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on Education |
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Issue of 2018‒04‒30
twenty-one papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Cáceres-Delpiano, Julio (Universidad Carlos III de Madrid); Giolito, Eugenio P. (Universidad Alberto Hurtado) |
| Abstract: | Using several data sources from Chile, we study the impact of school choice at the time of starting primary school. To study the contribution of school choice, we exploit the combination of multiple cutoffs defining the minimum age at entry, and the difference across municipalities in the composition of the schools according to these cutoffs. Children living in the same municipality, and whose birthday differs by a few days not only have their incentives to delay school entry affected, but also face, in case of not delaying, a different set of schools. We show that a larger set of schools increases the probability of starting in a better school, measured by non high-stakes examination. Moreover, this quasi-experimental variation reveals an important reduction in the likelihood of dropping out, and a reduction in the probability that a child would switch schools during her/his school life. Secondly, for a subsample of students who have completed high school, we observe that a larger school choice at the start of primary school increases students' chance of taking the national examination required for higher education and the likelihood of being enrolled in a selective college. |
| Keywords: | age requirements, school choice |
| JEL: | A21 I24 I25 I28 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11420&r=edu |
| By: | Aithal, Architha; Aithal, Sreeramana |
| Abstract: | After accepting quality higher education as service, many global business schools are competing to attract intelligent students to various innovative courses and by training them to become further smart, providing better challenging placements in the corporate sector with lucrative salaries. Such schools competing globally by differentiating their education model through top-level infrastructure, globally competitive faculty member, providing industry oriented and research-based curriculum, customized curriculum and teaching methods through providing a choice from an infinite number of electives, and competence based examination and evaluation system. Recent ranking results announced by the USA based Elsevier’s SSRN identified Wharton Business School of the University of Pennsylvania, USA as Ranked ONE business school in the world in terms of its number of annual research paper publications. Wharton’s 235-plus professors are one of the largest, most published faculties at any business school. The standing and affiliated faculty members of WBS work within and collaborate across 10 academic departments. For 2019 outgoing MBA batch, the school admitted 863 students from 65 countries out of 6,692 applicants. In this paper, we have analysed the operational and business strategy of Wharton business school in its quest for excellence and courage to innovate decisions on academic performance and research performance and compared with its competitors in the same country like Booth School of Business, Harvard B-School, Stanford Graduate B-School, Stern B-School, Columbia B-School, and Sloan B-School. |
| Keywords: | SSRN Ranking, Wharton Business School, Operational and business strategy in Business school, Research case study, Faculty research output, Organizational Strategy, Quest for excellence in higher education |
| JEL: | A2 A23 I23 O3 O31 |
| Date: | 2018–01–16 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:85727&r=edu |
| By: | Belzil, Christian (Ecole Polytechnique, Paris); Poinas, François (Toulouse School of Economics) |
| Abstract: | We estimate a structural model of education choices in which individuals choose between a professional (or technical) and a general track at both high school and university levels using French panel data (Génération 98). The average per-period utility of attending general high school (about 10,000 euros per year) is 20% higher than that of professional high school (about 8000 euros per year). About 64% of total higher education enrollments are explained by this differential. At the same time, professional high school graduates would earn 5% to 6% more than general high school graduates if they both entered the labor market around age 18. The return to post-high school general education is highly convex (as in the US) and is reaped mostly toward the end of the higher education curriculum. Public policies targeting an increase in professional high school enrollments of 10 percentage points would require a subsidy of 300 euros per year of professional high school. |
| Keywords: | education choices, returns to schooling, professional education, structural model |
| JEL: | C51 I23 J24 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11433&r=edu |
| By: | Ali Palali (CPB Netherlands Bureau for Economic Policy Analysis); Roel van Elk (CPB Netherlands Bureau for Economic Policy Analysis); Jonneke Bolhaar (CPB Netherlands Bureau for Economic Policy Analysis); Iryna Rud |
| Abstract: | We investigate the relationship between research quality and teaching quality using data from Maastricht University, the Netherlands, where students are randomly allocated to different teachers within the same course. We measure research quality by the publication records of the teachers and teaching quality by both student evaluations of the teachers and final student grades. We find that being taught by teachers with high quality publications leads to higher grades for master students. This is not fully reflected in the student evaluations of teachers. Master students do not give higher scores to teachers with high quality of publications, bachelor students give lower scores. |
| JEL: | I23 I28 |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:cpb:discus:347&r=edu |
| By: | Ran Abramitzky; Victor Lavy; Santiago Pérez |
| Abstract: | We study the short and long-term spillover effects of a pay reform that substantially increased the returns to schooling in Israeli kibbutzim. This pay reform, which induced kibbutz students to improve their academic achievements during high school, spilled over to non-kibbutz members who attended schools with these kibbutz students. In the short run, peers of kibbutz students improved their high school outcomes and shifted to courses with higher financial returns. In the medium and long run, peers completed more years of postsecondary schooling and increased their earnings. We discuss three main spillover channels: diversion of teachers’ instruction time towards peers, peer effects from improved schooling performance of kibbutz students, and the transmission of information about the returns to schooling. While each of these channels likely contributed to improving the outcomes of peers, we provide suggestive evidence that the estimates are more consistent with the effects operating mainly through transmission of information. |
| JEL: | J24 |
| Date: | 2018–04 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:24515&r=edu |
| By: | Bond, Timothy N. (Purdue University); Mumford, Kevin J. (Purdue University) |
| Abstract: | This paper estimates the effect of exposure to teacher pay-for-performance programs on adult outcomes. We construct a comprehensive data set of schools which have implemented teacher performance pay programs across the United States since 1986, and use our data to calculate the fraction of students by race in each grade and in each state who are affected by a teacher performance pay program in a given year. We then calculate the expected years of exposure for each race-specific birth state-grade cohort in the American Community Survey. Cohorts with more exposure are more likely to graduate from high school and earn higher wages as adults. The positive effect is concentrated in grades 1-3 and on programs that targeted schools with a higher fraction of students who are eligible for free and reduced lunch. |
| Keywords: | teacher performance pay, adult outcomes |
| JEL: | I24 J24 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11432&r=edu |
| By: | María Edo (UdeSA & CONICET); Mariana Marchionni (CEDLAS-FCE-UNLP & CONICET) |
| Abstract: | We estimate the impact on education outcomes of the Universal Child Allowance (AUH), a massive conditional cash transfer program targeted at young children of unemployed and informal workers launched in Argentina in late 2009. Evidence from previous works suggests that the AUH has had a significant positive impact on attendance rates at the beginning of the school year, but concentrated on boys in upper-secondary school. In this paper we study the effects on other education outcomes: intra-year dropout rates and primary school completion rates. We find that the AUH may be held responsible for significant improvements in both outcomes while the analysis highlights heterogeneous effects across age groups and gender. In particular, the AUH seems to have contributed to reduce intra-year dropout rates of eligible girls aged 12 to 14 (almost 4 p.p.) and 15 to 17 (7 p.p.) while no effects were found for children aged 6 to 11 or for boys, irrespective of age. The program seems to have also increased the probability of graduating from primary school of over-aged eligible children (1.4 p.p. for boys aged 12 to 14, almost 3 p.p. for girls in that age range and 2 p.p. for boys in the 15-17 age group). These results suggest that beyond the effects on school access indicators, the AUH may also contribute to the improvement of final outcomes in education. Nevertheless, the evidence also indicates that there is room for improvements in the design of the program aimed at enhancing these long term effects. |
| JEL: | I2 I3 |
| Date: | 2018–04 |
| URL: | http://d.repec.org/n?u=RePEc:dls:wpaper:0225&r=edu |
| By: | Hameed, Abdul; Padda, Ihtsham ul Haq; Dahar, Muhammad Arshad |
| Abstract: | Education is an essential input for economic development and is one of the basic human rights. Basically, education provides and contributes to the quality of human assets to achieve all development goals, such as poverty reduction, gender empowerment, improving human capital, and enhances socioeconomic benefits. However, unfortunately, education is the one of the deprived sector and its targets have not been achieved in Pakistan in the past decades. This paper contributes to understanding the micro-supply capacity assessment for the public sector schools of Punjab, using annual school census 2014 and monthly schools reports. It adopts the micro-supply capacity assessment method prepared by the World Bank consulting firm GEDESO (2014). The study shows that 45 percent schools in Punjab are deficient with respect to infrastructure and faculty. Out of 45 percent deficient schools 69 percent are primary schools. Overall, more than 50 percent students are enrolled in the deficient schools. To enroll the 3.2 million school-age children and enhance the quality of education, the government of Punjab should focus on the development of infrastructure and minimizing of lack of faculty, especially in the primary schools. |
| Keywords: | Educational Planning, Micro-supply Capacity Assessment, Quality Education |
| JEL: | I21 I24 I29 R10 |
| Date: | 2017–02–24 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:85020&r=edu |
| By: | Giannelli, Gianna Claudia (University of Florence); Rapallini, Chiara (University of Florence) |
| Abstract: | We find a positive relationship between math attitude and students' math scores using data obtained from PISA 2012 and a 2SLS model. Math attitude is approximated by three subjective measures: parental attitude and student instrumental motivation, which assess beliefs about math importance for the job market, and student math anxiety. The presence of one family member in a math-related career is our instrumental variable. Regardless of the proxy that is used for math attitude, an increase of one standard deviation increases the student score by at least 40 points, the equivalent of one year of schooling. |
| Keywords: | parental attitude toward math, student instrumental motivation, math anxiety, math-related career, math scores |
| JEL: | I21 J13 J24 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11395&r=edu |
| By: | Caroline Censier-Calmus (URCA - Université de Reims Champagne-Ardenne); Thierry Bontems (Pacte, Laboratoire de sciences sociales - UPMF - Université Pierre Mendès France - Grenoble 2 - UJF - Université Joseph Fourier - Grenoble 1 - IEPG - Sciences Po Grenoble - Institut d'études politiques de Grenoble - CNRS - Centre National de la Recherche Scientifique - UGA - Université Grenoble Alpes); Sabine Goulin (DAPEQ - DAPEQ - Délégation à l'Aide au Pilotage Et à la Qualité - UL - Université de Lorraine, UL - Université de Lorraine) |
| Abstract: | The purpose of this communication is to present a very recent initiative lead by the French higher education and research institutions (ESR) : the creation of a network of quality referents named Higher Education and Research Quality Network : RELIER (for REseau quaLIté pour l’Enseignement supérieur et la Recherche) which aims to connect (relier in French) universities, institutes, colleges and engineering schools. Established by and for higher education and research institutions in order to support organizational, management, evaluation and improvement initiatives, this network gathers the people in charge of quality assessment within their institutions on both a political and an operational level. A 15-people steering committee was introduced in January 2013. Gathering every six weeks this committee's main objective is to reinforce a quality culture within the ESR, share good practices, promote and favor the appropriation of the reference tables and the standards of quality for a better management of the institutions. |
| Date: | 2018–04–04 |
| URL: | http://d.repec.org/n?u=RePEc:hal:wpaper:halshs-01712014&r=edu |
| By: | Aithal, Sreeramana; Kumar, Anil; M, Madhushree; R, Revathi |
| Abstract: | Many Countries in the globe have adopted private University system as a part of their higher education offering strategy. India, being second in the number of private universities in the World, has given exactly 50 % shares to privately governed Universities (Private & Deemed to be universities together) and remaining 50% are Govt. Funded universities (Central & State Govt. together). Presently in India, there are 264 private universities spread over 22 states. Due to non-availability of any financial support from the state and central governments, private universities are trying to sustain through their only strategy of service differentiation through 21st century curriculum and industry integrated programme design. In this paper, we have studied the business strategies of some of the private universities in India which include Admission Strategies, Growth strategies, Innovative strategies, Research Strategies, Collaboration Strategies, Placement Strategies, and Technology adoption strategies to add competitive values to services provided to the stakeholders The paper also suggests some recommendations based on the observations and intuition to contribute to the business strategies to improve the performance and brand image of private universities. |
| Keywords: | Private universities, Business strategies, Admission strategies, Growth strategies, Research strategies, Collaboration strategies, Placement strategies, Technology adoption strategies. |
| JEL: | A21 A23 I2 I23 O31 |
| Date: | 2018–03–03 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:85726&r=edu |
| By: | Vera Tolstova |
| Abstract: | I develop a simple dynastic model in the style of Barro and Becker, with endogenous fertility and human capital accumulation, to quantify the optimal progressivity of higher education subsidies. I find that the optimal policy is characterised by a higher degree of progressivity than current U.S. education subsidies. Additionally, the relation between progressivity of education policy and welfare/ population growth is hump-/ U-shaped respectively. While an assumption of endogenous fertility is quantitatively important, heterogeneity in fertilities is sufficient to generate these results. This is because welfare gains from more progressive subsidies are driven not only by decreases in fertility rates of low income individuals, but also by the fact that their children transit to states associated with higher incomes and, consequently, relatively low fertilities. |
| Keywords: | higher education subsidies; endogenous fertility; heterogeneous agents; |
| JEL: | J13 J24 I22 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:cer:papers:wp613&r=edu |
| By: | Muñoz de Bustillo, Rafael; Sarkar, Sudipa; Sebastián, Raquel; Antón, José-Ignacio |
| Abstract: | Purpose. The purpose of this paper is to present the stylized facts of over-education among European graduates over time (1998-2013), paying special attention to the measurement issues. Design/methodology/approach. The authors use two different sources, the Programme for the International Assessment of Adult Competencies 2012, and the European Union Labour Force Survey 1998-2013, with two different aims. We employ the first one to make a detailed analysis of the different forms of measuring over-education and its implications in terms of the result obtained. The analysis of the second one responds to study the evolution and characteristics of over-education in Europe. Findings. In first place, the paper provides evidence of the high level of sensitivity of the level of measured over-education to the type of methodology used. Such difference is even higher when we focus on skills versus educational mismatch. The work also shows how with all their shortcomings, the measures of over-education used in the analysis point to the existence of convergence in over-education levels among the European countries of the sample (only interrupted by the crisis), in a context of reduction of over-education rates in many countries. Practical implications. Researchers should be particularly careful when estimating over-education, because of the strong implications in terms of the so different results obtained when choosing between competing methods. Originality/value. The analysis abound in the implications of the use of different methodologies of estimating over-education in terms of both size and ranking among European countries. The production of long-run and updated estimates of over-education for a large sample of countries using a homogenous database and different estimation methods. Paper type. Research paper. |
| Keywords: | Over-education; Europe; mismatch measurement; higher education; skills; gender; age. |
| JEL: | I2 J24 |
| Date: | 2018–04 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:85779&r=edu |
| By: | Asongu, Simplice; Nwachukwu, Jacinta |
| Abstract: | The study investigates critical masses or thresholds of educational quality at which the diffusion of information with mobile phones enhances inclusive human development. The empirical evidence is based on simultaneity-robust Fixed Effects regressions with data from 49 Sub-Saharan African countries for the period 2000–2012. The following findings are established: (1) There are positive marginal and net effects on inclusive development from the interaction between mobile phones and educational quality, (2) Between 10 and 27 pupils per teacher is needed in primary education in order for mobile phones to enhance inclusive human development, (3) From a comparative dimension: (i) English Common law countries enjoy higher net effects compared to their French Civil law counterparts, (ii) positive net effects are more obvious in politically stable (vis-à-vis politically unstable) countries, (iii) positive net impacts are also more apparent in resource-poor (vis-à-vis resource-rich) countries, (iv) low income (vis-à-vis higher income) countries have a higher net effect on inclusive development, (v) landlocked (vis-à-vis unlandlocked) countries experience higher net effects and (iv) Islam-dominated countries have a slightly higher net impact compared to their Christian-oriented counterparts. |
| Keywords: | Mobile phonesInclusive human developmentAfrica |
| JEL: | G20 I10 I32 O40 O55 |
| Date: | 2017–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:85484&r=edu |
| By: | Liyousew G. Borga; Myroslav Pidkuyko |
| Abstract: | Using a unique longitudinal survey from Ethiopia, we investigate whether resource constrained parents reinforce or attenuate differences in early abilities between their children. We propose a simple model that allows for sibling interactions. To overcome the endogeneity associated with measures of endowment, we construct a measure of human capital at birth that is plausibly net of prenatal investment. We estimate a sibling fixed-effect model to account for bias due to unobserved family-specific heterogeneity. We find that parents reinforce educational inequality: inherently healthy children are more likely to attend preschool, be enrolled in elementary school, and have more expenses incurred towards their education. Health inputs are allocated in a compensatory manner.Creation-Date: 2018-03 |
| Keywords: | cognitive ability; health endowment; intrahousehold allocation; sibling rivalry; |
| JEL: | D13 I14 I24 J13 |
| URL: | http://d.repec.org/n?u=RePEc:cer:papers:wp616&r=edu |
| By: | Bakens, Jessie (ROA / Education and occupational career); Fouarge, Didier (ROA / Dynamics of the labour market); Peeters, Tim (ROA / Human capital in the region) |
| Abstract: | As part of the Education and Labour Market Project (POA) , the Research Centre for Education and the Labour Market (ROA) develops a number of research activities aimed at a better understanding of the medium-term developments in supply and demand on the Dutch labour market. These activities include analyses of the match between skills supply and demand, the development of labour market indicators for the current equilibrium between supply and demand, and labour market forecasts of supply and demand by industry, occupation, education, and region. |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:unm:umarot:2018003&r=edu |
| By: | Michal Burzynski (CREA - Center for Research in Economic Analysis - Uni.lu - Université du Luxembourg); Christoph Deuster (UCL IRES - Institut de recherches économiques et sociales - UCL - Université Catholique de Louvain, UNINOVA - Universidade Nova de Lisboa); Frédéric Docquier (UCL IRES - Institut de recherches économiques et sociales - UCL - Université Catholique de Louvain, FERDI - Fondation pour les Etudes et Recherches sur le Développement International, FNRS - Fonds National de la Recherche Scientifique [Bruxelles]) |
| Abstract: | This paper characterizes the recent evolution of the geographic distribution of talent, and studies its implications for development inequality. Assuming the continuation of recent educational and immigration policies, it produces integrated projections of income, population, urbanization and human capital for the 21st century. To do so, we develop and parameterize a two-sector, two-class, world economy model that endogenizes education decisions, population growth, labor mobility, and income disparities across countries and across regions/sectors (agriculture vs. nonagriculture). We find that the geography of talent matters for global inequality, whatever the size of technological externalities. Low access to education and the sectoral allocation of talent have substantial impacts on inequality, while the effect of international migration is small. We conclude that policies targeting access to all levels of education and sustainable urban development are vital to reduce demographic pressures and global inequality in the long term. |
| Keywords: | inequality,growth,Human capital,migration,urbanization |
| Date: | 2018–03–26 |
| URL: | http://d.repec.org/n?u=RePEc:hal:journl:hal-01743751&r=edu |
| By: | Lefranc, Arnaud (University of Cergy-Pontoise) |
| Abstract: | This paper analyzes long-term trends in intergenerational earnings persistence in France for male cohorts born between 1931 and 1975. This time period has witnessed important changes in the French labor market and educational system, in particular an important compression of earnings differentials as well as a large expansion in access to secondary and higher education. Using a two-sample instrumental variables approach, I estimate two measures of intergenerational economic persistence: the intergenerational earnings elasticity (IGE) and the intergenerational correlation (IGC). Over the period, the IGE exhibits a V-shaped pattern. It falls from a high of value of .6 for cohorts born in the 1930s to around .4 for those born in the 1950s, but subsequently rises to a level close to the beginning of the period. In contrast, the IGC remains relatively stable over the period. This suggests that changes in the IGE are partly driven by transitory responses to changes in cross-sectional inequality rather than long-term changes in the degree of intergenerational persistence. |
| Keywords: | intergenerational mobility, intergenerational persistence, earnings, inequality, trends, elasticity, corre-lation, education, France |
| JEL: | D1 D3 J3 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11406&r=edu |
| By: | Slobodan Djajić (The Graduate Institute, Geneva); Frédéric Docquier (UCL IRES - Institut de recherches économiques et sociales - UCL - Université Catholique de Louvain, FNRS - Fonds National de la Recherche Scientifique [Bruxelles], FERDI - Fondation pour les Etudes et Recherches sur le Développement International); Michael Michael (University of Cyprus [Nicosia]) |
| Abstract: | This paper revisits the question of how brain drain affects the optimal education policy of a developing economy. Our framework of analysis highlights the complementarity between public spending on education and students' efforts to acquire human capital in response to career opportunities at home and abroad. Given this complementarity, we find that brain drain has conflicting effects on the optimal provision of public education. A positive response is called for when the international earning differential with destination countries is large, and when the emigration rate is relatively low. In contrast with the findings in the existing literature, our numerical experiments show that these required conditions are in fact present in a large number of developing countries; they are equivalent to those under which an increase in emigration induces a net brain gain. As a further contribution, we study the interaction between the optimal immigration policy of the host country and education policy of the source country in a game-theoretic framework. |
| Keywords: | migration of skilled workers,immigration policy,education policy |
| Date: | 2018–03–26 |
| URL: | http://d.repec.org/n?u=RePEc:hal:journl:hal-01743814&r=edu |
| By: | Oleksandr S. Chernyshenko (University of Western Australia); Miloš Kankaraš (OECD); Fritz Drasgow (Drasgow Consulting Group) |
| Abstract: | In an increasingly fast-changing, complex and diverse world, social and emotional skills are becoming ever more important. In this paper we present an overview of literature on social and emotional skills, describing the nature and structure of these skills, their development, malleability and factors that influence them, their cross-cultural comparability and their relevance for a wide range of educational, economic and life outcomes. The paper also represents a conceptual framework for the OECD’s new Study on Social and Emotional Skills, an international survey that assesses 10- and 15-year-old students in a number of cities and countries around the world.We focus on the underlying skills within and outside of the widely researched Big Five model that are found to be more predictive and policy relevant. We examine the relationships of these skills with a variety of indicators of individual and societal well-being such as education, employment and income, health, and personal well-being. The paper discusses the structure of child’s social and emotional skills and the developmental trajectories of these skills across a lifetime. It presents the evidence of malleability of these skills as well as their relevance across a wide range of cultural contexts. |
| Date: | 2018–04–27 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaab:173-en&r=edu |
| By: | Caroline Censier-Calmus (URCA - Université de Reims Champagne-Ardenne); Thierry Bontems (Pacte, Laboratoire de sciences sociales - UPMF - Université Pierre Mendès France - Grenoble 2 - UJF - Université Joseph Fourier - Grenoble 1 - IEPG - Sciences Po Grenoble - Institut d'études politiques de Grenoble - CNRS - Centre National de la Recherche Scientifique - UGA - Université Grenoble Alpes); Sabine Goulin (DAPEQ - DAPEQ - Délégation à l'Aide au Pilotage Et à la Qualité - UL - Université de Lorraine, UL - Université de Lorraine) |
| Abstract: | The purpose of this communication is to present a very recent initiative lead by the French higher education and research institutions (ESR) : the creation of a network of quality referents named Higher Education and Research Quality Network : RELIER (for REseau quaLIté pour l’Enseignement supérieur et la Recherche) which aims to connect (relier in French) universities, institutes, colleges and engineering schools. Established by and for higher education and research institutions in order to support organizational, management, evaluation and improvement initiatives, this network gathers the people in charge of quality assessment within their institutions on both a political and an operational level. A 15-people steering committee was introduced in January 2013. Gathering every six weeks this committee's main objective is to reinforce a quality culture within the ESR, share good practices, promote and favor the appropriation of the reference tables and the standards of quality for a better management of the institutions. |
| Abstract: | L’objectif de cette communication est de présenter une toute récente initiative au sein des établissements supérieurs d’enseignement et de recherche français (ESR) : la création d’un réseau des référents de la qualité dénommé REseau quaLIté pour l’Enseignement supérieur et la Recherche : RELIER, qui a pour vocation de relier des universités, des instituts, des écoles d’ingénieurs. Constitué par et pour les établissements supérieurs d’enseignement et de recherche afin de soutenir les démarches d’organisation, de pilotage, d’évaluation et d’amélioration avec les outils de la qualité, ce réseau regroupe des acteurs en charge de la démarche qualité au sein de leur établissement, au niveau politique comme opérationnel. Un comité de pilotage de 15 personnes a été mis en place en janvier 2013. Il se réunit toutes les six semaines, son objectif principal est de renforcer une culture de la Qualité dans les ESR, former les acteurs et partager des bonnes pratiques, faire connaître et favoriser l’appropriation de référentiels et standards de la qualité pour un meilleur pilotage des établissements. |
| Date: | 2018–04–04 |
| URL: | http://d.repec.org/n?u=RePEc:hal:wpaper:halshs-01712008&r=edu |