Many community organizations provide services similar to government income assistance programs but there is little empirical evidence on how these systems interact. We examine how greater access to government nutritional aid through free school meals affects local food bank utilization by leveraging variation in the timing of schoolwide free meal programs and administrative data from largest food bank network in the United States. We find that increasing access to free meals by 10 percentage points reduces food bank use by about 0.5 percent, and up to 1 percent in areas where relatively few students previously qualified for free meals.
{"title":"Free School Meals and Demand for Community Food Resources","authors":"Orgul D. Ozturk, Pelin Pekgun, Krista J. Ruffini","doi":"10.2139/ssrn.3899868","DOIUrl":"https://doi.org/10.2139/ssrn.3899868","url":null,"abstract":"Many community organizations provide services similar to government income assistance programs but there is little empirical evidence on how these systems interact. We examine how greater access to government nutritional aid through free school meals affects local food bank utilization by leveraging variation in the timing of schoolwide free meal programs and administrative data from largest food bank network in the United States. We find that increasing access to free meals by 10 percentage points reduces food bank use by about 0.5 percent, and up to 1 percent in areas where relatively few students previously qualified for free meals.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133126827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Administrators are increasingly focused on at-risk student performance/persistence. Informational campaigns to shift behavior are tempting, given widely-publicized successes by nudges regarding college access. However, there is minimal evidence on the effectiveness of nudges on college success. We provide results from a low-cost two-arm experimental-assignment nudging campaign for first-year students at a high-research university; showing persistence effects (12 percentage-point) for one treatment arm, and treatment estimates on cumulative GPA and credits earned that align in magnitude with the most-similar other intervention (Castleman & Meyer, 2020). Our work can inform the design of future nudging interventions for college performance and persistence.
{"title":"Experimental Evidence on Which Academic Outcomes Nudging Can Shift for First-Year College Students from High-FRL Schools","authors":"Daniel A. Collier, Dan Fitzpatrick, A. Nichols","doi":"10.2139/ssrn.3861367","DOIUrl":"https://doi.org/10.2139/ssrn.3861367","url":null,"abstract":"Administrators are increasingly focused on at-risk student performance/persistence. Informational campaigns to shift behavior are tempting, given widely-publicized successes by nudges regarding college access. However, there is minimal evidence on the effectiveness of nudges on college success. We provide results from a low-cost two-arm experimental-assignment nudging campaign for first-year students at a high-research university; showing persistence effects (12 percentage-point) for one treatment arm, and treatment estimates on cumulative GPA and credits earned that align in magnitude with the most-similar other intervention (Castleman & Meyer, 2020). Our work can inform the design of future nudging interventions for college performance and persistence.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133844977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fourth goal of Sustainable development Goal (SDG) ask to ensure inclusive and quality education for all. Being a substantial participant of SDG, India has initiated different approaches to accomplish fourth SDG (SDG4). Different reports, score charts and indexes are being published by the government of India in the recent years. The present paper has empirically explored some of the relationship regarding educational developmental initiatives by states with the human capital and SDG4. For that purpose only two recent years data found on which basic correlation, regression and ‘t’ test are done. Results shows that there are significant improvement in the educational initiatives over previous year and it is having significant impact on the SDG4 improvement.
{"title":"Performance Grading, Innovation and SDG 4 Relationships","authors":"Sudipta Mondal","doi":"10.2139/ssrn.3856350","DOIUrl":"https://doi.org/10.2139/ssrn.3856350","url":null,"abstract":"The fourth goal of Sustainable development Goal (SDG) ask to ensure inclusive and quality education for all. Being a substantial participant of SDG, India has initiated different approaches to accomplish fourth SDG (SDG4). Different reports, score charts and indexes are being published by the government of India in the recent years. The present paper has empirically explored some of the relationship regarding educational developmental initiatives by states with the human capital and SDG4. For that purpose only two recent years data found on which basic correlation, regression and ‘t’ test are done. Results shows that there are significant improvement in the educational initiatives over previous year and it is having significant impact on the SDG4 improvement.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115100378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study provides a comparative review of education funding across geopolitical zones in Nigeria and draws a nexus between Nigeria’s budgetary allocation to education and some selected African countries. Education funding in Nigeria has lagged the UNESCO’s advised 15%-20% of the government's annual budget to education in the last three decades. We assess education funding across the six geopolitical zones between 2010 and 2019 using content analysis of the respective states. A review of the WAEC enrollment for states in each zone is performed to compare how education funding impacts WAEC enrollment in Nigeria. The study identifies a link between poverty and income inequality and education funding in Nigeria by leveraging data from the World Bank and Nigeria Bureau of Statistics (NBS) from 2001-2019. We identify low funding of education as the primary driver of poverty and inequality in Nigeria. The study recommends a diversified funding mechanism to enhance the sector's funding and improve the quality of education in the country.
{"title":"Comparative Study of Education Funding in Nigeria","authors":"Edward Agbai, Anthony Okafor, funminiyi egbedoyin","doi":"10.7176/jep/12-5-01","DOIUrl":"https://doi.org/10.7176/jep/12-5-01","url":null,"abstract":"This study provides a comparative review of education funding across geopolitical zones in Nigeria and draws a nexus between Nigeria’s budgetary allocation to education and some selected African countries. Education funding in Nigeria has lagged the UNESCO’s advised 15%-20% of the government's annual budget to education in the last three decades. We assess education funding across the six geopolitical zones between 2010 and 2019 using content analysis of the respective states. A review of the WAEC enrollment for states in each zone is performed to compare how education funding impacts WAEC enrollment in Nigeria. The study identifies a link between poverty and income inequality and education funding in Nigeria by leveraging data from the World Bank and Nigeria Bureau of Statistics (NBS) from 2001-2019. We identify low funding of education as the primary driver of poverty and inequality in Nigeria. The study recommends a diversified funding mechanism to enhance the sector's funding and improve the quality of education in the country.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130755869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Improving the school governance structure and establishing a modern school system are the current research focuses in elementary and middle school management. Through a comparative analysis of the school governance structure of four provinces and cities in China (Beijing-Shanghai-Jiangsu-Guangdong, BSJG) and PISA2015 high-scored countries/economies, we found that the school autonomy in seven major aspects including “teacher selection, teacher dismissal, evaluation policy, enrollment policy, textbook selection, curriculum content, and curriculum design” in BSJG schools was significantly lower than that of high-scored countries/economies. The average decision-making of BSJG principals and teachers in various affairs was also substantially lower than the high-scored countries/economies. The multilevel analysis found that the impact of school governance structure on student performance presented different patterns between BSJG and high-scored countries/economies. Therefore, China needs to (i) expand the autonomy of school management further and establish a new government-school relationship; (ii) give priority to curriculum management and ensure its autonomy in schools; (iii) improve the principal accountability system, and strengthen the principal’s power and responsibility in school management; (iv) strengthen democratic management, thereby promoting teachers’ participation in the decision-making of school affairs.
{"title":"School Governance Structure and Its Impact on Student Performance: A Comparative Study between Four Provinces of China and the PISA2015 High-Scored Countries/Economies","authors":"Decheng Zhao, Luhuan Wang","doi":"10.2139/ssrn.3739949","DOIUrl":"https://doi.org/10.2139/ssrn.3739949","url":null,"abstract":"Improving the school governance structure and establishing a modern school system are the current research focuses in elementary and middle school management. Through a comparative analysis of the school governance structure of four provinces and cities in China (Beijing-Shanghai-Jiangsu-Guangdong, BSJG) and PISA2015 high-scored countries/economies, we found that the school autonomy in seven major aspects including “teacher selection, teacher dismissal, evaluation policy, enrollment policy, textbook selection, curriculum content, and curriculum design” in BSJG schools was significantly lower than that of high-scored countries/economies. The average decision-making of BSJG principals and teachers in various affairs was also substantially lower than the high-scored countries/economies. The multilevel analysis found that the impact of school governance structure on student performance presented different patterns between BSJG and high-scored countries/economies. Therefore, China needs to (i) expand the autonomy of school management further and establish a new government-school relationship; (ii) give priority to curriculum management and ensure its autonomy in schools; (iii) improve the principal accountability system, and strengthen the principal’s power and responsibility in school management; (iv) strengthen democratic management, thereby promoting teachers’ participation in the decision-making of school affairs.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116282518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers at the University of North Carolina-Chapel Hill teamed up with UnidosUS to explore whether and how our debt-driven higher education system makes it difficult for students to finish a college program or degree. The quantitative research, gathered from more than 1,500 respondents from across the country, offers insight into the primary barriers making college completion difficult. With 35 percent of the respondents identifying as Spanish, Hispanic, or Latinx, the data shed critical light on the unique circumstances and particular challenges facing Latino students. The report contextualizes the data within existing literature, bridging the gap between prior research on college completion and student debt.
{"title":"Debt, Doubt, and Dreams: Understanding the Latino College Completion Gap","authors":"K. Elengold, Jessica Dorrance, R. Agans","doi":"10.2139/ssrn.3733738","DOIUrl":"https://doi.org/10.2139/ssrn.3733738","url":null,"abstract":"Researchers at the University of North Carolina-Chapel Hill teamed up with UnidosUS to explore whether and how our debt-driven higher education system makes it difficult for students to finish a college program or degree. The quantitative research, gathered from more than 1,500 respondents from across the country, offers insight into the primary barriers making college completion difficult. With 35 percent of the respondents identifying as Spanish, Hispanic, or Latinx, the data shed critical light on the unique circumstances and particular challenges facing Latino students. The report contextualizes the data within existing literature, bridging the gap between prior research on college completion and student debt.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124227375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Even before the spread of the COVID-19 pandemic, student loan debt—totaling over $1.64 trillion—was a cause for concern, as it is the second largest source of consumer debt in the United States, trailing only mortgage debt. Like mortgage-backed securities, student loan asset-backed securities, or “SLABS,” are the securitized form of student loan debt, repackaged as a marketable financial instrument. Also like mortgage-backed securities, SLABS are backed by income streams generated by loans to individuals. As with any investment vehicle, asset-backed securities like SLABS come with risk, particularly when borrowers default on their loans or have their debt discharged through bankruptcy proceedings. However, historically, SLABS have been a relatively sure bet—yielding consistent returns on investment—given that student loans are guaranteed by the government and that student loan debt obligations are difficult for borrowers to escape. This is because there has been a long-standing prohibition on student loan discharge via bankruptcy proceedings. A recent decision rendered by the Chief Judge in the United States Bankruptcy Court in the Southern District of New York could eliminate that prohibition. In turn, this decision could negatively impact the SLABS market, and in a broad sense, the United States economy. This Article addresses this possibility, especially in light of the fact that rising unemployment in the wake of the COVID-19 crisis is sure to increase the rate of default on student loans. Part I of this Article describes the present student loan crisis in terms of available statistics and common student loan repayment programs. Next, Part II chronicles the development of and operation of bankruptcy law doctrine in the context of student loans. Further, the second part of this Article explains the general prohibition against discharge of student loans in bankruptcy proceedings via the Brunner Test. Part III focuses on student loan asset-backed securities: what they are, how they operate, and how they generate profit. This final section will draw the connection between student loan discharge via bankruptcy and its potential impacts on the SLABS market and the economy at large. This Article concludes with observations about how the current crisis levels of student loan debt, when combined with rising unemployment and recent bankruptcy court decisions could impact the stability of the SLABS market and the broader economy.
{"title":"The Next 'Big Short': COVID-19, Student Loan Discharge in Bankruptcy, and the SLABS Market","authors":"Samantha Roy, Cj Ryan","doi":"10.2139/ssrn.3631953","DOIUrl":"https://doi.org/10.2139/ssrn.3631953","url":null,"abstract":"Even before the spread of the COVID-19 pandemic, student loan debt—totaling over $1.64 trillion—was a cause for concern, as it is the second largest source of consumer debt in the United States, trailing only mortgage debt. Like mortgage-backed securities, student loan asset-backed securities, or “SLABS,” are the securitized form of student loan debt, repackaged as a marketable financial instrument. Also like mortgage-backed securities, SLABS are backed by income streams generated by loans to individuals. As with any investment vehicle, asset-backed securities like SLABS come with risk, particularly when borrowers default on their loans or have their debt discharged through bankruptcy proceedings. However, historically, SLABS have been a relatively sure bet—yielding consistent returns on investment—given that student loans are guaranteed by the government and that student loan debt obligations are difficult for borrowers to escape. This is because there has been a long-standing prohibition on student loan discharge via bankruptcy proceedings. A recent decision rendered by the Chief Judge in the United States Bankruptcy Court in the Southern District of New York could eliminate that prohibition. In turn, this decision could negatively impact the SLABS market, and in a broad sense, the United States economy. \u0000 \u0000This Article addresses this possibility, especially in light of the fact that rising unemployment in the wake of the COVID-19 crisis is sure to increase the rate of default on student loans. Part I of this Article describes the present student loan crisis in terms of available statistics and common student loan repayment programs. Next, Part II chronicles the development of and operation of bankruptcy law doctrine in the context of student loans. Further, the second part of this Article explains the general prohibition against discharge of student loans in bankruptcy proceedings via the Brunner Test. Part III focuses on student loan asset-backed securities: what they are, how they operate, and how they generate profit. This final section will draw the connection between student loan discharge via bankruptcy and its potential impacts on the SLABS market and the economy at large. This Article concludes with observations about how the current crisis levels of student loan debt, when combined with rising unemployment and recent bankruptcy court decisions could impact the stability of the SLABS market and the broader economy.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"313 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123491277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study was intended to find out whether the Computerized School Selection and Placement System (CSSPS) was a better alternative to the manual system in the process of selection of qualified students in the Senior High Schools (SHSs) in the Greater Accra Region of Ghana. A sample size of 306 was selected from a population of 994. Stratified and simple random sampling procedures were employed to select the subjects in the study sample. Respondents to the questionnaire and interview were randomly selected. A pilot study was conducted in the Eastern Region to test the validity and reliably of the instrument. The Cronbach alpha coefficient reliability at 0.7 was recorded. The data generated was processed and converted into percentages to facilitate the analysis and discussion processes. The results indicated that the introduction of the CSSPS did not significantly increase enrolment in the least endowed schools; neither did it minimize the preference for endowed schools. However, the CSSPS significantly minimized the human errors that characterized the manual system and accelerated the rate of selection and placement process. The major challenge to the CSSPS was the human factor in terms of refusal of parents and students to accept placement into other schools apart from their chosen endowed schools. It is recommended that the CSSPS should be used in combination with other placement systems such as the Random Placement Systems to achieve a mixed talent distribution of students across the schools in the study area.
{"title":"Computerized School Selection and Placement System in The Greater Accra Region of Ghana: Perception of Stakeholders","authors":"R. Mensah","doi":"10.33140/jepr.02.02.05","DOIUrl":"https://doi.org/10.33140/jepr.02.02.05","url":null,"abstract":"The study was intended to find out whether the Computerized School Selection and Placement System (CSSPS) was a better alternative to the manual system in the process of selection of qualified students in the Senior High Schools (SHSs) in the Greater Accra Region of Ghana. A sample size of 306 was selected from a population of 994. Stratified and simple random sampling procedures were employed to select the subjects in the study sample. Respondents to the questionnaire and interview were randomly selected. A pilot study was conducted in the Eastern Region to test the validity and reliably of the instrument. The Cronbach alpha coefficient reliability at 0.7 was recorded. The data generated was processed and converted into percentages to facilitate the analysis and discussion processes. The results indicated that the introduction of the CSSPS did not significantly increase enrolment in the least endowed schools; neither did it minimize the preference for endowed schools. However, the CSSPS significantly minimized the human errors that characterized the manual system and accelerated the rate of selection and placement process. The major challenge to the CSSPS was the human factor in terms of refusal of parents and students to accept placement into other schools apart from their chosen endowed schools. It is recommended that the CSSPS should be used in combination with other placement systems such as the Random Placement Systems to achieve a mixed talent distribution of students across the schools in the study area.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131317191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.31124/advance.9722618
E. Mogaji
Marketing higher education in Africa is a growing research domain, and there is a shortage of knowledge about how higher education in Africa are marketing themselves towards prospective students. Despite inadequate funding for the existing tertiary institutions, there are growing numbers of Universities to meet the quest of students for higher education. Understanding the size and key stakeholders in this market is for both administrative and research purposes. Likewise, it is essential for strategic planning and developing effective marketing communications strategies. The paper presents an overview of Universities structure in Nigeria, recognising the different classification of the public and private Universities. The number of Universities across different states and geo-political zones are presented. The analysis offers both theoretical and practical implications for researchers, University managers and policymakers.
{"title":"Types and Location of Nigerian Universities","authors":"E. Mogaji","doi":"10.31124/advance.9722618","DOIUrl":"https://doi.org/10.31124/advance.9722618","url":null,"abstract":"Marketing higher education in Africa is a growing research domain, and there is a shortage of knowledge about how higher education in Africa are marketing themselves towards prospective students. Despite inadequate funding for the existing tertiary institutions, there are growing numbers of Universities to meet the quest of students for higher education. Understanding the size and key stakeholders in this market is for both administrative and research purposes. Likewise, it is essential for strategic planning and developing effective marketing communications strategies. The paper presents an overview of Universities structure in Nigeria, recognising the different classification of the public and private Universities. The number of Universities across different states and geo-political zones are presented. The analysis offers both theoretical and practical implications for researchers, University managers and policymakers.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127407424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The central goal of this paper is to describe and release the data collected from an expert survey on education systems of 34 OECD member states (Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Israel, Italy, Latvia, Lithuania, Luxembourg, the Netherlands, Norway, Poland, Portugal, Romania, Russia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey, Ukraine and the United Kingdom). To classify education systems, scholars have identified four concepts: stratification, vocational specificity, standardization and centralization. Although numerical indicators have been provided in the last years, they all suffer from either measurement error or weak connection between theoretical concept and empirical indicant(s). In contrast, this new dataset is based on the identification of the most important dimensions of each concept that have been operationalized and measured consistently for a large number of countries. The indicators have been constructed upon information gathered from a survey of 206 experts carried out in 2016. The experts who completed the questionnaire are academics and researchers from different disciplines but also practitioners such as school principals and staff of the ministry of education. They were selected through academic networks, a reading of scholarly publications and internet searches to identify members of scientific associations or research centres. In addition to summarizing general statistics on the response rate and providing a detailed description of this new dataset, in this paper each indicator is contrasted against the ones most often employed in the literature. A section is also dedicated to the discussion of the assumptions and doubts surrounding the use of expert.
{"title":"Expert Judgements on Education Systems’ Characteristics: A New Dataset","authors":"Claudia Traini","doi":"10.2139/ssrn.3435597","DOIUrl":"https://doi.org/10.2139/ssrn.3435597","url":null,"abstract":"The central goal of this paper is to describe and release the data collected from an expert survey on education systems of 34 OECD member states (Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Israel, Italy, Latvia, Lithuania, Luxembourg, the Netherlands, Norway, Poland, Portugal, Romania, Russia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey, Ukraine and the United Kingdom). \u0000 \u0000To classify education systems, scholars have identified four concepts: stratification, vocational specificity, standardization and centralization. Although numerical indicators have been provided in the last years, they all suffer from either measurement error or weak connection between theoretical concept and empirical indicant(s). In contrast, this new dataset is based on the identification of the most important dimensions of each concept that have been operationalized and measured consistently for a large number of countries. The indicators have been constructed upon information gathered from a survey of 206 experts carried out in 2016. The experts who completed the questionnaire are academics and researchers from different disciplines but also practitioners such as school principals and staff of the ministry of education. They were selected through academic networks, a reading of scholarly publications and internet searches to identify members of scientific associations or research centres. In addition to summarizing general statistics on the response rate and providing a detailed description of this new dataset, in this paper each indicator is contrasted against the ones most often employed in the literature. A section is also dedicated to the discussion of the assumptions and doubts surrounding the use of expert.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131009282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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