OECD Reviews of School Resources: Czech Republic 2016

Abstract

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La Objetividad en las Pruebas Estandarizadas / Objectivity in Standardized Tests

“…Entre las versiones de 2003de a 2015de (OECD, 2005de -2016, solo se menciona en dos reportes nacionales (Eslovaquia y República Checa) vinculándola con la neutralidad y la imparcialidad para garantizar medidas objetivas sobre el desempeño (Santiago, Halász, Levacíc y Shewbridge, 2016;Shewbridge, Herczyński, Radinger y Sonnemann, 2016).…”

Enhancing public sector efficiency and effectiveness in the Czech Republic

“…The focus of the e-Government programme has been on creating portals for accessing information and interacting with the government (Box 4). To the extent that data exist, they are typically fragmented and unpublished, as is the case in healthcare and education (OECD, 2014c;Shewbridge et al, 2016). In general, data provision needs to expand more uniformly and be more outcome-focussed, perhaps with the help of the Czech Statistics Office.…”

“…Educational attainment is consistently high across regions and PISA test scores are near the OECD average despite lower spending per student (PPPadjusted) ( Figure 13, Panel A). But the large number of small schools points to potential gains from scale and scope: around 60% of schools have less than 200 students, a problem which extends beyond rural areas (Shewbridge et al, 2016). On average school sizes are smaller in regions that have more municipalities (Figure 13, Panel B).…”

“…Decisions taken over larger schooling districts would better internalise gains from pooling teachers and facilities. Monitoringand consequently performancewould also be improved, particularly since the school inspectorate only undertakes inspections every six years on average (Shewbridge et al, 2016).…”

“…Earmarking also limits governments' ability to adjust service provision to local needs. In education, transfers for direct costs (to regions and from regions to municipally run schools) are made on a per student basis but do not adequately reflect costs and do not encourage efficiency (Shewbridge et al, 2016). Part of the regions' revenues earmarked for education is for municipally-run schools, which complicates administration and assessment of the system (ibid.).…”