Author
Listed:
- Domínguez-Gil, Carlota
(Department of Economics, Quantitative Methods and Economic History. Pablo de Olavide University (Spain))
- Contreras, Ignacio
(Department of Economics, Quantitative Methods and Economic History. Pablo de Olavide University (Spain))
Abstract
In this paper empirical application to the study about the efficiency of the performance of the educational systems across countries is developed. With the information published in the PISA 2015, Data Envelopment Analysis methodology is considered to evaluate the efficiency in the use of the resources devoted to education by OECD countries. Similar to previous studies, the main resources needed for learning, financial, human resources, material and time have been considered. Alternatively to previous proposals, the mean scores have not been included as the output of the process. Instead of that, to quantify the results of the learning process, the percentages of students in each proficiency level of the PISA test have been computed. An ad hoc model based on the Additive DEA-model is proposed, adapting the formulation to the particular features of the vector of outputs considered. Considering that the aggregate value of output is fixed and that the relative weight of the outputs differs, inefficient units improve their performance by reallocating that fixed value among different outputs, moving units from the less valued to the most valued ones.|| En el presente trabajo se presenta un modelo para el estudio de la eficiencia de los sistemas educativos de los países de la OCDE. A partir de la información publicada en el informe PISA 2015, se utiliza la metodología del Análisis Envolvente de Datos (DEA) para analizar la eficiencia en el uso de los recursos destinados a la educación en los países OCDE. Siguiendo la línea de anteriores estudios, se consideran los principales recursos destinados a la educación, esto es, recursos materiales, recursos humanos y tiempo dedicado a la enseñanza. De manera alternativa a los estudios anteriores, no se consideran las puntuaciones medias de los exámenes como las salidas del sistema. En nuestro estudio, la cuantificación de los resultados se realiza a través de los porcentajes de estudiantes que alcanzan cada nivel de desempeño en las pruebas normalizadas realizadas en PISA. Se desarrolla un nuevo modelo de evaluación basado en el modelo aditivo dentro de la metodología DEA, en el que tanto la formulación como los objetivos se adaptan a las características de las variables propuestas. Considerando que el valor agregado de las salidas está fijado y que los pesos que deben asignarse a cada output deben estar ordenados, el modelo evalúa los posibles movimientos de outputs desde las categorías menos valoradas a las más valoradas.
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JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- C61 - Mathematical and Quantitative Methods - - Mathematical Methods; Programming Models; Mathematical and Simulation Modeling - - - Optimization Techniques; Programming Models; Dynamic Analysis
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