Subjective Performance Evaluation in the Public Sector: Evidence from School Inspections

Performance measurement in the public sector is largely based on objective metrics, which may be subject to gaming behaviour. This paper investigates a novel subjective performance evaluation system where independent inspectors visit schools at very short notice, publicly disclose their findings and sanction schools rated fail. First, I demonstrate that inspection ratings can aid in distinguishing between more and less effective schools, even after controlling for standard observed school characteristics. Second, exploiting a natural experiment, I show that a fail inspection leads to test score gains; at least some of these gains persist in the medium term. I find no evidence to suggest that fail schools are able to inflate test score performance by gaming the system. Oversight by inspectors may play an important role in mitigating such strategic behaviour.subjective performance evaluation, gaming behavior, school inspections.

University Quality and Graduate Wages in the UK

We examine the links between various measures of university quality and graduate earnings in the United Kingdom. We explore the implications of using different measures of quality and combining them into an aggregate measure. Our findings suggest a positive return to university quality with an average earnings differential of about 6 percent for a one standard deviation rise in university quality. However, the relationship between university quality and wages is highly non-linear, with a much higher return at the top of the distribution. There is some indication that returns may be increasing over time.university quality, returns to education

Heritability Estimate of Yield Related Traits in Mungbean at Two Locations

Performance of 17 mungbean genotypes was tested at two diverse environments (Swat and Peshawar) of Khyber Pakhtunkhwa, Pakistan during 2012 to study heritability estimate of yield related triats in mungbean. Data were taken on pods plant-1, pod length, seeds pod-1, 100-seed weight, seed yield. Pooled analysis of variance across locations revealed significant differences among the two locations and genotypes for all traits. Genotype × location interaction was also highly significant (P=0.01) for all traits demonstrating differential performance of mungbean genotypes over the two test locations. Means for pods plant-1, pod length, seeds pod-1, 100-seed weight, seed yield were 21.7 vs. 39.0, 9.2 vs. 8.5 cm, 11.3 vs. 10.2, 4.2 vs. 5.4 g, 1429 vs. 1828 kg ha-1 at Peshawar and Swat, respectively. All mungbean genotypes produced more pods plant-1 and heavier seeds resulting in more seed yield per unit area at Swat than Peshawar .Genotypes AUP1210-9, AUP1210-10 and AUP1410-5 were high yielding at Swat location as well as across the two locations. AUP1210-9 and AUP6310-4 were the high yielding genotypes at Peshawar location. Genetic variances at each location as well as across locations were greater in magnitude than environmental variances for most of the traits. Magnitude of heritability and selection response for most traits varied over two locations. Heritability and selection response across two locations were 0.67 and 4.33 for pods plant-1, 0.65 and 0.70 cm for pod length, 0.55 and 0.67 for seeds pod-1, 0.66 and 0.72 g for 100-seed weight, 0.68 and 328.4 kg ha-1 for seed yield, respectively. Keywords:Mungbean, genetic association, heritability

An appraisal of the World Bank role in the development of education in Pakistan with a focus on higher education

The World Bank, like many other non-governmental organisations, is engaged in the developing countries with an objective to bring social and economic development. In Pakistan, the World Bank (WB) appeared on the horizon soon after the independence of the country in 1947. Hitherto, for the development of different sectors including education, WB has lent billions of dollars and launched hundreds of projects in Pakistan. This research has been conducted to have an in-depth look into the role played by the WB in the development and progress of education sector from 1964 to 2009. In this study, a special focus has been given to the higher education. The author has evaluated the volume of the WB lending, nature of the projects, the shares for the sub-sectors of education, changes and trends in the investment in education sector. An attempt also has been made to evaluate the possible impact of the WB loans and projects on the education sector in general and higher education sub-sector in particular. The WB investments in education sector have also been compared with other sectors to have a broader picture. For new readers and those who are interested in education statistics a detailed county profile, on the basis of most recent data, has also been presented and discussed in this article. This practical information on the country profile can be very helpful in establishing a better understanding of the present scenario, condition and status of education in Pakistan. Moreover it will help to understand the need and significance of national and international organisations for education. Keywords: The World Bank, education, higher education, projects, lending, investment, development, impac

Long-term Genetic Gains Derived from the Oklahoma Agricultural Experiment Station Wheat Breeding Program

Agronom

Community Participation in Socio-Economic Development through Secondary Education in one of the Remotest Regions of Pakistan

This research study was designed to find out the role of community participation in Socio-economic development through secondary education in one of the remotest regions in Pakistan. The objectives of study were to investigate to what extent the community is involved in dissemination of secondary education in public sector, to find out the benefits of community involvement in secondary education, to unpack the issues and challenges faced by teachers due to lack of community participation and to stumble on the character of education in socio-economic development of Baltistan region. Researcher used stratified sampling technique. There are six tehsils in district Skardus i.e. Skardu, Gamba Skardu, Gultari, Kharmang, Shigar and Rondu. To give representation to wide spread geographic region of the Skardu District, these Tehsils were divided into two groups. The group 1 was comprised of Skardu, Gamba Skardu and Roundu while the remaining three Tehsils (Gultari, Kharmang, Shigar) were put into group 2. Seventeen institutions were taken as sample of the study from six Tehsils of the Skardu District formed 44.7% of available 38 Public Sector Secondary Schools in Skardu. Two teachers and the head teacher were contacted for the purpose of data collection from each sample school. Opinion of 13 community notables was also sought through structured interview. The data were analyzed by using descriptive and inferential statistics, chi square and percentage methods. On the basis of findings it was concluded that majority teachers and head teachers of secondary schools viewed that the community participation is necessary part of education, majority of teachers, head teachers and community notables viewed that the main reasons of lack of community / parents participation are illiteracy, unawareness and busy life due to economic pressure, all respondents’ teachers, head teachers and community notables have supported the statement that the parent’s active participation can enhance the student’s achievements, and all respondent have responded that Education plays a vital role in socio-economic development of the society. The recommendations of the study included that there is great need to make aware the parents about the importance of their participation in child’s educational achievement, raise awareness about the relation between school and community, repeated contacts and meetings with the SMC members, conduct of seminars, workshops can play a vital role for the development of community participation in education, community members can invite in co-curricular activities like Parent’s days, cleanliness weeks, and prize distribution ceremonies and national and Islamic events, there may be a counseling center in school where counseling of students may be conducted and parents and community members may also be invite, through community involvement it can be possible to make more and more registration of children in the school, and  media both print and electronic is also an effective source through which community can be motivated to participate in education

Community Participation in Socio-Economic Development through Secondary Education in one of the Remotest Regions of Pakistan

This research study was designed to find out the role of community participation in Socio-economic development through secondary education in one of the remotest regions in Pakistan. The objectives of study were to investigate to what extent the community is involved in dissemination of secondary education in public sector, to find out the benefits of community involvement in secondary education, to unpack the issues and challenges faced by teachers due to lack of community participation and to stumble on the character of education in socio-economic development of Baltistan region. Researcher used stratified sampling technique. There are six tehsils in district Skardus i.e. Skardu, Gamba Skardu, Gultari, Kharmang, Shigar and Rondu. To give representation to wide spread geographic region of the Skardu District, these Tehsils were divided into two groups. The group 1 was comprised of Skardu, Gamba Skardu and Roundu while the remaining three Tehsils (Gultari, Kharmang, Shigar) were put into group 2. Seventeen institutions were taken as sample of the study from six Tehsils of the Skardu District formed 44.7% of available 38 Public Sector Secondary Schools in Skardu. Two teachers and the head teacher were contacted for the purpose of data collection from each sample school. Opinion of 13 community notables was also sought through structured interview. The data were analyzed by using descriptive and inferential statistics, chi square and percentage methods. On the basis of findings it was concluded that majority teachers and head teachers of secondary schools viewed that the community participation is necessary part of education, majority of teachers, head teachers and community notables viewed that the main reasons of lack of community / parents participation are illiteracy, unawareness and busy life due to economic pressure, all respondents’ teachers, head teachers and community notables have supported the statement that the parent’s active participation can enhance the student’s achievements, and all respondent have responded that Education plays a vital role in socio-economic development of the society. The recommendations of the study included that there is great need to make aware the parents about the importance of their participation in child’s educational achievement, raise awareness about the relation between school and community, repeated contacts and meetings with the SMC members, conduct of seminars, workshops can play a vital role for the development of community participation in education, community members can invite in co-curricular activities like Parent’s days, cleanliness weeks, and prize distribution ceremonies and national and Islamic events, there may be a counseling center in school where counseling of students may be conducted and parents and community members may also be invite, through community involvement it can be possible to make more and more registration of children in the school, and  media both print and electronic is also an effective source through which community can be motivated to participate in education