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TITLE:
STATISTICSMANAGEMENT
Performance Indicators Projection Techniques
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PERFORMANCEINDICATOR
Need for Performance IndicatorsGenerating Performance Indicators
Natural factors
Demographic factorsEconomic factors
Social factorsSpatial factors
Educational factorsSummary of Indicators to Achieve Efficiency, Equity,
and Quality Improvement
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PERFORMANCEINDICATOR
Need for Performance Indicators
Indicators of actual performance in relation to plan objectives and
targets may be both quantitative and qualitative. They pointout the extent
of identified aspects of management. They are employed bymanagers/planners as aids in the process of planning and systems
provision. They also provide targets; monitor changes in, as well as
facilitate research on the system; estimate future costs; and forecast
outflow of individuals with different kinds of education and training.
Performance indicators are bases for determining the systemsefficiency and effectiveness and for implementing plans. They also serve
as baseline data for target setting, so that managers/planners may take
appropriate measures for performing the necessary coursecorrection (if
deviation from the national mean is detected) or for further raising the level
of the systems efficiency and effectiveness, so that optimal benefits will be
derived from it.
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PERFORMANCEINDICATOR
Generating Performance Indicators
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PERFORMANCEINDICATOR
Generating Performance Indicators
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PERFORMANCEINDICATOR
Generating Performance Indicators
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PERFORMANCEINDICATOR
Generating Performance Indicators
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PERFORMANCEINDICATOR
Generating Performance Indicators
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Socio-economic Socio-economic indicators include:
access to modern health facilities and information, including family
planning;
possession of good health;
birth and death rates; access to basic social and economic infrastructure;
possession of technical skills;
opportunity for improvement in real income and purchasing power;
increasing feeling of social justice;
participation of group decision making affecting work and leisure,
through joint ownership of societys means of production; and
literacy rate of the population.
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The following are specific indicators for determining the internal, operational and external efficiency andeffectiveness of the system in order that the goals, objectives and targets for the plan will be achieved.
Application of performance indicators as example to this topic are: To determine the internal efficiency of the secondary school, such as participation rate, retention
rate, survival rate, completion and graduation rates, teacher-pupil ratio, class-teacher ratio, per-pupil cost, book-pupil ratio, pupilsperformance, teachers performance, availability of resourcespercentage of output absorbed in the system, etc.
For the operation efficiency of the system managers/planners look at the structural changes in thesystem; teaching-learning processes; adequacy of physical facilities; effective supervision andmanagement; knowledge of managerial development and redirection; presence of adequateresources; provision for research and evaluation; effective dissemination of desirable culturalvalues and attitudes to personnel and administrators knowledge and awareness of variousinnovations/techniques being experimented and implemented in the construction.
For the external efficiency of the system, managers/planners should examine the employability ofgraduates. Are the graduates of the construction engineering system employed, unemployed,underemployed after finishing a course? Does the firm produce desirable outputs with right attitudeand values toward work? Do personnel tend to respond to the economic and other needs ofsociety? Are personnel innovative and creative? Are personnel aware of the duties andresponsibilities of good and worthy citizens of the society?
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All the foregoing indicators which managers/planners generate from
data/information taken from surveys and from existing situations in the different
levels (from the regional to the institutional) serve s baseline data for setting
objectives/targets for the plan period. Planners and managers use these indicators
for setting objectives/targets. Planners at the office who analyze, synthesize an
integrate all these plans determine the national average of the various indicators.
The results of the various average national rates and ratios are to be presented to
all regional directors so that they will know whether their regions are above or
below the national averages. With this information, the regions/firms with low
performance indicators will try to improve their performance. They may, for
example, implement projects to improve retention rate to increase achievement
rate. On the other hand, aside from increasing their performance further, the
regions/firms above the national averages will give more emphasis on the
qualitative aspects of management or on the improvement of the quality of their
graduates/personnel.
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Development of Performance Indicators in theDECS (Examples)
The Department of Education, Culture and Sports (DECS) has been
developing indicators to measure its performance.
The initial attempt took place in 1975 when the Office of Planning
Services (OPS) undertook the Decentralized Education Planning Program(DEPP), which focused on disadvantaged, depressed and undeserved (DDU)
schools.
The DEPP aimed at identifying the indicators of sufficiency or
insufficiency or the inequitable distribution of resources in the elementary schools
of the country. To identify the DDU schools in the various areas of the country,OPS conducted a comprehensive situational analysis of public elementary
schools through the use offive variables, namely: (1) school sites, (2) availabilityof classrooms and school buildings, (3) teachers capabilities, (4) instructionalmaterials, and (5) school furniture and equipment.
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In 1979, the Ministry of Education and Culture (MEC) launched the Program for
Decentralized Educational Development (PRODED). In drawing up the
educational disparities or deprivation picture, it simultaneously employed
several performance criteria, such as the following:
Access criterion used to look into disparities at entry points to the schoolsystem and measured mainly by (a) participation or enrolment ratio, (b)
literacy rate, (c) survival rate, (d) transition rate, (e) drop-out rate, and (f)
achievement rate:
Internal efficiency criterion measured by the cohort survival rate;
Quality criterion measured by the SOUTELE achievement; and
Effectiveness criterion measured by returns to investment.
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Subsequently, the Economic and Social Impact Analysis of
Women in Development (ESIAWID) gave further
opportunity for the MEC to review its indicators. It defined
29 indicators for education. Nine of these are key indicatorsand the rest, supportive.
Key indicators are those which satisfy the criteria ofmeasurability, appropriateness, comprehensiveness,
relevance, sensitivity and impact-orientation. Supportive
indicators, on the other hand, satisfy the criteria ofmeasurability, appropriateness and may show only some
aspects of the extent to which the goals are being attained.
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With the use of data available in the Educational Statistics Data
Bank (ESDB),several key indicators can be computed; they may be
utilized for evaluating the educational systems performance at
various levels in relation to the DECS goal of efficiency,
effectiveness, equity and excellence.
In 1981, the ASEAN-Educational Management Information System
(ASEAN-EMIS) enumerated indicators in the List of PerformanceIndicators for Elementary and Secondary Education. Theseindicators are categorized according to major indicators grouping
based on four concerns of the DECS, namely: efficiency,effectiveness, equity, and quality improvement. Since an indicatormay be an appropriate performance indicator relative to two or more
concerns, these groupings are not mutually exclusive.
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Efficiency indicators are used for monitoring theattainment of one of the DECS concerns, viz., producingdesired results or providing quality education at least
possible cost. Cost basically refers to expendituresassociated with the use of resources like personnel,
measure the degree of utilization of the resources that
are available to the educational system. In effect,
efficiency indicators allow the comparison of actual
outputs against given inputs.
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The following examples may be considered indicators of
efficiency: (1) pupil-teacher ratio, (2) student-section ratio, (3)teacher-class ratio, (4) teacher-section ratio, (5) per-pupilcost, (6) retention rate, (7) survival rate, (8) group survival
rate, (9) repetition rate, (10) transition rate, (11) completionrate, (12) promotion rate, (13) graduation rate, (14) failurerate, (15) drop-out rate, (16) cohort survival, and( 17) stay-outrate.
Effectiveness indicators measure the ability of the DECS toperform its mandate of providing educational systems actual
level of accomplishment relative to its thrust and goals.
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The following may be considered indicators of
effectiveness: (1) participation rate, (2) retention rate, (3)survival rate, (4) group survival rate, (5) repetition rate,(6) transition rate, (7) completion rate, (8) promotionrate, (9) graduation rate, (10) failure rate, (11) drop-outrate, (12) scores in nationally administered achievementtests, (13) cohort survival rate, (14) stay-out rate, (15)number of sports activities conducted in schools, (16)
and number of athletes participating in division meets.
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Equity indicators are used for indicating the degree to which opportunities
for education are provided for the population, regardless of economic
status, place of residence and intellectual capability. They indicate equality
of access, not only to physical facilities like schools, but also to quality
education.
The following may be considered indicators of equity: (1) pupil-teacher ratio,(2) student-section ratio, (3) teacher-class ratio, (4) teacher-section ratio, (5)class-classroom ratio, (6) section-classroom ratio, (7) pupil density, (8) P.E.pupil-teacher ratio, (9) per-pupil cost, (10) participation rate, (11) transition
rate, (12) scores in nationally administered achievement tests, (13)pupil/student-textbook ratio, (14) proportion of teachers with graduatedegrees, (15) P.E./sports area-student ratio, (16) pupil/student-P.E.equipment ratio, and(17) number of non-formal education centers.
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Quality improvement indicators are intended to measure quality of theoutput of the educational system (e.g., quality of graduate) as well as quality
performance inputs (e.g., teacher quality). These indicators measure
performance relative to some given standards.
The following may be considered indicators of quality improvement: (1)pupil-teacher ratio, (2) student-section ratio, (3) teacher-class ratio, (4)teacher-section ratio, (5) class-classroom ratio, (6) section-classroom ratio,(7) P.E. pupil-teacher ratio, (8) per-pupil/per-student-cost, (9) scores innationally administered achievement tests, (10) pupil/student-textbook ratio,(11) P.E. /sports area-student ratio, (12) pupil/student-P.E. equipment ratio,
(13) teacher turnover rate, (14) proportion of teacher with graduate degrees,(15) ratio of subject area teachers to major holders in given subject areas,(16) PMET scores of teachers, (17) NCEE scores of teacher trainees, (18)in-service training hours by subject area per teacher, (19) and performancerating of teachers.
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Summary of Indicators to Achieve Efficiency,Equity, and Quality Improvement
I. Indicators Computed on an Annual RatioBasis
Pupil-Teacher Ratio
Student-Section Ratio
Teacher-Class Ratio
Teacher-Section Ratio Class-Classroom Ratio
Section-Classroom Ratio
Pupil Density
Student Density
P.E. student-Teacher Ratio
P.E. student-Teacher Ratio
Per Pupil Cost
Per Student Cost
Participation Rate
Retention Rate
Survival Rate
Group Survival Rate
Repetition Rate Transition Rate
Completion Rate
Promotion Rate
Graduation Rate
Failure Rate
Drop-out Rate
Scores in Nationally AdministeredAchievement Tests
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Summary of Indicators to Achieve Efficiency,Equity, and Quality Improvement
II. Sample Indicators to Achieve Equity and Quality
Pupil/Student-Textbook Ratio
Proportion of Teachers with Graduate Degrees
P.E./Sports Area-Student Ratio
Pupil/Student-P.E. Equipment Ratio
III. Sample Indicators Computed by Way of Special Studies
Cohort Survival Rate
Proportion/Teacher Turnover Rate
Participation Rate (for ages 6-16)
Indicators of Teacher Quality
Stay-out Rate
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