(Ne)išmatuojamas švietimo efektyvumas ir našumas

LTMonografijoje analizuojama, ar yra išmatuojamas švietimo efektyvumas ir našumas. Parodoma, jog remiantis ekonomine paradigma iš tiesų galima išmatuoti / įvertinti švietimo efektyvumą ir našumą tam tikru lygmeniu, tačiau ekonominė paradigma neapima švietimo plačiąja prasme ir yra kitos švietimo dimensijos, kurios itin svarbios, bet sunkiai matuotinos. Monografiją sudaro dvi dalys. Pirmojoje, edukologinėje, dalyje aptariami ir įvairių paradigmų kontekste išdiskutuojami efektyvumo ir našumo apibrėžimai. Apžvelgiami švietimo modeliai, itin populiarėjantys tarptautiniai didelės apimties pasiekimų tyrimai, kaip ir nacionaliniai mokinių pasiekimų tyrimai, egzaminų rezultatai. Pateikiami susisteminti kitų mokslininkų tyrimai švietimo efektyvumo ir našumo vertinimo klausimais. Antroji monografijos dalis yra skirta autorių atliktiems empiriniams tyrimams švietimo efektyvumo ir našumo vertinimo tematika pristatyti. [Anotacija knygoje]

ENThere is probably no country that can be proud of having a perfect education system today, both in terms of efficiency and effectiveness or quality. For the achievement of better educational results, practically all regions of the world are implementing educational reforms of varying scale. The degree of success of change and the level of efficiency and effectiveness achieved in the education system can be assessed by making comparisons between countries. The countries of the European Union (EU) are investing heavily in education reforms, which often prove ineffective and do not improve the quality of education, and a more in-depth understanding of the specificities of education systems is needed to pursue a measured evidence-based education policy. In this monograph, we explore the peculiarities of measuring effectiveness and efficiency of education. We investigate EU education systems, analysing the system as a whole, as well as each level of education separately. The monograph consists of 10 chapters that are divided into two parts: an educological one, which presents the definitions of efficiency and effectiveness and discusses them in the context of different paradigms. It also reviews educational models, the very popular International Large-scale Student Assessment Studies (ILSAs), as well as National Student Assessments. The second part of the monograph is devoted to the authors’ empirical research on the evaluation of educational efficiency and effectiveness. [...].The aim of the authors was to explore, identify and compare factors of efficiency and effectiveness of education systems in EU countries. Our exploration led us to believe, that even very modern quantitative methods are not yet able to cover and assess the full diversity of the education system. On the other hand, modern education simply cannot do without monitoring and evaluation tools. Therefore, taking into account the limitations of this type of measurement, reflecting the inevitable biases and the limited possibilities of measuring objective reality, we believe that the effectiveness and efficiency of education can and must be measured. However, highest standards, in line with the state of the art research in mathematics, statistics, education, psychology, neuroscience and other social sciences must be met. Evaluating the effectiveness of education must become a prerequisite for the design and implementation of evidence-based education policy. [From the publication]