Liderazgo y eficiencia en la educación primaria : el caso de Chile /

Consultable des del TDXEsta tesis evalúa la eficiencia de los establecimientos de educación primaria en Chile y busca una explicación de los diferenciales de desempeño a través del liderazgo transformacional ejercido por el Director de la escuela. La eficiencia técnica es medida utilizando Análisis Envolvente de datos y el liderazgo utilizando el enfoque de liderazgo transformacional. En el apartado de eficiencia se presta especial atención al tratamiento de los factores no controlables. Se realiza una propuesta metodológica para medir el máximo output potencial y se realizan dos aplicaciones empíricas. En la primera, se realiza una comparación internacional de los sistemas educativos de 31 países y posteriormente una evaluación de la eficiencia de las escuelas primarias de Chile. En el segundo apartado se realiza una evaluación del liderazgo ejercido por los Directores de escuelas primarias de la primera región de Chile y se relaciona con los resultados de eficiencia obtenidos en la primera parte del estudio. Diversas conclusiones son extraídas para el diseño de políticas públicas en materia de educación.This dissertation evaluates the efficiency of primary education centres in Chile. More specifically, it explains the differences in performance amongst the centres as a consequence of the transformational leadership of the schools' directors. Technical efficiency is measured using data Envelopment Analyses, whilst leadership is analysed using a transformational approach. The efficiency analysis pays special attention to the treatment of non-controllable factors. A methodological proposal for the measurement of the maximum output potential is developed and applied in two different empirical models. The first carries out an international comparison of the educational systems of 31 different countries. An evaluation is then made of the efficiency of primary schools in Chile. The second section of the dissertation studies the leadership exercised by the directors of the primary schools of the first region of Chile. The results of this study are then compared to those of the previously mentioned efficiency analysis. As a conclusion, several implications with respect to the design of public education policy are discussed

Reptes del nou mil·leni: lideratge i eficiència a l'educació

L'educació és un pilar fonamental de la societat. Claudio Thieme Jara, preocupat pel binomi educació i societat, va analitzar el model d'educació de Xile. A la seva tesi doctoral qualifica el lideratge i l'eficiència de les escoles primàries xilenes. Aquesta informació ajudarà a establir polítiques d'educació d'acord amb els reptes actuals

International comparisons of COVID-19 pandemic management : What can be learned from activity analysis techniques?

The global spread of COVID-19 since early 2020 has resulted in significant humanitarian costs. The pandemic has affected most countries to varying degrees, and governments have implemented diverse policies to minimise the impact on public health. However, these policies have varied across regions and even within countries. This study proposes a nonparametric activity analysis methodology to assess how different countries have managed the pandemic. Specifically, we assess the effectiveness of 61 countries nine months into the pandemic using a robust directional Benefit of Doubt (BoD) model according to expert opinion and conditional on country contextual factors. We then estimate the marginal impact of structural and discretionary contextual variables on effectiveness using nonparametric regression analysis, which shows that effectiveness is strongly influenced by socioeconomic and cultural factors. The results reveal three main groups of countries according to their level of effectiveness in pandemic management, suggesting that an accurate assessment of countries’ management of the pandemic benefits greatly from operations research methods, as we obtain benchmarks and find out how these benchmarks (or best practices) vary when contextual factors are included in the analysis

Valor agregado multinivel y factores contextuales en educación: una comparación no paramétrica robusta

Chile. Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT) 1121164España. Ministerio de Ciencia e Innovación ECO2010-18967/ECON ECO2011-27227/ECONValencia. Generalitat Valenciana (PROMETEO/2009/066

Desempeño de los centros educativos: ¿un problema de recursos o capacidades organizativas?

Este estudio cuantifica los requerimientos de mejora de gestión y de dotación de recursos y capacidades que debieran experimentar los centros educativos en Chile para alcanzar niveles óptimos de desempeño. Para ello conjuga el conocimiento proveniente desde el campo de la eficiencia técnica, la eficacia escolar y la teoría de recursos y capacidades. Se concluye que la mejora de resultados, producto de un incremento en la dotación de recursos, es mayor que las mejoras de resultados de logro académico alcanzables por mejoras en la eficiencia. En particular, este aumento en la dotación de recursos en el medio plazo debiera ser, en promedio, mayor en infraestructura y equipamiento; alcanzando un mayor rendimiento en caso de focalizarse en las escuelas con un entorno social más desfavorecido.eficiencia técnica, eficacia escolar, recursos y capacidades, orden-m.

A mutilevel decomposition of school performance using robust nonparametric frontier techniques

This article proposes a methodology for evaluating educational performance, from a multilevel perspective. We consider the use of frontier techniques rather than regression equations-the latter of which do not explore variations in students' outcomes within the same school, as this variation is hidden behind an average. Similar to some recent literature contributions, we use partial frontier approaches to mitigate the influence of outliers and the curse of dimensionality, yielding statistically robust results. In contrast to previous studies that use partial frontiers, we consider in our estimation idiosyncratic variables at the school, class, and student levels. Our model is applied to a sample of students in the fourth year of primary school in urban schools in Chile. The results are in line with previous ones that found that less than 30% of the variance in students' educational attainment could be attributed to their schools. Our application also corroborates the assertion that a model that considers only student-level variables would yield high inefficiencies that cannot be attributed to the school management, but rather to inadequate resource-endowment policy. In other words, when one does not consider specific variables concerning the resources allocated to the schools, the performance of those school is undervalued, largely because inefficiencies caused by suboptimal resource endowments or difficulties that arise from the socioeconomic environment are instead attributed to poor school management

ReseqChip: Automated integration of multiple local context probe data from the MitoChip array in mitochondrial DNA sequence assembly

<p>Abstract</p> <p>Background</p> <p>The Affymetrix MitoChip v2.0 is an oligonucleotide tiling array for the resequencing of the human mitochondrial (mt) genome. For each of 16,569 nucleotide positions of the mt genome it holds two sets of four 25-mer probes each that match the heavy and the light strand of a reference mt genome and vary only at their central position to interrogate all four possible alleles. In addition, the MitoChip v2.0 carries alternative local context probes to account for known mtDNA variants. These probes have been neglected in most studies due to the lack of software for their automated analysis.</p> <p>Results</p> <p>We provide ReseqChip, a free software that automates the process of resequencing mtDNA using multiple local context probes on the MitoChip v2.0. ReseqChip significantly improves base call rate and sequence accuracy. ReseqChip is available at <url>http://code.open-bio.org/svnweb/index.cgi/bioperl/browse/bioperl-live/trunk/Bio/Microarray/Tools/</url>.</p> <p>Conclusions</p> <p>ReseqChip allows for the automated consolidation of base calls from alternative local mt genome context probes. It thereby improves the accuracy of resequencing, while reducing the number of non-called bases.</p

Effects of Anacetrapib in Patients with Atherosclerotic Vascular Disease

BACKGROUND: Patients with atherosclerotic vascular disease remain at high risk for cardiovascular events despite effective statin-based treatment of low-density lipoprotein (LDL) cholesterol levels. The inhibition of cholesteryl ester transfer protein (CETP) by anacetrapib reduces LDL cholesterol levels and increases high-density lipoprotein (HDL) cholesterol levels. However, trials of other CETP inhibitors have shown neutral or adverse effects on cardiovascular outcomes. METHODS: We conducted a randomized, double-blind, placebo-controlled trial involving 30,449 adults with atherosclerotic vascular disease who were receiving intensive atorvastatin therapy and who had a mean LDL cholesterol level of 61 mg per deciliter (1.58 mmol per liter), a mean non-HDL cholesterol level of 92 mg per deciliter (2.38 mmol per liter), and a mean HDL cholesterol level of 40 mg per deciliter (1.03 mmol per liter). The patients were assigned to receive either 100 mg of anacetrapib once daily (15,225 patients) or matching placebo (15,224 patients). The primary outcome was the first major coronary event, a composite of coronary death, myocardial infarction, or coronary revascularization. RESULTS: During the median follow-up period of 4.1 years, the primary outcome occurred in significantly fewer patients in the anacetrapib group than in the placebo group (1640 of 15,225 patients [10.8%] vs. 1803 of 15,224 patients [11.8%]; rate ratio, 0.91; 95% confidence interval, 0.85 to 0.97; P=0.004). The relative difference in risk was similar across multiple prespecified subgroups. At the trial midpoint, the mean level of HDL cholesterol was higher by 43 mg per deciliter (1.12 mmol per liter) in the anacetrapib group than in the placebo group (a relative difference of 104%), and the mean level of non-HDL cholesterol was lower by 17 mg per deciliter (0.44 mmol per liter), a relative difference of -18%. There were no significant between-group differences in the risk of death, cancer, or other serious adverse events. CONCLUSIONS: Among patients with atherosclerotic vascular disease who were receiving intensive statin therapy, the use of anacetrapib resulted in a lower incidence of major coronary events than the use of placebo. (Funded by Merck and others; Current Controlled Trials number, ISRCTN48678192 ; ClinicalTrials.gov number, NCT01252953 ; and EudraCT number, 2010-023467-18 .)

El desarrollo de competencias de empleabilidad en dos universidades chilenas: un estudio empírico

Vivimos grandes y rápidos cambios en lo social, cultural, valórico, económico, tecnológico y demográfico que repercuten de diversas maneras sobre la sociedad, sus organizaciones y personas. Una de ellas es la relación entre trabajo y educación que, entre otros aspectos, pone énfasis en la necesidad de desarrollar nuevas competencias de empleabilidad requeridas para funcionar eficazmente en economías que cambian rápidamente y se encuentran sujetas a una fuerte presión competitiva. El estudio se centra en evaluar estas competencias de empleabilidad en distintas carreras de dos universidades del país y determina que, pese a existir importantes diferencias en el grado de presencia de estas competencias en sus estudiantes, ellas no son producto del trabajo de estas instituciones, sino características propias de los alumnos, en particular su experiencia laboral. A pesar de la explícita intencionalidad de ambas universidades por incorporarlas en sus objetivos de enseñanza, el estudio concluye el bajo aporte de estas instituciones en el desarrollo de estas competencias ampliamente requeridas por el mercado laboral y alerta sobre los mecanismos y estrategias de formación que utilizan para desarrollarlas