| Title |
Švietimo sistemos stebėsena: išteklių ir rezultatų indeksų sąveika / |
| Translation of Title |
Status of education system: interactions of input and output composite indicators. |
| Authors |
Stumbrienė, Dovilė ; Jakaitienė, Audronė ; Želvys, Rimantas |
| DOI |
10.15388/LJS.2017.13669 |
| Full Text |
|
| Is Part of |
Lietuvos statistikos darbai.. Vilnius : Lietuvos statistikos departamentas. 2017, Vol. 56, no 1, p. 31-40.. ISSN 2029-7262. eISSN 2029-7262 |
| Keywords [eng] |
principal component analysis ; composite indicator ; education system |
| Abstract [eng] |
Education is one of keystones that guarantees well-being of a country, therefore the understanding about the education system status might be crucial. It motivates to measure the state of the education system, to understand its determinants and to monitor changes over time that would allow the implementation of evidence-based education policy. Measurement and assessment of the state of the education system is a complex task, as the analysis of individual indicators of the educational system is insufficient to monitor and evaluate education as a multidimensional phenomenon. To achieve a comprehensive and generalized assessment of the education system, we have chosen to calculate the composite indicators, namely, indicators of resources and outcomes. Using the latter indicators we evaluate state of resources and output of the educational system, understand the factors, determining the state, and compare it over time and in the context of other countries. Indices were calculated for the Baltic countries and three “old” EU member states: UK representing the Anglo-Saxon liberal model, Germany for the Continental corporatist model and Finland as an example of the Scandinavian model. For the analysis we used 2002-2014 annual publicly available data from EUROSTAT, OECD, and IEA databases. We have employed a simple weighted additive method with equal weights and principal components analysis for the construction of indices. We have found that the differences between composite indicators, constructed by the simple weighted additive method with equal and principal components analysis weights, are limited. The increase in the number of sub-indicators by almost two-thirds does not affect dynamics of the output indices over time. We have established that inertia of the education system is different for the countries: the impact of the output on the results is observed with 2–4 year lag for the Baltic States, as there is no time lag or there is a one year lag for Germany and the United Kingdom. Finland's results are different as compared with the other countries examined. The dynamics of the Baltic indices is similar and possibly constitutes a separate group. |
| Published |
Vilnius : Lietuvos statistikos departamentas |
| Type |
Journal article |
| Language |
Lithuanian |
| Publication date |
2017 |
| CC license |
|
