Sustainable development in education: a non-parametric analysis

• Main Author: Murillo, Kelly
• Publication Date: 2021
• Other Authors: Rocha, Eugénio
• Language: eng
• Source: Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
• Download full: http://hdl.handle.net/10773/31290
• topic: Multidirectional efficiency analysis; Quality education; Sustainable development goals

The SDGs (Sustainable Development Goals) are a universal call to action to end poverty, protect the planet and improve the lives and prospects of everyone, everywhere. In 2015 all UN Member States, adopted the 2030 Agenda for the SDG, which comprises an action plan for people, the planet and prosperity with 17 objectives covering the economic, social and environmental dimensions, [1]. SDG 4 is the goal of quality education with made up of 10 targets to ensure an inclusive and equitable quality education and to promote lifelong learning opportunities for all. In this sense, it is expected that all countries increasing the number of young people and adults with relevant professional skills, decent jobs, entrepreneurship, eliminating gender and income disparities in access to education. This article examines the quality of education in 17 European countries using a model nonparametric deterministic for measuring efficiency based on MEA (Multidirectional Efficiency Analysis) [2], in combination with other mathematical techniques (such as accumulated effort and group indicator), during seven years (every three years from 2000-2018). To this end, we analyze the countries evolution at three distinct efficiency stages: levels, patterns and determinants. The study is based on the EU's set of indicators to monitor progress towards the UN SDGs: basic education (early leavers from education and training, participation in early childhood education and achievement in reading, mathematic or science), tertiary education (tertiary education attainment and employment rates of recent graduates) and adult learning (adult participation in learning). This study allows us to address questions such as: To what extent are European countries improving education quality? Which European countries have significant advances / setbacks over time? What factors are intervening in the process of the countries that are most efficient and least efficient? In other words, our results clarify which are the profiles of the countries that are most efficient, giving some insight about the improvements which could be applied in the less efficient to raise their efficiency, in view of reaching the proposed objectives for the year 2030. References: [1] Report of the Inter-Agency and Expert Group on Sustainable Development Goal Indicators (E/CN.3/2016/2/Rev.1), Economic and Social Council, United Nations, 1-39, 2016. [2] P. Bogetoft and J. L. Hougaard, Efficiency evaluations based on potential (Non-proportional) improvements, J. Productivity Analysis, 12(3), 233-247, 1999.