Name: Justfer John D. Aguilar Professor: Dr.Jennifer V.

Fajanela
Program: PhD in Development Education

ED 807 ECONOMICS OF EDUCATION

MODULE-14 Activity- Answer

1. How do you measure the educational outputs of your schools? Do you have any
proposal to improve this measurement? Discuss.

When education is considered as schooling, it is like considering it as a

production process, which produces the output of 'educated citizens'. Inputs—such as
teachers, books, and computers—are transformed into the output education. Productivity
of the education sector describes how efficiently these inputs are transformed into
educated students. The most often employed measure of output is 'attainment', measured
at the state-aggregate level by the total number of enrolments and the attainment of its
core function. In a state-funded University like University of Southern Mindanao, an
indicator of an educational output lies on the attainment of the goals and objectives that is
in consonance to the core functions of the Institution. In our case, the core function of the
University is on the Instruction, Production, Research and Extension. Making these core
functions a parameter to measure the educational outputs of the school would allow for
value judgments in the functioning of an educational system. Considering instruction, the
measure would be on how conventional or how new was the mode of instruction in the
institution like shifting from the traditional face to face class mode to now blended
learning. Second is on the production. This indicator measures the generated income and
the increase of productivity of the generated projects. Third is on Research. Research is
said to be the pivotal function of University to keep abreast of the challenges of the
academe. Williams & Dyke (2007) asserts that an international academic standing is
gained through activities that command respect internationally. It follows that ratings
based on this criterion provide only partial information needed for other purposes, such as
choice for undergraduate study. Because it takes time for performance to be widely
recognized, international academic standing will depend on both current and past
performance through research. Indeed, university functions to contribute to the
development and consolidation of a body of specialist knowledge in a web that extends
 beyond the university. Fourth is on extension. Extension program is vital in the system of
State Universities. Extension programs are demand driven and accreditation driven.
Demand driven is community-based that encompass basic functional needs and demands
designed to establish and promote the general well-being of the rural and urban populace.
The measurement in terms of extension programs is based on the premised of feasibility,
acceptability and how responsive to the needs of the society and/or the community. These
are designed primarily to increase the security of livelihood, alleviate poverty, reduce
illiteracy, improve health and nutrition, creates a system of governance that promotes
supports and sustains human development and protecting and preserving the
environment.
In order to improve the measurements of educational outputs, the University
should secure school evaluation to its clienteles. The result of the evaluation will serve as
the basis of the school effectiveness, concerning priorities and implementation issues. In
the conduct of the said evaluation, can be initiated very well by exploiting the spin off of
the external validations. Prerequisites for such practice are that information shall be made
available at the lower levels of aggregation (schools and classrooms) and that specific
measures be taken to feed this information back to schools in a comprehensible way.
Second, the introduction of the basic and simple forms of the school to be used as a
feasible and practical way to bring out a process of self-reflection and self-improvement.

2. Will there be a difference between measurement of educational outputs between the

traditional formal education and the Open University? Why? Describe.

Both online education and its traditional counterpart have pros and cons. One of the key
components to consider when weighing the options is the amount of time you have every day to
dedicate to schoolwork and the type of evaluation tool to assessed one’s performance and
academic standing. Despite technological advances, traditional education is still likely the better
option for those who thrive on face-to-face communication. The assessment process in this
school setting signify a more teacher-mediated, student-involved, context-based, and learning-
focused assessment practice. On the other hand, Distance education which is used by schools as
alternative to formal schooling is termed as Open University, which is so different from
traditional education, consists of studying from home where students and teachers are physically
distant while classroom learning is the type of education system in which the learners and the
teachers work under one roof. Electronic means are used to keep students in touch with teachers,
provide access to communication between students and bridge the gap and distribute educational
material though distance learning programs. The workload for an online class is far more intense
than that for a face-to-face course. First, since time is not tied up by the constraint of particular
assigned days and meeting times, students seem to expect the instructor to be available on all
days and at all times. The demands of e-mail from students are considerable. This demand can be
mitigated by explaining to students that time has been set aside by the instructor to address their
concerns and sticking to that timetable. In a face-to-face class the discussions take place during
class, but in the online version of the course the discussions are asynchronous. A class with 24
students is the maximum recommended for online courses. At that size, a threaded discussion in
which all students participate a minimum of three times averages about 100 entries that must be
read and assessed by the instructor. In this course, the initial entry was a response to instructor
questions and was quite lengthy. The assessment process, coupled with weekly journal
assignments, monitoring quiz grades, etc., is very time consuming. When comparing the same
course delivered online and face to face, several conclusions can be reached. One, for the course
to be effective, the time that must be allotted for online teaching will remain an issue for an
instructor, as the workload is significantly higher. For students, a familiarity with their own
learning styles and the desire and motivation to shoulder responsibility for online learning will be
major factors in their success. While the instructor can, and should, design and monitor the
course to ensure that all students are kept on track and participating, student time management
and organizational skills will remain paramount. Additionally, students with better reading and
writing skills will do better in online classes. Both learning systems have their own advantages
and disadvantages. Choosing between these two learning methods highly depends on learners’
requirements.