-se para análise e organização dos dados, a partir da triangulação de métodos de coleta, a análise de conteúdo. Este estudo teve como campo de investigação os municípios de Cáceres/MT e Cuiabá/MT e compõe-se de três diferentes instâncias da rede: a) a Secretaria de Estado de Educação - SEDUC; b) os CEFAPROs dos polos de Cáceres e Cuiabá; c) as escolas da rede nos dois municípios sede que estiveram envolvidas nas parcerias. Os resultados apontam as contradições que envolvem a relação público-privado na implementação de políticas públicas, sinalizando para seu aspecto dinâmico e intricado; a falta de transparência na contratação das parcerias; a forte precarização e intensificação do trabalho docente, em especial na parceria com o IAS. Por fim, a análise dos dados da Avaliação Nacional mostrou que não podemos afirmar com convicção que as parcerias por si só elevaram a proficiência e os índices do IDEB<br>Abstract: This study aims at analyzing the implementation of two public-private partnerships between the Department of Education of the State of Mato Grosso and the following agencies: CESGRANRIO Foundation in 2006 and Ayrton Senna Institute (IAS) in 2007 and 2008. As theoretical references selected to support the analysis, the study has relied on authors that have addressed the reconfiguration of the role of the State from the 1990s, its decreased action in the educational field, the replacement of the State with Third Sector organizations, and public-private partnerships in the educational area. In addition, we have used the concepts of neoliberalism, Third Way, social quality and their relations with the Large-Scale Evaluation and IDEB. This is a qualitative research whose instruments for data collection included individual interviews, focus groups and analysis of data from SAEB/Prova Brasil and IDEB, with the use of content analysis for data analysis and organization with a triangulation of collection methods. The study was carried out in the cities of Caceres/MT and Cuiaba/MT and involved three different network points: a) the State Department of Education - SEDUC; b) CEFAPROS of Caceres and Cuiaba; c) the schools engaged in partnerships in both cities. The results have pointed out contradictions in the public-private relationship along the implementation of public policies, thus signaling their dynamic and intricate features; the lack of transparency in partnership agreements; the strong precarization and intensification of teacher work, particularly in the partnerships with IAS. Finally, the analysis of data from the National Evaluation has shown that it is not possible to firmly state that partnerships alone have increased proficiency and IDEB indexes<br>Doutorado<br>Ensino e Práticas Culturais<br>Doutora em Educação
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Dantas, Lys Maria Vinhaes. "As contribuições das políticas de avaliação educacional em larga escala: o caso da avaliação de aprendizagem na Bahia." reponame:Repositório Institucional da UFBA, 2009. http://www.repositorio.ufba.br/ri/handle/ri/11878.
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Previous issue date: 2009<br>Esse estudo investigou as contribuições de políticas de avaliação educacional, quando implementadas em larga escala, para as escolas públicas. Escolheu como foco a política de Avaliação da Aprendizagem (AA), implementada pelo Governo do Estado da Bahia junto às redes estadual e municipais (parceiras do Estado) no período de 1999 a 2004 (com primeira aplicação de provas em 2001). Entendeu como contribuições o conjunto de elementos de Utilidade e Uso. Para tanto, adaptou os sete indicadores da categoria Utilidade do modelo de meta-avaliação do JCSEE e do checklist decorrente elaborado por Stufllebeam (1999) e incluiu, no modelo adaptado, um indicador para a percepção de utilidade (U8). Dentre os 66 itens verificadores dos sete indicadores da categoria Utilidade (U1 a U7), 44 foram observados na AA (67%), o que apontava para uma probabilidade média a alta de concretização do uso, reforçada por uma percepção de utilidade da AA relatada pelas escolas (U8). A partir da discussão sobre usos instrumentais e conceituais, este trabalho propôs uma segunda categoria de análise: Uso. Inicialmente, focalizou o uso dos resultados da avaliação para a tomada de decisões (uso instrumental clássico), buscando relatos de usos feitos pelas escolas públicas, encaminhados à equipe central da avaliação por meio dos Relatórios do Diretor (RD). Expandiu a consulta sobre usos para além dos resultados, incluindo outros elementos da avaliação. Estes se mostraram mais freqüentes, como o uso das matrizes de referências. Por essa razão, advoga-se aqui a ampliação da noção de uso instrumental para além dos resultados. Em seguida, voltou-se para o atingimento dos objetivos da política, na busca por uma relação entre o uso e a finalidade da política, lançando mão das variações nas taxas oficiais (aprovação, reprovação, abandono e proficiência em português e em matemática). Por fim, o estudo buscou relatos de usos conceituais, fundamentais para o entendimento de como uma política de avaliação pode afetar seus stakeholders. Em especial, os resultados da pesquisa mostraram o efeito da AA para o compartilhamento de uma visão sobre a realidade de ensino, sendo este o uso conceitual mais relatado, de maneira positiva, pelas escolas. Respeitados os limites da não representatividade dos respondentes e de uma possível ritualização nas respostas das escolas, os achados apontaram para um uso real da avaliação, com efeito no desempenho do alunado da 4ª série tanto em Português quanto em Matemática. Para finalizar, foi feita uma reflexão sobre a relação entre uso e o atingimento da finalidade da política de avaliação. Diferente do que possa parecer, tal relação não é direta ou linear. Propõe-se aqui que a discussão a ser feita, em lugar de estar focada sobre uso x não uso, deveria ser concentrada em análises sobre se os usos feitos contribuem ou não para a melhoria da qualidade da educação.<br>Salvador
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Gouëdard, Pierre. "Teachers’ careers and students’ paths in higher education : three essays on public policy evaluation." Thesis, Paris, Institut d'études politiques, 2017. http://www.theses.fr/2017IEPP0002/document.
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Cette thèse propose trois évaluations ex-post de politiques publiques en France dans le monde de l’éducation. Chacune des sections vise à contribuer au cadre d’analyse interdisciplinaire de l’évaluation en apportant les outils de la modélisation économétrique. Le premier chapitre de la thèse s’intéresse aux effets, sur les enseignants du second degré, de la réforme de 2003 du système public français des retraites (modification des incitations financières). Le modèle de Stock and Wise y est estimé de manière structurelle. Le second chapitre analyse une composante de la réforme de 2010, à savoir le relèvement progressif de l’âge légal minimal de départ en retraite, et son impact sur les congés maladie de courte durée. Un modèle théorique d’optimisation est bâti, afin de justifier les régressions en panel dynamique non-linéaire. Le dernier chapitre évalue l’impact, à l’échelle du lycée, d’un programme français de discrimination positive sur l’accès global à l’éducation supérieure. Une méthodologie classique de différences-en-différences est employée<br>This thesis presents three ex-post evaluations of public policies in France in the education field. Each section aims to contribute to the interdisciplinary analytical framework of evaluation, by using the tools of econometric modelization. The first chapter focus on the effects on secondary teachers, of the 2003 reform of the public retirement system (modification of financial incentives). Stock and Wise model is structurally estimated. The second chapter measures the impact of a feature of the 2010 reform (following-up of the 2003 reform), namely the increase in the minimum legal age of retirement, on sick leaves of secondary teachers. A theoretical optimization model is built in order to develop hypothesis, that are then tested in dynamic non-linear panel data regressions. The last chapter evaluates the impact at the high-school level of a French program of affirmative action. A classic differences-in-differences methodology measures how the program affects the access rate to higher education
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Mendonça, Liliane de Paula. "A reforma educacional na América Latina e a disseminação de políticas públicas de avaliação de sistemas educacionais." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/1830.
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Previous issue date: 2014-03-11<br>A difusão global de políticas públicas em sociedades em desenvolvimento na década de noventa, apresenta-se como um processo consolidado de adoção de políticas estruturadoras em especial, no campo da educação. Essas políticas se afirmam pela implementação de políticas e programas nacionais e subnacionais, voltados para subsidiar e orientar a política educacional na Educação Básica. Nos países do continente latino-americano as avaliações de eficácia escolar passam a corresponder aos modelos de políticas de resultados implementados no período pós-reforma. Considerando a influência do Banco Mundial na definição das políticas adotadas no continente, a pesquisa tem por objetivo analisar o processo de difusão de modelos de avaliação de políticas em larga escala no contexto da modernização da gestão da educação, em países recém-democratizados na América Latina. A metodologia da pesquisa aborda os estudos comparativos internacionais de política educacional pública. Em uma análise investigativa e exploratória dos modelos de avaliação aplicados no continente, espera-se demonstrar como o processo de adoção de modelos de política de avaliação de sistemas educacionais materializou em países como Argentina, Brasil, Chile e Mexico, na década de 1990. Constatou-se que no continente latino-americano, o processo decisório dos governos nacionais foi balizado em uma visão desenvolvimentista, apoiado no processo de descentralização do setor educacional e influenciado institucionalmente pelo Banco Mundial. O processo ocorre pelo consenso dos governos latino-americanos à expertise do Banco Mundial no delineamento de modelos de políticas de avaliação em larga escala em sua maioria em caráter amostral. No nível subnacional, em especial no Brasil, a adoção das políticas públicas de avaliação em larga escala apresenta-se articulada na esfera nacional, contudo, a sua difusão localiza-se na autonomia e no protagonismo dos governos estaduais, em um processo de aprendizagem política, a partir da rede horizontal de desenhos políticos avaliativos que se estabelecem no país, os quais disseminam inovações que tendem a contribuir para um processo hegemônico de difusão de modelos avaliativos censitários na federação.<br>The global diffusion of public policies in developing societies in the 1990's, is presented as a consolidated adoption process of structuring policies in particular in the field of education. These public policies are stated by implementing the national and subnational policies and programs, suitable to subsidize the policy of the Basic Education. In the countries of the Latin American continent the assessment of school effectiveness shall correspond to the models of policies result implemented in the post-reform period. Considering the influence of the World Bank in shaping policies adopted on the continent, the survey's purpose is to analyze the diffusion process of policy evaluation models on a large scale in the context of modernization of education management in newly democratized countries in Latin America. The methodology approaches the interpretation of official documents by the international comparative studies of educational public policy. In an investigative and exploratory analysis of the assessment models implemented on the continent, is expected to demonstrate how the process of adoption of models of evaluation of educational systems policy materialized in countries like Argentina, Brazil, Chile and Mexico, in the 1990's. It was found that in the Latin American continent, the decision-making process by national governments was marked in a developmental vision, supported the decentralization process in the education sector and institutionally influenced by the World Bank. The process occurs by consensus of Latin American governments to the expertise of the World Bank, in the design of policy models of large-scale evaluation mostly in sample character. On a subnational level, specifically in Brazil, the adoption of the public policies assessment, to a large extent, is nationally articulate. Nevertheless, its propagation is connected with the autonomy and protagonism of the state governments, in a process of learning policy from the horizontal network of an evaluative political process which is stablished in the country , and that promulgate innovations to contribute to a hegemonic diffusion of the assessment census patterninnovations to contribute to a hegemonic diffusion of the assessment census pattern
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Junior, Hamilton Moreira. "O programa Teia Universidades em São Vicente: uma avaliação sob a ótica dos agentes." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10082011-145505/.
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A formação de professores para o exercício de sua profissão é um aspecto importante para a constituição de uma educação de qualidade. Dentre as modalidades de formação, inicial e contínua, a segunda tem recebido uma atenção especial do poder público na transição do milênio, particularmente no estado de São Paulo, onde se desenvolveram várias iniciativas políticas para essa modalidade. Um dos programas de formação continuada de professores implementados pela Secretaria de Educação do Estado de São Paulo, no período de 2003 a 2007, foi o Teia Universidades, que consistia na contratação descentralizada de instituições de ensino superior, públicas ou particulares, para capacitar os professores em exercício na rede de acordo com objetivos e uma grade de estudos pré-definida pela Secretaria. A pesquisa teve por objetivo avaliar o Programa Teia Universidades com base na percepção de gestores e de professores da rede estadual de ensino da cidade São Vicente. Tendo em vista que concepção e implementação de programas de formação continuada inscrevem-se no contexto mais amplo de proporcionar aos educandos uma escola pública de qualidade, discutimos os significados assumidos pelo termo qualidade de ensino em diversos momentos da história educacional brasileira e seus desdobramentos em forma de políticas públicas. Apresentamos um sumário das políticas de formação em serviço no Estado de São Paulo anteriores à gestão do governador Geraldo Alckmin e descrevemos o programa de formação continuada de professores Teia Universidades, desenvolvido e implantado em sua gestão. Trazemos, também, o resultado das investigações sobre o funcionamento do programa Teia Universidades na Diretoria de Ensino de São Vicente, em seus aspectos de abrangência e diversidade do público-alvo. Concluímos que as ações do programa não satisfizeram as expectativas dos participantes, por causa, principalmente, de seu modelo organizativo desconcentrado e da construção de sua demanda prescindindo da ampla participação do público alvo, no caso, os professores da rede estadual de ensino básico.<br>Teachers training for the Professional practice is an important issue for the constitution of the educational quality. Among the kinds of training, initial and continued, the second one had been received special attention from the governments, particularly in state of São Paulo, where several political initiatives were developed to that kind of training. One of the continuing education programs developed by the State Secretary of Education, 2003 to 2007 years, was the Teia Universidades which was consisted of a decentralized contraction of public or private superior educational institutions for training teachers in accordance with objectives and curricular structure pre-defined by the State Secretary of Education. Our research had the objective of evaluate the Teia Universidades program based on teachers and managers perception. The researched public was constituted by teachers and managers that work in State Secretary of Education in the city of São Vicente. The conception and implementation of continuing educations programs for teachers is a part of the responsibility of provide educational quality to the students of public school. Because of this, we research the meanings educational quality at specific moments of the Brazilian educational history and the policies developed to improve it. We present a summary of the teachers continuing educational policies achieved by State Secretary of Education of São Paulo before Geraldo Alckmin s government and describe the Teia Universidades program, developed and improved in his administration. We present the results of our investigation about the programs work at Teaching Directory of São Vicente. The conclusion of this research indicates that the Teia Universidades program do not satisfied participants expectations because of its deconcentrated model of organization and because of the little chance of participation of the teachers in the process of construction of continuing education program demand.
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Carvalho, Maria do Socorro BenÃcio de. "AvaliaÃÃo do Sistema Permanente de AvaliaÃÃo da EducaÃÃo BÃsica do Cearà (SPAECE) no viÃs da avaliaÃÃo institucional." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12899.
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nÃo hÃ<br>Esta pesquisa teve como objetivo fazer uma anÃlise do processo de implementaÃÃo, execuÃÃo e resultados de uma proposta de avaliaÃÃo institucional adotada pela Secretaria de EducaÃÃo do Cearà (SEDUC), como componente do Sistema Permanente de AvaliaÃÃo da EducaÃÃo BÃsica do Cearà (SPAECE), para as escolas pÃblicas estaduais, atravÃs de um modelo de autoavaliaÃÃo implantado nas unidades escolares, no perÃodo de 2003 a 2006. Para tanto, procurou-se fazer um estudo da importÃncia desse modelo de polÃtica na gestÃo do governador LÃcio AlcÃntara (2003 a 2006) buscando compreender as razÃes pelas quais na gestÃo subsequente tendo como governador Cid Ferreira Gomes, eleito em 2007 e reeleito em 2010, suprimiu esse desenho de polÃtica. Assim, buscou-se como foco temÃtico um estudo sobre a importÃncia dada pela SEDUC e pelas escolas à autoavaliaÃÃo institucional, como componente do SPAECE. O SPAECE, instituÃdo em 1990, atravÃs da Portaria NÂ101/2000, ao longo de sua execuÃÃo tem passado por mudanÃas na sua formataÃÃo e em linhas gerais, à uma polÃtica de avaliaÃÃo externa que consta da aplicaÃÃo de provas de lÃngua portuguesa, matemÃtica e da aplicaÃÃo de questionÃrios contextuais nas escolas pÃblicas cearenses, a avaliaÃÃo institucional à um eixo dessa polÃtica. Para esse estudo, buscou-se como proposta fazer uma avaliaÃÃo polÃtica da polÃtica, Silva (2008), com o intuito de contribuir para a construÃÃo de um conhecimento que favoreÃa uma consciÃncia polÃtica da importÃncia da avaliaÃÃo institucional para as escolas. Portanto, considerando tambÃm o objetivo de fazer uma avaliaÃÃo que forneÃa elementos para a melhoria da polÃtica elegeu-se como pergunta central: Que importÃncia à dada pela SEDUC e pelas escolas à avaliaÃÃo institucional no contexto do SPAECE? O desenho metodolÃgico ancorou-se nos princÃpios de uma avaliaÃÃo em profundidade, Rodrigues (2011), valorizando uma abordagem de pesquisa qualitativa por entender que essa perspectiva apresenta um leque de tÃcnicas e opÃÃes metodolÃgicas capazes de fornecer elementos para a compreensÃo dos mecanismos imbricados que se percebem nas relaÃÃes que giram em torno da implementaÃÃo e execuÃÃo de uma polÃtica pÃblica. Utilizou-se um estudo das concepÃÃes, a observaÃÃo da anÃlise documental, entrevistas semiestruturadas e a observaÃÃo de campo. Contemplou-se um estudo destas concepÃÃes articuladas Ãs percepÃÃes, as motivaÃÃes, as dificuldades, os desafios e os significados atribuÃdos à avaliaÃÃo institucional, na instÃncia Central (SEDUC) e atravÃs de um estudo de caso na Escola de Ensino Fundamental e MÃdio Airton Sena, em Fortaleza. Como resultado, a avaliaÃÃo evidenciou a complexidade da implementaÃÃo de uma polÃtica pÃblica que revela na sua prÃtica uma multiplicidade de interesses, significados, motivaÃÃes e resistÃncias, sendo
entÃo atribuÃdos valores e importÃncias diversas à avaliaÃÃo institucional. Constatou-se tambÃm que a polÃtica em estudo à entendida como uma polÃtica de governo e nÃo de estado, o que vem fortalecÃ-la como um mecanismo de valorizaÃÃo da avaliaÃÃo quantitativa e como instrumento de controle, sendo entÃo à avaliaÃÃo institucional, no modelo proposto pela SEDUC de autoavaliaÃÃo das escolas, um complemento importante, porÃm pouco reconhecida e valorizada, uma vez que a EducaÃÃo, inserida na ideologia da produtividade, enfatiza o que os nÃmeros apontam e a avaliaÃÃo de natureza qualitativa, a exemplo da autoavaliaÃÃo institucional foca suas atenÃÃes nos aspectos qualitativos da instituiÃÃo os quais nÃo podem ser medidos e explicados somente atravÃs de nÃmeros, tabelas, cifras e estatÃsticas.<br>This study aimed to analyze the implementation, execution and results of a proposed institutional assessment adopted by the Education Department of Cearà (SEDUC) as the Permanent System of Evaluation of Basic Education of Cearà (SPAECE) component process to the public schools, through a self-assessment model deployed at schools, in the period from 2003 to 2006 Therefore, we tried to make a study of the importance of this policy template in the management of the governor LÃcio AlcÃntara (2003-2006) seeking understand the reasons for which the subsequent management having as governor Cid Gomes Ferreira, elected in 2007 and reelected in 2010, eliminated this policy design. Thus, we sought to as thematic focus a study on the importance given by SEDUC and institutional self-evaluation by schools, such as the SPAECE component. The SPAECE, established in 1990, through Decree 101/2000, throughout its execution has undergone changes in its format and in general, is a policy of external evaluation contained in the application of evidence of English language, mathematics and applying contextual questionnaires in Cearà public schools, institutional assessment is an axis of this policy. For this study, we sought to make a policy proposal as policy evaluation, Silva (2008), in order to contribute to building a knowledge that encourages political awareness of the importance of institutional assessment for schools. Therefore, also considering the purpose of making an assessment that provides evidence to improved policy if elected as central question: What importance is given by SEDUC and schools of institutional evaluation in the context of SPAECE? The methodological design anchored on the principles of a thorough evaluation, Rodrigues (2011), emphasizing an approach to qualitative research for understanding that this perspective provides a range of technical and methodological options able to provide elements for understanding the intertwined mechanisms that perceive the relationships that revolve around the implementation and execution of public policy. A study of the concepts, observation of documentary analysis, semi-structured interviews and field observations were used. A study looked at the perceptions of these articulated conceptions, motivations, difficulties, challenges and the meanings attributed to institutional assessment, the Central instance (SEDUC) and through a case study in the Elementary School and Middle Airton Sena, in Fortaleza. As a result, the evaluation highlighted the complexity of implementing a public policy that discloses in its practice a multitude of interests, meanings, motivations and strengths, and then assigned values to various institutional assessment amounts. It was also found that the policy under study is understood as a government policy and not the state, which has strengthen it as
a mechanism for valuing quantitative assessment and as a tool of control, so being the institutional assessment, the proposed model SEDUC by self-assessment of schools, an important supplement, but little recognized and valued, since the Education, part of the ideology of productivity, emphasizes the point that the numbers and the evaluation of a qualitative nature, such as the institutional self-evaluation focuses its attention the qualitative aspects of the institution which can not be measured and explained only by numbers, tables, figures and statistics.
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Kaul, Maya. "Deconstructing “Deviance” and “Disorder” as Systems of Domination: Chicago Public Schools as a Case Study of the Effects of Zero Tolerance Discipline Policies on Educational Outcomes in US Schools." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pomona_theses/184.
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The rise of “zero tolerance” discipline practices in US primary and secondary schools has become increasingly well documented by the media and empirical studies. Despite the extensive scholarship that has emerged from these conversations, many of these analyses are limited in their scope and do not connect the phenomena of zero tolerance in schools to the diverse, shifting forces at play within American politics and policy today. As such, the goal of this work is to synthesize ideas about zero tolerance across disciplines by integrating historical thought, philosophical frameworks of punishment, shifting policy goals within the US education system, the sociological constructions of “deviance” and “disorder” in the context of the US criminal justice system, and empirical data directly from a school district to develop particular policy recommendations accordingly. The primary research question of this analysis is: What are the effects of zero tolerance discipline policies on educational outcomes? To answer this question, Chicago Public Schools will be employed as a case study from which lessons for the nation at large will be drawn. Ultimately, this analysis ends up revealing the ways in which zero tolerance policies stem from much deeper forces at play between dominant and marginal groups, and what comes to be defined as “deviance” in relation to a socially constructed system of “order.”
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Nascimento, Suzete Viana. "Avaliação da política pública de educação profissional: eficácia e efetividade dos cursos técnicos no Instituto Federal Bahia." Escola de Administração da Universidade Federal da Bahia, 2014. http://repositorio.ufba.br/ri/handle/ri/17346.
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Nascimento, Suzete Viana.pdf: 1759023 bytes, checksum: 77940205a6b5b2e9bb67397d09f97162 (MD5)<br>Na atualidade, a educação profissional está no centro dos debates sobre a educação no país. A partir de um cenário em que a Rede Federal de Educação Profissional passa por uma fase de expansão com a criação de novos campi e vagas. Desse modo, o Instituto Federal de Educação, Ciência e Tecnologia da Bahia- IFBA campus Camaçari se insere nesse contexto de expansão da educação profissional no Brasil. Esta pesquisa buscou avaliar, sob o ponto de vista da efetividade e eficácia das ações voltadas para a formação técnica, o processo e o resultado da implantação da política pública de educação profissional no IFBA- campus Camaçari. No intuito de atender os objetivos da pesquisa foi realizado um estudo de caso. A fim de captar as informações necessárias para a pesquisa foram aplicados questionários aos estudantes egressos dos cursos técnicos de nível médio, modalidade integrada, e realizadas entrevistas com administradores e coordenadores de curso do IFBA campus Camaçari. A partir da análise dos dados, constatou-se que existem fragilidades na implantação do campus e na execução dos cursos técnicos na modalidade integrada. Constatou-se ainda a dificuldade do campus em alcançar a meta estipula pelo MEC relativa à conclusão dos cursos. Foram verificados fatores que dificultam o aumento do número de concluintes nos cursos. Constatou-se a inserção acadêmica dos egressos no nível superior, a maioria dos estudantes pesquisados deu continuidade aos estudos por meio do ingresso em cursos de nível superior e para esses estudantes há uma contribuição do curso técnico de nível médio para o acompanhamento dos conteúdos no nível superior. Em relação inserção profissional dos egressos, verifica-se que o curso de Informática apresenta fragilidades quanto ao alinhamento do curso com as demandas da região, constatou-se que os egressos que atuam na área de informática, na sua maioria atuam fora do município de Camaçari e avaliam de modo geral o mercado na cidade de Camaçari como escasso em oportunidades para a área. Em relação à situação do curso de Eletrotécnica os egressos, administradores e coordenadores no geral avaliam como um mercado de trabalho em ascensão no município de Camaçari tendo em vista o Polo Industrial. A maioria dos egressos, que atua na área técnica em Eletrotécnica, trabalha em Camaçari. O que mostra o alinhamento do curso de Eletrotécnica com as demandas da região. Cabe destacar, que para os alunos que não estão trabalhando na área de atuação dos cursos, os principais motivos para tal situação são a falta de tempo e a prioridade em dar continuidade aos estudos. Seguida da falta de identificação com o curso. Evidencia-se que os estudantes, de um modo geral, buscam os cursos técnicos na modalidade integrada no Instituto Federal – campus Camaçari, prioritariamente, com o propósito de uma formação de qualidade que possibilite uma preparação para o vestibular e consequentemente o ingresso no ensino superior. Diante dos resultados desse estudo são feitas algumas recomendações a fim de aprimorar a política pública de educação profissional, em especial as ações voltadas para o ensino médio técnico na modalidade integrada. At present, vocational education is at the center of debates about education in the country. From a scenario in which the Federal Network of Vocational Education goes through a phase of expansion with the creation of new campuses and vacancies. Thus, the IFBA (Instituto Federal de Educação, Ciência e Tecnologia da Bahia) Camacari campus is within the context of the expansion of vocational education in Brazil. This research aimed to evaluate, from the point of view of the effectiveness and efficiency of actions for technical training, the deployment process and result of public policy for vocational education in IFBA - campus Northeastern Complex. In order to meet the research objectives a case study was conducted. In order to obtain the necessary information for this research questionnaires were given to students that were graduating from technical secondary courses, integrated mode were applied, and held interviews with directors and course coordinators of the IFBA campus Northeastern Complex. From the data analysis, it was found that there are weaknesses in the implementation of the campus and in the implementation of technical courses in integrated mode. It was further observed that there is the difficulty of the campus in achieving the goal stipulated by MEC on completion of courses. Factors impeding the increase in the number of students completing the courses were observed. It found academic integration of graduates in higher education, most students surveyed continued their studies through the entrance into upper-level courses, and these students there is a contribution of mid-level technical course to monitor the content on the higher level. Regarding employability of graduates, it appears that the course of Informatics has weaknesses regarding the alignment of the course with the demands of the region, it was found that graduates who work in informatics mostly work outside Camaçari and evaluate the general market in the city of Camaçari as scarce opportunities to the area . Regarding the situation of course Electrotechnical graduates, managers and engineers in general assess how a labor market on the rise in Camaçari in the Industrial Pole´s view. Most graduates, engaged in the technical area in Electrical works in Northeastern Complex. What shows the alignment of the course Electrotechnical with the demands of the region. It is worth noting that for students who are not working on the scope of the courses , the main reasons for this situation are the lack of time and priority to continue the studies . Then the lack of identification with the course. It is evident that students , in general , seek technical courses in integrated mode at the Federal Institute - Northeastern Complex campus , primarily for the purpose of quality training that enables a preparation for the exam and hence the enrollment in higher education . Given the results of this study makes some recommendations in order to enhance public policy on vocational education, in particular the actions aimed at the average technical education in integrated mode.
Books on the topic "Evaluation of public educational policies"
1
American Dental Association. Commission on Dental Accreditation. EPP evaluation policies and procedures. The Commission, 2002.
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Ron, Haskins, and MacRae Duncan, eds. Policies for America's public schools: Teachers, equity, and indicators. Ablex Pub. Corp., 1988.
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Edwards, A. D. The state and private education: An evaluation of the Assisted Places Scheme. Falmer, 1989.
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Edwards, A. D. The state and private education: An evaluation of the Assisted Places Scheme. Falmer Press, 1989.
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Québec (Province). Commission d'évaluation de l'enseignement collégial. Evaluating institutional policies on program evaluation: General guidelines. La Commission, 1994.
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A, Carr-Hill R. International aid to basic education: Flows, policies, modalities. Centre of African Studies, Edinburgh University, 1992.
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L, Neiger Brad, and Smeltzer Jan L, eds. Planning, implementing, and evaluating health promotion programs: A primer. 4th ed. Pearson/Benjamin Cummings, 2005.
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L, Jurs Jan, ed. Planning, implementing, and evaluating health promotion programs: A primer. Macmillan Pub. Co., 1993.
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Balaramulu, Ch. Public policies: An evaluation of integrated rural development programme. Ajanta Publications, 1991.
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Québec (Province). Commission d'évaluation de l'enseignement collégial. Evaluating institutional policies on the evaluation of student achievement: General guidelines. Commission d'évaluation de l'enseignement collégial, 1994.
Find full textBook chapters on the topic "Evaluation of public educational policies"
1
Hervías Parejo, Vanesa, and Branko Radulović. "Public Policies on Gender Equality." In Gender-Competent Legal Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14360-1_12.
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AbstractGender inequality represents a substantial and persistent public problem. Public policies may have a major impact on gender equality and attaining equal access to opportunities, resources, and rights for women, men, and other gender identities. This chapter provides key insights, directions, good practices, and methodologies from existing literature on gender implications of public policies. It also briefly reviews key gender-sensitive policy initiatives and frameworks, gender mainstreaming and tools such as gender impact assessment, gender sensitive budgeting or policy evaluation. This chapter further considers key gender sensitive policies including family and work-life balance policies, equality policies in the labour and political sphere, diversity, anti-discrimination and anti-violence policies, and education and science policies for gender equality.
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Demirkasımoğlu, Nihan, and Tuğba Güner Demir. "Evaluation of Higher Education Policies in Turkey in the Context of Citizen-Centered Public Policies." In Citizen-Centered Public Policy Making in Turkey. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35364-2_20.
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Iftimescu, Simona, Georgeta Ion, Carmen Proteasa, Romiţă Iucu, Elena Marin, and Mihaela Stîngu. "Closing the Circle: Research and Policymaking in Education." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_21.
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Abstract This paper aims to analyse the configuration of factors contributing to research uptake in education, with a particular focus on the Romanian context. One subsequent objective is to identify mechanisms for developing better synergies, not only between educational practice and research but also between these and educational policy. In doing so, the paper argues for shared responsibility among higher education institutions and policymakers for improving the educational system. The paper relies on results from a survey administered to a selected sample of civil servants in the Romanian central administration involved in the planning, evaluation and implementation of public policies in the field of education. Our results address the mechanisms of research uptake and utilisation by the central administration (communication and dissemination strategies, clarity, access and availability of research data, policymakers’ preferences for certain research topics) and the perceived relationship between researchers and policymakers (for example, the strength and nature of the relationship, or policymakers’ general involvement in research studies). The findings of our study pave the way for an in-depth analysis of organizational factors likely to affect research utilisation: research culture and engagement with researchers; the political and managerial context likely to promote research transfer; and the financial context needed to foster quality results.
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Xue, Eryong, and Jian Li. "The Implementation Effect Evaluation of the Free/public Normal University Student Policy in China: Studies and Policies." In Teacher Education Policy in China. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2366-0_10.
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Cismaru, Diana-Maria, Nicoleta Corbu, Valeriu Frunzaru, Cezar Mihai Hâj, and Oana Ştefăniţă. "The Impact of Social Scholarships and of Reserved Places for Graduates from Rural High Schools in Improving Access to Higher Education and Academic Performance." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_4.
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AbstractAlthough the level of tertiary education attainment as a share of the population aged 30 to 34 increased in Romania up to 26.3% in 2017, it is still modest in comparison with the EU average (39.9% in 2017) (Eurostat, 2021). Therefore, while the rate of young people exposed to the risk of poverty and exclusion increased in the last decade in Romania, there is a need to evaluate the support measures for students from disadvantaged categories. The paper presents the results of two impact studies for two public policies, social scholarships and reserved places for graduates from rural high schools. In order to find out to which extent the two public policies fulfil their aims in supporting students from vulnerable social categories to graduate higher education, a mix of quantitative and qualitative methods has been used. The quantitative analysis used data extracted from two national databases for higher education and data collected by a survey to which about half of the Romanian universities responded. The data for qualitative analysis were collected by face-to-face interviews (with professors in management positions and students beneficiary of the two policies) from eight universities with different profiles, located in five regions of Romania. The results of the quantitative analysis revealed that the social scholarships policy fulfils its objectives of improving academic performance and increasing the chances of graduation for beneficiaries. The results of the qualitative analysis revealed a high level of satisfaction of beneficiaries with both policies and a positive evaluation of both policies by the management of universities.
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Hameedadin, Amal Abdullah, and Christopher Hill. "An Investigation of the Development and Implementation of Teacher's Licensing in Saudi Arabia Based on Local Stakeholders’ Perceptions, Compared with International and Regional Practices." In BUiD Doctoral Research Conference 2023. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56121-4_7.
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AbstractSaudi Arabia- is moving steadily toward Vision 2030. Accordingly, the Educational & Training Evaluation Commission (ETEC) has teamed up with the Ministry of Education in Saudi Arabia to update and raise the ‘Teacher Licensure Programme’ bar.Purpose- The study aimed to investigate the development and implementation of the 2019 teacher licensure program in Saudi Arabia.Methodology- The study adopted the exploratory sequential mixed method. The paper consisted of three stages. Initially, six policies were reviewed to compare international, regional, and local licensures. Second, the study collected quantitative data from 300 teachers from public schools through an online survey. The last stage collected qualitative data through a school leaders’ questionnaire.Findings- Stage one findings were linked to international and regional practices. A comparative study revealed a lack of career development at the college level and during in-service training in Saudi Arabia. Furthermore, there is a need for a standardized teacher evaluation system that includes constructive feedback and reflection. Based on stage two findings, teachers expressed negative views regarding the current licensing programme. In addition, stage three findings confirmed stage two results from the perspective of school leaders and policymakers.Implications- Educators should consider building long-life learners by aligning licensing standards with the exam and desired outcomes, ensuring stakeholders’ involvement, create a continuous PD program.Originality/value- This study filled a critical gap in the theoretical field of teacher licensing in the Gulf Region. Additionally, the research suggested a flexible framework based on the best practices and the perceptions and experiences of the stakeholders. The framework asserted that the licensing examination is one of a number of methods for evaluating teachers.
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Meier, Dennis H., and Stephan Thomsen. "Causal Evaluation of Educational Policies." In Handbook of Labor, Human Resources and Population Economics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-319-57365-6_353-1.
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Kellaghan, Thomas, and George Madaus. "External (Public) Examinations." In International Handbook of Educational Evaluation. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0309-4_34.
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Limage, Leslie J. "Public Education, Migration, and Integration Policies in France." In Changing Educational Landscapes. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8534-4_9.
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Barrera, Roberto. "6. Dengue Vector Control." In Surveillance and Control of Dengue Vectors in the United States and Territories. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0472.06.
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Vector control is implemented in several situations: to eliminate a dengue vector species that has invaded a new area and prevent its spread; to contain an ATV that may spread following its introduction to an area (through travel, for example); to prevent outbreaks in regions where dengue vectors are already established; and to manage impending or declared dengue epidemics. Effective vector control requires an integrated vector management programme. This programme trains vector control personnel, implements vector control activities, maintains and analyses data, produces reports, and is responsible for the efficacy of these activities. It also coordinates inter-governmental and agency collaboration, maintains liaisons with nongovernmental organizations, recommends policies and legislation, and develops educational materials for the public. The programme should be directed by a doctoral-level professional or somebody with equivalent experience (entomologist/biologist/ecologist), with the capacity to manage all aspects of the programme whilst supported by a high-level administrator. The programme should have doctoral and master-level personnel responsible for training control personnel, supervising control activities in the field, and conducting operational research and evaluation activities, such as testing novel vector control tools. Field personnel (supervisors, inspectors) to carry out vector surveillance and control should be based within the regions (districts, municipalities). Other key personnel include health educators to develop educational and training materials for vector control professionals and the public/communities, promote community participation in vector control activities, maintain intra- and inter-agency collaboration and coordination, and interact with the press. This chapter details strategies for effective dengue vector control. Success depends on the quality of the control agent, efficiency of the delivery system, coverage, and impact evaluation, considering the resilience of Aedes mosquitoes. Pre-adult control targets aquatic habitats, where immature mosquitoes develop, through environmental management (eliminating containers) and larvicides (bio-rational options like Bti and Spinosad, insect growth regulators, and monomolecular films). Biological control uses aquatic predators. In order to evaluate the success of pre-adult control, both immature and adult populations should be monitored. Adult control involves chemical methods like residual insecticide spraying (indoor/outdoor spraying, barrier treatments) and space spraying. Mosquito traps employ ‘pull’ strategies, such as ovitraps/gravid traps (sticky, insecticide-treated, or larvicide-containing) or attractive toxic sugar baits (ATSBs). Mass trapping with gravid traps shows promise in reducing vector populations and disease transmission, contingent on trap efficacy and coverage. Effective vector control necessitates an integrated approach targeting all life stages, with community involvement and continuous evaluation, due to the adaptability of dengue vectors. The selection of appropriate methods depends on the local ecology of vectors and the specific goals of the control programme.
Conference papers on the topic "Evaluation of public educational policies"
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De Souza, Larissa Soares, Claudia Juliette do N. A. Maia, Igor Matias De Lima Dantas, et al. "Educational Robotics Public Policies Implementation Issues." In 2024 Brazilian Symposium on Robotics (SBR), and 2024 Workshop on Robotics in Education (WRE). IEEE, 2024. https://doi.org/10.1109/sbr/wre63066.2024.10838002.
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Svrckova, Marika, Simona Cakirpaloglu, Ondrej Holy, Jarmila Zimmermannova, and Tereza Schovankova. "SHAPING THE FUTURE: UNIVERSITY STUDENT?S PERCEPTIONS OF NANOTECHNOLOGY RISKS AND BENEFIT." In SGEM International Multidisciplinary Scientific GeoConference. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/6.2/s23.05.
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Nanotechnology plays a crucial role in the development of innovative products, yet public apprehension regarding its potential risks remains a significant barrier to its acceptance. This study investigates the knowledge, attitudes, and fears associated with nanomaterials among university students in the Czech Republic, aiming to inform policy formulation that aligns with public interests. Focusing on this demographic is essential, as university students are poised to influence future public discourse and innovation trends. Utilizing a cross-sectional online survey, we assessed perceptions of risks and benefits related to nanotechnology while considering sociodemographic factors such as gender and field of study. The sample comprised 107 university students aged 19-26 from diverse academic backgrounds. Our findings reveal a moderate overall familiarity with nanomaterials, while attitudes toward nanotechnology were generally positive. These insights highlight the necessity for targeted communication and educational strategies to address diverse viewpoints within society. As future decision-makers, understanding university students' perspectives is crucial for developing public policies that promote the responsible advancement and regulation of nanotechnology. Further research is needed to explore the underlying factors influencing these perceptions and to enhance public understanding of nanotechnology's benefits and risks.
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Dobesova Cakirpaloglu, Simona, Jarmila Zimmermannova, Marika Svrckova, and Ondrej Holy. "CLOSING THE KNOWLEDGE GAP: EXPLORING GENERATION Z CZECH UNIVERSITY STUDENTS' AWARENESS AND PERCEPTIONS OF NANOTECHNOLOGY." In SGEM International Multidisciplinary Scientific GeoConference. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/6.2/s23.02.
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Nanotechnology is increasingly becoming a part of everyday life. Despite this growing integration, public awareness of nanotechnology's functionality, benefits, and potential risks remains limited. This is particularly true for Generation Z, the first digitally native generation, which is expected to play a pivotal role in shaping the future of technology and its applications. Given their position as future leaders and consumers, it is important to understand how Generation Z, specifically university students, perceives and understands nanotechnology. The primary aim of this study was to assess the current level of knowledge about nanotechnology among the Czech public, with a specific focus on Generation Z university students. This focus on Generation Z is particularly important as their views on new technologies, including nanotechnology, will likely shape public discourse and innovation trends in the coming decades. A cross-sectional online survey was conducted using the Nano-Knowledge Instrument and a Sociodemographic questionnaire. The research sample consisted of 107 Generation Z university students aged 19-26, from diverse fields of study. The findings revealed knowledge gaps regarding the benefits and applications of nanomaterials. These results highlight the necessity for targeted educational initiatives to address these gaps, particularly within Generation Z, to ensure informed public engagement. Enhancing awareness among younger generations is essential for fostering responsible innovation and creating a supportive environment for the development of NT policies.
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Ruiz, Maria, Noemi Zabaleta, and Juan Ignacio Igartua. "SYSTEM DYNAMICS FOR EVALUATION OF PUBLIC POLICIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0075.
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Miranda, María del Rosario Landín, Diana Ramírez Hernández, and Félix Eduardo Núñez Olvera. "Graduate programs in education, exploring its meaning and significance of training." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5566.
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In this research, we present an analysis carried out in the city of Poza Rica, state of Veracruz, Mexico on the meaning and significance of education that students attribute to the master programs related to education. We base this work from the Theory of Social Representations of Serge Moscovici (1961) and the Method of Symbolic Interactionism of Herbert Blumer (1969), this research is consistent with the educational policies in the training of professionals, due that from an inductive study with a cualitative perspective, we can do an analysis with more relevance on the impact that the offer of postgraduate has on the training of current professionals. Two study contexts were taken: masters in education offered in the public sector and masters in education offered in the private sector. As well, the agencies that shape the policies for the evaluation of postgraduate programs in Mexico, particularly with emphasis on the CONACYT framework.
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ȚURCAN, Nelly. "The role of open science in universities: a roadmap for change." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v4.21-22-03-2024.p221-228.
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Open Science plays an important role in modernising universities by providing a range of research and educational opportunities. This initiative promotes transparent and non-discriminatory access to research results, thereby strengthening collaboration and innovation in academia. Open Science has a dual role in universities. Internally, Open Science advocates institutional reforms, supporting the adoption of policies and practices that promote open access to research results, research data, scientific and educational publications. This fosters collaboration among members of the academic community. Externally, Open Science can increase the impact and visibility of university research. By providing open access to research results, universities can promote transparency and international collaboration in science, while also stimulating knowledge exchange between different stakeholders. To embed Open Science at an institutional level, higher education institutions must adopt policies and strategies that promote and facilitate Open Science practices. These policies and strategies should include open access to publicly funded research results, adoption of FAIR principles for research data, promotion and development of open educational resources, open evaluation, development of open, shared and interoperable IT infrastructures and tools, etc.
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Pepler, Giles. "DEVELOPING POLICIES TO STIMULATE THE UPTAKE OF OER IN EUROPE." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-040.
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The POERUP project This paper presents research, analysis and policy recommendations from the POERUP (Policies for OER Up Take) project. The overall aim is to develop policies to promote the uptake of OER, especially across the EU, in all main educational sectors. The project has already created an inventory of more than 400 OER initiatives worldwide, documented on the project wiki. POERUP has produced 11 country reports and 19 mini-reports and is finalising seven case studies of notable OER initiatives. Outcomes of our research In the schools sector, it appears that there are very large numbers of European OERs which are potentially appropriate for K-12 education, a significant proportion of which emanate from museums, galleries, archives and national broadcasters. Although there appears to be some uncertainty concerning the availability of K-12 OER, they form potentially a valuable element in policy responses to austerity and to improve the learner experience in the school sector. However our research reports a range of barriers and disincentives to using OER. Although the development of vocational training has been a subject of enhanced political cooperation at the European level during the past decade, only one of the notable OER initiatives we have catalogued is targeted towards the VET sector and there is little evidence of any national or regional policies on OER for VET. In Universities the various schemes for quality in OER are so far ignored by national HE quality agencies or governments - not surprising when they mostly ignore similar schemes for quality in e-learning, even though e-learning (on- or off-campus) has far greater penetration than OER. Types of policy interventions Our research leads us to recommend three strands of policy interventions: o Linking OER to open access to research and to standards. o Fostering the phenomena that OER is said to facilitate. o Reducing the barriers to creation of innovative institutions and innovative practices. POERUP has produced three draft EU-level policy documents for universities, VET and schools. This paper integrates recommendations from the three sectors. POERUP is also producing policy documents for 5 Member States. Policy recommendations for the Commission and Member States OER is part of the broader fields of e-learning and distance learning and many of our recommendations are applicable in these broader contexts. They are grouped under seven headings and all are mapped against Opening Up Education; recommendations to Member States are specified. Communication and awareness raising: o Continue to promote the OER related initiatives currently being funded. o Facilitate exchange of experiences from national programmes between Member States. o Mount a campaign to educate university and school staff on IPR issues. Funding mechanisms and licensing issues o Ensure that any public outputs from EU programmes are available as open resources. o Continue to promote the availability and accessibility of open resources created through its cultural sector programmes. o Create an innovation fund for the development of online learning resources and assembling/ creating pathways to credentials. o Use Erasmus+ and Horizon 2020 to encourage partnerships between creators of educational content to increase the supply of quality OER and other digital educational materials in different languages, to develop new business models and to develop technical solutions. o Establish a European Hub of Digitally Innovative Education institutions, complemented by a specific European Award of Digital Excellence. o Authorities developing the EHEA should reduce the regulatory barriers against new non-study-time-based modes of provision. o Encourage Member States to increase their scrutiny of the cost basis for university teaching and consider the benefits of output-based funding for qualifications. o Support the development of technological methods to provide more and standardised information on IPR to the users of digital educational content. o Member States should ensure that budgets for digital educational resources are flexible enough to support the development (and maintenance) of openly licensed materials. Quality issues o Require OER to meet (disability) accessibility standards and should ensure that accessibility is a central tenet of all OER programmes and initiatives. o Establish a European quality assurance standard for OER content produced in Europe. o Member States should ensure that OER are allowed to be included on approved instructional materials lists. o Member States should consider establishing and funding an OER evaluation and adoption panel. Teacher training and continuous professional development o Encourage Member States to establish incentive and award schemes for teachers engaged in online professional development of their pedagogic skills, including online learning. o Member States should establish a professional development programme to support CPD on the creation, use and re-use of OER, with coverage of distance learning, MOOCs and IPR issues. Certification and accreditation o Drive forward the development of EQF and encourage Europe-wide validation of learning acquired online. o Foster the development of transnational accrediting agencies and mutual recognition of accreditations across the EU. o Explore and test digital competence frameworks and self-assessment tools for learners, teachers and organisations, including the tailoring of 'open badges' to the needs of learners. Infrastructure issues o Continue its focus on improving the ICT in education infrastructure in Members States to enable them to exploit potential pedagogical and financial advantages of OER. Further research o Develop its understanding of new modes of learning (including online, distance, OER and MOOCs) and how they impact quality assurance and recognition. o Support research into the benefits of OER & sustainable business models. o Launch a platform open to all stakeholders to record and benchmark the digital state of educational institutions.
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.
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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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da Silva, Larisse Hellen Soares, and Gleice Virgínia Medeiros de Azambuja Elali. "Standard architectural design for public school – an efficient and sustainable idea?" In ENSUS 2024 - XII Encontro de Sustentabilidade em Projeto. Grupo de Pesquisa Virtuhab/UFSC, 2024. http://dx.doi.org/10.29183/2596-237x.ensus2024.v12.n1.p436-476.
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In many sectors, notably education, construction policies use standard projects, which are replicated across the country in the name of saving time and financial resources. In this sense, this work aims to analyze aspects of the thermal performance of one of these proposals, considering the climatic diversity of the Brazilian territory. To this end, the standard type C project for FNDE early childhood schools was evaluated considering bioclimatic zone 7. The study, which is a qualitative research, was based on: (i) evaluation of the thermal performance of the envelope (in terms of transmittance, absorptance, thermal capacity and characteristics of openings defined in regulations); (ii) analysis of hours spent in comfort, using the Climate Consultant 6.0 software; (iii) investigation of the impacts of each variable on thermal load, using a metamodel based on INI-C. The research demonstrated the unsustainability of this type of proposal which, when implemented in ZB7, generates discomfort for its occupants, and a considerable increase in dependence on artificial resources for air conditioning. The need to adapt the architectural model to different climatic conditions, or to create specific architectural models for different realities, is highlighted.
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Germano dos Santos, Priscila, Ailton Paulo Oliveira Júnior, Luzia Roseli Silva Santos, Diego Marques de Carvalho, and Sabrina Saito. "The Use of Technological Resources in Teacher Education as a Contribution to the Teaching of Statistics and Probability in Brazil." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8c2.
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To evaluate the evolution of research in Statistical Education focused on the use of technological resources or tools in the initial and continuing education of teachers, a systematic literature review - RSL was carried out through the analysis of the scientific annals of the National Meeting of Mathematics Education - ENEM, Brazil. Of the 294 studies identified in Statistical Education, 42 studies used technological resources, and of these, fifteen focus on the initial and continuing education of teachers. We consider that the implementation of technological resources in the classroom still faces many challenges, from the elaboration and execution of projects and public policies that guarantee a minimum of infrastructure for the institutions, to the training of teachers for the selection, evaluation and coherent use of technologies.
Reports on the topic "Evaluation of public educational policies"
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Davey, Calum, Syreen Hassan, Nancy Cartwright, et al. Designing evaluations to provide evidence to inform action in new settings. Centre for Excellence and Development Impact and Learning (CEDIL), 2018. http://dx.doi.org/10.51744/cip2.
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Policy and interventions should be informed by the best available evidence, but evaluations are not always optimally designed to inform decisions about policies and interventions in new contexts. Learning the most possible from evaluations is important; evaluating is expensive and policy makers should be confident about their decisions. Using evidence from previous studies can lead to better policy decisions, but there have been cases where doing so has led to interventions that have not worked. Learning from evaluations for decisions elsewhere has generally been more successful for interventions that are simple and are less context dependent (or context-dependent in a simple way, such as depending on the severity of the problem). With increasing focus on complex, context-dependent interventions, we need to ensure that evaluations can offer as much information as possible to guide decisions in other contexts. Consultation with DIFD to inform this paper underscored the points above. Examples where DIFD wants to learn more include: What has been learned from the recent outbreak of Ebola in West Africa that could inform future outbreaks, outbreaks of other diseases, or more generally about how health promotion can be reconciled quickly with cultural norms and expectations (such as to attend funerals and lay hands on deceased relatives)? What can be learned from the peace-process in Northern Ireland that could be applicable in South Sudan? What can be learned across evaluations of programmes that use mobile phone technology to change behaviours, both for future mobile-based interventions but also as a platform for understanding how habits can be changed efficiently? Large-scale, multi-component initiatives to improve the education system in a single country — what can the evaluation say about efforts to improve educational outcomes in other countries, and for engaging with public/private organisational cultures to affect change?The aim of this paper is to suggest possible ways to address the issue of learning more from evaluations and make recommendations for how CEDIL could advance this area in the programme of work. To achieve this aim, we conducted consultations with experts from a range of disciplines to identify key concepts and developed a framework for possible approaches. We summarised and contrasted the approaches and reflected on their potential to address DFID’s needs.
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Aiginger, Karl, Andreas Reinstaller, Michael Böheim, et al. Evaluation of Government Funding in RTDI from a Systems Perspective in Austria. Synthesis Report. WIFO, Austria, 2009. http://dx.doi.org/10.22163/fteval.2009.504.
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In the spring of 2008, WIFO, KMU Forschung Austria, Prognos AG in Germany and convelop were jointly commissioned by the Austrian Federal Ministry for Transport, Innovation and Technology and the Austrian Federal Ministry of Economy, Family and Youth to perform a systems evaluation of the country's research promotion and funding activities. Based on their findings, six recommendations were developed for a change in Austrian RTDI policy as outlined below: 1. to move from a narrow to a broader approach in RTDI policy (links to education policy, consideration of the framework for innovation such as competition, international perspectives and mobility); 2. to move from an imitation to a frontrunner strategy (striving for excellence and market leadership in niche and high-quality segments, increasing market shares in advanced sectors and technology fields, and operating in segments of relevance for society); 3. to move from a fragmented approach to public intervention to a more coordinated and consistent approach(explicit economic goals, internal and external challenges and reasoning for public intervention); 4. to move from a multiplicity of narrowly defined funding programmes to a flexible, dynamic policy that uses a broader definition of its tasks and priorities (key technology and research segments as priority-action fields, adequate financing of clusters and centres of excellence); 5. to move from an unclear to a precisely defined allocation of responsibilities between ministries and other players in the field (high-ranking steering group at government level, monitoring by a Science, Research and Innovation Council); 6. to move from red-tape-bound to a modern management of public intervention (institutional separation between ministries formulating policies and agencies executing them, e.g., by "progressive autonomy").
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Barrera-Osorio, Felipe, Samuel Berlinski, and Matías Busso. Effective Evidence-Informed Policy: A Partnership among Government, Implementers, and Researchers. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/035.
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Evidence matters for the effectiveness of public policies,but important informational frictions—that is, resistanceto obtaining or using information on the subject at hand—sometimes prevent it from shaping policy decisions.Hjort et al. (2021) showed that reducing those frictionscan change not only political leaders’ beliefs but alsothe policies they implement. One-way information, fromresearch to policy, may sometimes be insufficient, though.Policymakers may be agnostic about the effectiveness ofan intervention, or they may not know which of its featuresrequire adjustment. A process of policy experimentationmay be needed (Duflo 2017), in which policies arerigorously evaluated at a small scale, the findings of those evaluations inform the policy design, and a new evaluation determines the effectiveness of a fine-tuned version of the intervention, with the assessment continuing until the program is ready to be scaled up. This process requires very close collaboration among government, implementers, and researchers. The means by which evidence is produced is also important. A frequent criticism of researcher-designed interventions is that results may not be relevant. One reason is that pilot programme’s participants or circumstances may be atypical, with the result that the experimental treatment, even if implemented with fidelity, may not achieve similar outcomes in other settings (Al Ubaydli et al. 2017; Vivalt 2017). A second reason is that governments may lack the capability to implement with fidelity interventions tested in randomized control trials. A partnership between policymakers and researchers can help attenuate these concerns. A recent experience in Colombia provides a good example of such a partnership at work. “Let’s All Learn to Read” is an ambitious programme to improve literacy skills among elementary schoolchildren (Grades K–5). Spearheaded by the Luker Foundation, a local nongovernmental organisation, in collaboration with the Secretary of Education of Manizales (Colombia), the programme began with a systematic data collection effort in the municipality’s public primary schools to understand why students were failing to acquire the most basic academic skills. This led to several interventions over many years during which multidisciplinary teams of researchers working in close collaboration with local stakeholders and policymakers designed and evaluated different features of the programme.
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Hoem, Jan M., Alexia Prskawetz, and Gerda R. Neyer. Autonomy or conservative adjustment? The effect of public policies and educational attainment on third births in Austria. Max Planck Institute for Demographic Research, 2001. http://dx.doi.org/10.4054/mpidr-wp-2001-016.
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Cueto, Santiago. Empirical Information and the Development of Educational Policies in Latin America. Inter-American Development Bank, 2005. http://dx.doi.org/10.18235/0008713.
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This paper discusses the links between empirical information and the development of educational policies in Latin America. The data presented in this paper comes from responses to a questionnaire sent to Vice Ministers of Education in six countries of the region: Argentina, Brazil, Ecuador, Paraguay, Peru and Uruguay. The study's principal objectives were to describe what information was available and to understand how the information available in their countries proved useful in the design and evaluation of programs and policies. The results are presented with both statistics and qualitative analysis, and include formal evaluation mechanisms, achievement assessments on a national scale, and examples of policy development. This paper was prepared for the Hemispheric Meeting of the Regional Policy Dialogue held on November 7th and 8th, 2005 in Washington, DC.
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Jones, Nicole S. 2018 Impression, Pattern and Trace Evidence Symposium. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0006.1805.
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From January 22 to 25, 2018, RTI International, the National Institute of Justice (NIJ) and the Forensic Technology Center of Excellence (FTCoE) held the 2018 Impression, Pattern and Trace Evidence Symposium (IPTES) in Arlington, VA, to promote collaboration, enhance knowledge transfer, and share best practices and policies for the impression, pattern, and trace evidence forensic science communities. NIJ and FTCoE are committed to improving the practice of forensic science and strengthening its impact through support of research and development, rigorous technology evaluation and adoption, effective knowledge transfer and education, and comprehensive dissemination of best practices and guidelines to agencies dedicated to combating crime. The future of forensic sciences and its contribution to the public and criminal justice community is a motivating topic to gather expertise in a forum to discuss, learn, and share ideas. It’s about becoming part of an essential and historic movement as the forensic sciences continue to advance. The IPTES was specifically designed to bring together practitioners and researchers to enhance information-sharing and promote collaboration among the impression, pattern, and trace evidence analysts, law enforcement, and legal communities. The IPTES was designed to bring together practitioners and researchers to enhance information sharing and promote collaboration among impression, pattern, and trace evidence analysts, law enforcement, and legal communities. This set of proceedings comprises abstracts from workshops, general sessions, breakout sessions, and poster presentations.
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Bastos, Fabiano, Rogério Boueri, Maria Cristina Mac Dowell, and Emilio Pineda. Analysis of Public Spending: An Evaluation Methodology for Measuring the Efficiency of Brazilian State Spending on Education. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0007981.
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This study uses Data Envelopment Analysis (DEA) to evaluate the efficiency of state public education systems in Brazil. State government spending on education and state gross domestic product are interpreted as input variables, with the latter being non-discretionary. Output variables are based on the number of state public school students taking the ENEM (Exame Nacional do Ensino Médio, a national exam taken at the end of high school studies) and the Prova Brasil (a national exam taken at the end of the 5th and 9th grades) and their scores on these exams. Variables were not scaled per capita in order to allow us to draw conclusions about economies of scale. The main result was a negative correlation between per capita state spending on education and the relative efficiency of the state educational system, indicating that there is a limit to per capita educational spending beyond which technical efficiency in educational programs falls significantly.
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Onyango, Roselyne, and Zsuzsanna Nyitray. The Conceptualisation and Regulation of APBET Schools in Kenya: Applying the Abidjan Principles on the Right to Education. Edited by Juana Barragán Díaz and José Antonio Guevara. Global Initiative for Economic, Social and Cultural Rights, 2024. http://dx.doi.org/10.53110/ezqx6224.
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This report explores the categorisation and governance of 'Alternative Provision of Basic Education and Training' (APBET) schools within Kenya's educational framework. The report highlights the importance of aligning APBET schools with the Abidjan Principles to ensure they support public education effectively. It outlines the historical context of public education in Kenya, distinguishes between public and private education in terms of human rights, and delineates the state's obligations regarding both. The report also examines Kenya's legal definitions and regulatory approaches to different types of schools, emphasising the need for clear policies to address the role and regulation of APBET schools. Recommendations are provided to enhance the legal and policy framework, ensuring that APBET schools contribute positively to the educational landscape, especially in marginalised urban settlements.
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Kipp, Scott, Jessica Cruz, Gita Steiner-Khamsi, Pablo Ibarrarán, and Emma Näslund-Hadley. OLPC Pre-Pilot Evaluation Report (Haiti). Inter-American Development Bank, 2009. http://dx.doi.org/10.18235/0011127.
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This working paper discusses the One Laptop Per Child (OLPC) pilot program carried out by the Haitian Ministry of Education and Vocational Training (MENFP) conducted in collaboration with the IDB. The OLPC pre-pilot project was implemented at the Ecole Nationale Republique du Chili (ENRC), an all-female public school located in Port-au-Prince. Because the school year had ended before the OLPC pre-pilot began, the project was conducted as a summer camp entitled "XO Camp," held on June 30th-July 18th, 2008. The camp enrolled 116 student participants and the XO laptop, an educational tool designed by One Laptop Per Child (OLPC), a nonprofit organization headquartered at the Massachusetts Institute of Technology, was selected as the educational device for the initial implementation. Although the original intention was to create a context of one-to-one computing, the XO Camp operated primarily with one-to-two computing owing to an unexpected shortage of XO laptops.
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Alcaíno, Manuel, Analia Jaimovich, Carolina Méndez, and Diana Vásquez. Open configuration options Government fragmentation and educational outcomes: evidence on the creation of municipalities in Chile. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0003977.
Full textAbstract:
We explore how government fragmentation affects public education provision by examining the case of Chile, which created 11 municipalities between 1994 and 2004. Using territories that sought, but failed to, achieve independence as controls, we find that schools in newly created municipalities, on average, experienced a standard deviation decline of 0.2 in elementary school mathematics performance. In addition, fragmentation led to a high turnover and increased job insecurity of classroom teachers and school management teams in newly created municipalities. In contrast, we found that reducing the size of the original municipalities school networks does not impact student outcomes or school personnel. Overall, our findings point to specific unintended educational effects of policies that seek to enhance horizontal decentralization.