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    Ed 807 Economics of Education MODULE-14 Activity-Answer

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    justfer john
    1. The document discusses measuring educational outputs in traditional schools and open universities. In traditional schools, outputs are often measured by enrollment numbers and achievement of institutional goals like instruction, research, production, and extension programs. Open universities rely on distance learning through electronic means rather than face-to-face classes. 2. There are differences in measuring outputs between the two systems. Traditional schools emphasize teacher-mediated and context-based assessment, while open universities focus on self-paced learning and asynchronous online discussions that require more time from instructors. Student independence and time management are more important for success in open universities compared to traditional schools.

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    Ed 807 Economics of Education MODULE-14 Activity-Answer

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    justfer john
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    1. The document discusses measuring educational outputs in traditional schools and open universities. In traditional schools, outputs are often measured by enrollment numbers and achievement of institutional goals like instruction, research, production, and extension programs. Open universities rely on distance learning through electronic means rather than face-to-face classes. 2. There are differences in measuring outputs between the two systems. Traditional schools emphasize teacher-mediated and context-based assessment, while open universities focus on self-paced learning and asynchronous online discussions that require more time from instructors. Student independence and time management are more important for success in open universities compared to traditional schools.

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    1. The document discusses measuring educational outputs in traditional schools and open universities. In traditional schools, outputs are often measured by enrollment numbers and achievement of institutional goals like instruction, research, production, and extension programs. Open universities rely on distance learning through electronic means rather than face-to-face classes. 2. There are differences in measuring outputs between the two systems. Traditional schools emphasize teacher-mediated and context-based assessment, while open universities focus on self-paced learning and asynchronous online discussions that require more time from instructors. Student independence and time management are more important for success in open universities compared to traditional schools.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    323 views3 pages

    Ed 807 Economics of Education MODULE-14 Activity-Answer

    Uploaded by

    justfer john
    1. The document discusses measuring educational outputs in traditional schools and open universities. In traditional schools, outputs are often measured by enrollment numbers and achievement of institutional goals like instruction, research, production, and extension programs. Open universities rely on distance learning through electronic means rather than face-to-face classes. 2. There are differences in measuring outputs between the two systems. Traditional schools emphasize teacher-mediated and context-based assessment, while open universities focus on self-paced learning and asynchronous online discussions that require more time from instructors. Student independence and time management are more important for success in open universities compared to traditional schools.

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    of 3

    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.

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