Incorporación del fracaso académico en la evaluación de los institutos de educación secundaria: un estudio sobre centros que imparten formación profesional

• Sala Garrido, Ramón ^[1] ; Molinos Senante, María ^[3] ; Montaner Andrés, Andrés ^[2]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
  2. [2] Universidad Nacional de Educación a Distancia

     Universidad Nacional de Educación a Distancia

     Madrid, España

     
  3. [3] Universidad Catolica (Chile)

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• Localización: Anales de ASEPUMA, ISSN-e 2171-892X, Nº. 23, 2015
• Idioma: español
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Las restricciones presupuestarias han puesto de manifiesto la necesidad de mejorar la eficiencia en el uso de los recursos para financiar la educación. Sin embargo, el reto al que se enfrentan las autoridades educativas no es sólo mejorar la eficiencia desde una perspectiva financiera, sino también desde un punto de vista académico. En este trabajo se investiga el papel del fracaso académico en la evaluación de la eficiencia de los centros que imparten estudios de formación profesional. Para lograr esto, la evaluación de la eficiencia se calcula mediante el empleo del enfoque de análisis envolvente de datos (DEA) introduciendo el fracaso académico como un output no deseado. Los resultados sugieren que la no consideración de los outputs no deseados en la evaluación de la eficiencia de los centros que imparten formación profesional aumentan los índices de eficiencia de todas las unidades evaluadas mientras que estos disminuyen cuando se considera el fracaso escolar. Desde una perspectiva política, se pone de relieve que los esfuerzos adicionales para reducir las tasas de alumnos que repiten los estudios o abandonan son esenciales. Por lo tanto, la metodología y aplicación empírica de este estudio son de gran interés tanto para las autoridades educativas como para los directores responsables de los centros educativos que imparten formación profesional..

  • English

    Budget restrictions have highlighted the need for improving efficiency in the use of financial resources to provide education. However, the challenge facing educational authorities is not just to improve efficiency from a financial perspective but also from an academic point of view. This paper investigates the role of academic failure in the efficiency assessment of centres providing vocational education and training (VET). To achieve this, for the first time, efficiency assessment is computed by employing data envelopment analysis (DEA) approach introducing academic failure as undesirable output. Findings suggest that omitting undesirable outputs in efficiency evaluation favors VET centres since efficiency scores of all units evaluated decreased when it was accounted for academic failure. From a policy perspective, it is evidenced that additional efforts to reduce rates of students repeating degree or dropping-out studies are essential. Thus, methodology and empirical application of this study are of great interest for both educational authorities and managers of VET centres.

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