Evaluation and Program Planning最新文献

This longitudinal study evaluated the effectiveness of Korea’s 2007 employment protection legislation (EPL), aimed at mitigating labor discrimination against non-regular workers (NRW). Specifically, we use the Korean Workplace Panel Survey data from 2005 to 2013 and adopt a difference-in-difference methodology (DD) to explore whether establishment reduces the gap in training opportunities between NRW and regular workers (RW). Results show that compliance with government regulations depends on how business establishments react to the rules and the characteristics of these stakeholders. Overall, the 2007 reform partially improved the training opportunities in NRW. However, this positive outcome was mostly concentrated in companies with affluent resources or stronger bargaining power of NRW. Policymakers should consider in what context the policy works well and what factors may hinder its operation at the policy design stage.

This paper reviews and evaluates four U.S. P3 toll highways, identifying their performance and common challenges. Contrary to the conventional wisdom that federal and state governments should fund highways, this paper argues that users should bear the cost for both efficiency and equity considerations. The shift from government investment and operation of highways to Public-Private Partnerships (P3) was driven by the lack of public funding, more productive competitive business practices, and the government's desire for upfront payments to fund other unrelated public projects. However, these justifiable public benefits were accompanied by significant problems. Highways were often leased for 35 to 75 years, depending on the total equity and loans of the private partner and various risk factors.

Benefiting from low repetition and dropout rates, as well as their excellent employability rate of their students, the Higher Institutes of Technological Studies (ISETs) have acquired a strategic position in the Tunisian higher education system. This paper aims to use the Stochastic Frontier Analysis (SFA) method to measure the efficiency of Tunisian Higher Institutes of Technological Studies (ISETs) and to determine the factors that cause performance differences. The results indicate that ISETs appear well managed, although some of them warrant a more detailed analysis (below-average efficiency). Also, it was found that the ISETs situated in the most industrialized part of the country, the Central-East, record highest scores of efficiency, while those in the South-East show more homogeneous efficiency. The results underscore the importance of focusing support and improvement efforts on ISETs located in less developed regions or those with lower efficiency levels. Moreover, the negative relationship between the age of institutions and their efficiency suggests that reforms to institutional practices may be necessary for older establishments. Finally, institutes that are located in one of the main cities will not necessarily be more efficient than the others. The findings presented in this paper have targeted and practical implications for the development of the ISET network in Tunisia.

Curriculum is the core element of talent cultivation in universities, and its quality directly determines that of the talent cultivation. However, the efficiency of online course resource allocation in universities of China is unacceptable, and the corresponding driving mechanisms are unclear. Based on the data of iCourses platform for a top university (H University) of China, this paper develops the DEA-Malmquist index and Tobit regression model to evaluate the efficiency of university online course resource allocation and explore its main influencing factors. The empirical results indicate that, first of all, humanities and social sciences outperform natural sciences in the resource allocation efficiency of online courses. Compared with non-national premium online courses, the resource investment redundancy of national premium online courses appears relatively lower. Secondly, from the perspective of temporal changes, the total factor productivity of online course resource allocation generally has a downward trend. The innovation effect of technological progress is more significant, while the catch-up effect of technical efficiency is clearly insufficient. Scale efficiency is the main factor hindering its improvement. Finally, in terms of the factors affecting the efficiency of online course resource allocation, teachers’ research guidance capability, teaching research skills, and the number of courses offered have significantly positive impact.

Background

The second phase of the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR) transitioned from scaling up HIV prevention and treatment to promoting sustainability and capacity building for programs monitoring performance and evaluating key program indicators. We assessed the success of a monitoring and evaluation (M&E) curriculum designed to build capacity in three PEPFAR-supported countries.

Methods

We customized M&E trainings based on country-specific epidemic control priorities in Ethiopia, Guatemala, and Cameroon. The M&E curriculum included five modules and three evaluation activities to assess impact: (i) in-person pre-post confidence assessment surveys (CAS), (ii) in-person pre-post knowledge tests (PPKT), and (iii) electronic 6–12 months post-training translating knowledge into practice (TKP) surveys. Pre- and post-training results were compared within and across countries and triangulation with the qualitative data evaluated overall success.

Results

Among 188 participants attending M&E trainings, 154 (82 %) responded to CAS and 165 (88 %) participants from Ethiopia and Cameroon completed PPKT. Overall CAS scores between pre- and post-test improved [Score mean difference:1.5–1.9]. PPKT indicated statistically significant knowledge gained. One out of five TKP respondents provided direct application examples from the M&E training.

Conclusion

While feedback was predominantly positive overall, revisions were recommended for three of the five modules. Developing a customizable and adaptable M&E curriculum may sustain countries’ ability to monitor their progress towards epidemic control.

The study aimed to ascertain a relationship between agricultural status, socioeconomic factors, and nutrition of farm families. The study was conducted in selected villages in the West Garo Hills district of Meghalaya, using Stratified Random Sampling (St. RS). Using pretested interview schedules, we collected primary data from respondents in 2020 and 2021, focusing on socioeconomic variables, body mass index, and income from agriculture and related sectors. The data was analysed using correlation analyses and separate combined regression estimates for each year and month were obtained. Results from the study indicate that agricultural income significantly influenced nutritional status (p < 0.05) and household income growth was also found significant. The region's agricultural production of cereals, pulses, and vegetables was insufficient, as was the production of meat and meat products, milk, and milk products. Hence, expenditure towards purchasing the above food groups from the market was found to be significant (p < 0.05). Therefore, the markets near the mainland especially in the hilly region play a crucial role in the nutritional pathway of rural farm families.

This paper examines graduate research assistants' informal applied learning experiences on the evaluation team at a university-based agricultural safety and health research center. The case study aims to identify the specific learning outcomes derived from the experience, as described by students, and the factors that facilitated them. The research team used a semi-structured focus group tool, and the focus group participants conducted their own analysis and interpretation of the data. An inductive qualitative analysis revealed that students had new perspectives on evaluation, greater evaluation knowledge, and comfort using evaluative tools. Students expressed that key factors like trust, respect, and reflective practice effectively fostered learning. These data were corroborated using deductive analysis using Fink’s Taxonomy of Significant Learning. Ultimately, the study supports the value of informal applied learning experiences for students, particularly in the field of evaluation, and describes a model of support to facilitate learning in various contexts.

In this article, we estimate a series of models to evaluate the effects of a short program in a context where randomization is not feasible but the program follows a cyclical pattern. We will focus empirically on a case study involving parenting skills courses, which have become increasingly popular. In order to evaluate the impact of the program on parents’ and children outcomes, we employ two different methods. The first method compares the outcomes of families who have just finished the program with those who are about to start it; the second compares the outcomes of the same families over time. Furthermore, we propose a model to test whether families who enrolled early were systematically different from those who enrolled later. We find beneficial effects of the program on the importance of living in an area that offers opportunities and of having good quality relationships with friends and family; on the level of self-confidence in sharing one's experiences with other parents; and, in general, on the opinion that tablets and cell phones can be useful for learning, can give parents the opportunity to do something and can calm children. Moreover, we show that the families who access the course early are not random in every respect: they consistently assign higher importance to being well-integrated into a community and having access to culture for their well-being, and eventually, they utilize their time with children differently.

Background

Nearly 400 million Indians (30 % of the total population) lack any financial protection for health which leads to very high out of pocket expenditure. In India more than 90 million people spend 10–25 % of household expenses on healthcare. This is a serious threat to Sustainable Development Goal 3, which aims at providing universal health coverage along with protection from catastrophic spending on health.

Aim

The aim of this paper is to estimate the efficiency and determinants of public health in India at subnational level.

Methods

To estimate the efficiency of public healthcare, input oriented bias corrected DEA model has been used. In this model life expectancy at birth and infant survival rate have been treated as outputs. Public health spending and per capita income are treated as inputs. In the second stage Tobit regression is used to analyse the determinants of efficiency.

Results

The mean bias corrected efficiency score across Indian states is 0.60, implying that on average there is a 40 % inefficiency in public healthcare in India. Maharashtra and Mizoram are the most and least efficient states with efficiency score of 0.921 and 0.218, respectively. Fourteen states have efficiency scores less than 0.60, two states have efficiency score of 0.60 and 15 states have the efficiency score greater than 0.60. Socio economic factors outweigh the medical factors in determining the public healthcare efficiency in India.

Conclusion

There are 40 % inefficiencies in public health in India implying significant wastages in public health. By improving public health efficiency, there would be savings of 48 % in terms of government expenditure on health per capita. It will also improve infant survival rate by 27.19 % and life expectancy by 20.65 %.

This study aimed to develop and psychometrically test the Faculty Online Teaching Effectiveness Scale (FOTES) based upon both student and faculty perspectives of online teaching and learning in higher education. Online teaching effectiveness is a crucial component of quality education, but it has not been well-defined conceptually, and few studies have been conducted, using relevant domains, to accurately measure online teaching effectiveness. The impact of online course delivery on teaching effectiveness remains unclear. An exploratory sequential mixed methods design was employed with three phases of instrument development and psychometric testing. The FOTES comprises 50 items in seven domains: teaching philosophy, self-efficacy, relationships, course content, learning activities, teaching practices, and satisfaction. The instrument underwent initial testing, yielding positive expert appraisals with good-excellent psychometrics. All domains of the scale were significantly correlated, except for teaching philosophy. The preliminary results of the FOTES provide the empirical evidence to advance additional psychometric validation. This newly developed instrument has the potential to enhance faculty capacity and skill in self-evaluating their teaching effectiveness in online courses, providing a valid and reliable measure. The resulting instrument is poised to promote outcome evaluation and strengthen teaching and learning processes.