addtl for report 1.docx

8/19/2019 addtl for report 1.docx

1/20

Equity in education

Equity in education has two dimensions. The frst is airness, which basicallymeans making sure that personal and social circumstances – or examplegender, socio-economic status or ethnic origin – should not be an obstacle toachie ing educational potential.


2/20

The second is inclusion, in other words ensuring a basic minimum standardo education or all – or example that e eryone should be able to read, writeand do simple arithmetic. The two dimensions are closely intertwined!tackling school ailure helps to o ercome the e"ects o social depri ationwhich o ten causes school ailure.


3/20

#oth equity and airness are issues or $E%& countries. %hildren rom poorerhomes in most $E%& countries are between three and our times more likelyto be among the poorest scorers in mathematics at age '( )see *igure '+.

E - socioeconomic status ) E +

nd when it comes to inclusion, many students in $E%& countries strugglewith reading and risk, lea ing school without basic skills or work and li e in

the /'st century. ignifcantly, there are big di"erences between countries)see *igure /+.


4/20

Three key policy areas can a"ect equity in education! the design oeducation systems, practices in and out o school, and how resources areallocated.


5/20

$rgani0ation or Economic %ooperation and &e elopment. )/112+. Ten stepsto equity in education. 3etrie ed romhttp!44www.oecd.org4education4school456626767.pd

OECD CURRENT MEMBERSHIP

•

•


6/20

•

•

•

•

•

•

•

•

•

•

•

• The Organization for Economic Cooperation and Development (OECD) is a unique forum wherethe governments of 34 democracies with mar et economies wor with each other! as well aswith more than "# non$mem%er economies to promote economic growth! prosperit&! andsustaina%le development'

• nited tates *ission to the Organization for Economic Cooperation and Development' (n'd')'+%out the OECD' ,etrieved from http-..usoecd'usmission'gov.mission.overview'html

•

• ) egregation, 8nclusion and 8ntegration+

• 8ntegration is not 8nclusion• •

• egregation• &isabled people o all ages and4or those learners with 9 pecial

Educational :eeds9 labels being placed in any orm o segregatededucation setting. This tends to orce disabled people to lead aseparate li e.

• *or example! separate special school or college, separate unit withinschool4college or separate segregated courses within mainstreameducation settings.

•

http://www.oecd.org/about/membersandpartners/http://www.oecd.org/about/membersandpartners/


7/20

• 8ntegration• &isabled people o all ages and4or those learners with 9 pecial

Educational :eeds9 labels being placed in mainstream educationsettings with some adaptations and resources, but on condition that

the disabled person and4or the learner with 9 pecial Educational :eeds9labels can ft in with pre-existing structures, attitudes and an unaltereden ironment.

• *or example! the child is required to ;ft in; to what already exists inthe school.

•

• 8nclusion• &isabled people o all ages and4or those learners with 9 pecial

Educational :eeds9 labels being educated in mainstream educationsettings alongside their nondisabled peers, where there is acommitment to remo ing all barriers to the ull participation oe eryone as equally alued and unique indi iduals.

• *or example! education or


8/20

•

•

• Efciency• 8n economic terms the concept o e?ciency can easily be

defned as the relationship between inputs and outputs,whereby economic e?ciency is increased by a gain in units ooutput per unit o input.

• 8n relation to education, we may say that arious educationaloutcomes can result rom a ariety o di"erent combinations o inputs such as teachers, buildings, class si0e, curriculum, etc.


9/20

• Thomas and @emmerer )'625+ ! 9learning group9 si0e )ameasure o access to resources+ does increase studentachie ement.

• relationship between teacher characteristics and student

achie ementseem to suggest that erbal aptitude, quality ouni ersity programs, andexperience are associated with gainsin student learning ) ummers and Aol e,'6BBC


10/20

•

•


11/20

•

•

• Research Studies•


12/20

•

• 8n the Ghilippines, '(.>= o the national go ernment expenditures go toeducation, culture and manpower de elopment )*iscal tatistics+.

• The percentage is comparable with that o countries o similar per capitaincome )Aorld &e elopment, /1'1+.

• local go ernments spend (.6= o their total expenditures to education aswell. The national go ernment, though the &epartment o Education, stillremains to be largest source o unding or the basic education which at /112fgures stand at GhG'(( billion )&ept. o Educ, /116+.

•


13/20

• &isparities in attendance rates are also ery much pronounced amongregions4pro inces in the Ghilippines, especially between poor and richerregions.

• #oysJ access to schools has also been ound to be less a orable than girlsacross all income groups and in most localities ):ational tatistics $?ce,

/11B+.

• TDE$3ET8% < *3 EA$3@ :& E G838% < $&E<

. Education Groduction *unctions• There is no specifc economic theory that deterministically relates education

outcomes and specifc education inputs.• There is howe er, an education production unction )EG*+ that treats school

districts4di isions as producers, concerned with maximi0ing studentachie ement test scores as KoutputsL.

• examines how student achie ement outcomes are inMuenced by school

inputs, household characteristics and community ariables• . s such, this paper ormulated a stochastic specifcation o the EG* that can

be used to analy0e the e?ciency o education management units, which shallbe treated as the decision making units )& Is+ o the education sector.

• tochastic Gresentation o the E*G

•


14/20

•

•

•


15/20

•

• 3E I


16/20

urther disaggregation or the cities+. *rontier estimates are shown in Table 'or both le els o education. 3obust standard errors are used to remo e

spatial autocorrelation and heteroskedasticity.

•

#. Technical E?ciency Estimates• $ erall, Ghilippine public school di isions are technically ine?cient )26.7=-

elementary, 61.7=- secondary+.• The highest technical e?ciency scores at both le els were registered by

&igos %ity.• 3egionally speaking, di isions in Eastern Nisayas were the most numerous in

the most technically e?cient.• ulu is the least technically e?cient at both le els.• This implies that ulu is most challenged school di ision is terms o

translating inputs to outcomes, which is most likely due to socioeconomicconditions pre ailing in the pro ince.


17/20

•

•


18/20

•

%. &ata En elopment nalysis E?ciency cores• $ erall, most school di isions are technically ine?cient, input-wise or

output-wise, whether at the elementary and secondary le el.• chool di isions per ormed best on the output e?ciency, with a score

o 1.B6 at the elementary and 1.>6 at the secondary.• e eral di isions ha e also emerged as OchampionJ di isions, whose

outcomes are on the K rontierL, as indicated by an e?ciency score o '.• The o erall input e?ciency score or elementary is 1.B' and 1.>2 or

secondary.• 8t means that school di isions can reduce input usage by /6= orelementary and 5/= or secondary and still attain the same le el otest scores.

• *or output e?ciency, elementary school di isions can still increasetheir test scores by /'= with the amount o inputs they ha e and 5/=

or secondary schools. The fgures are summari0ed below.


19/20

•

&. Gotential 8mpro ements in E?ciency• Dowe er, it can be obser ed that the &E e?ciency estimates at the

elementary and secondary le els, geographical patterns seem to emerge.• ost o the worst per orming school di isions are in indanao, where armed

conMict and political instability are relati ely more pronounced.• The high po erty incidence and poor in rastructure most likely depressed the

e?ciency scores in the island.• 8n :egros 8sland and in the ine?cient di isions o 8locos, it may be

recommended to in estigate the determinants o ine?ciency, since these arerelati ely abo e a erage in school inputs. $ther school and en ironmental

ariables may explain such.E. 3elati e E?ciency o chool &i isions• The fnding as shown in the pearman correlation matrix abo e adds to the

e idence that school di isionsJ producti e e?ciency is similar or both le elso education.

• This urther indicates that ine?ciencies present in the school di ision areobser able4do mani est in the outcomes o elementary and secondary

schools under its management.

•

•

•


20/20

•

•

•

Documents

addtl for report 1.docx