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This paper presents composite indicators of the institutional and policy characteristics of educational systems, collated from the questionnaire responses of 26 Member countries. These indicators provide an overview of the institutional framework in the primary and secondary education sector and are constructed so as to be used for the analysis of international differences in spending efficiency. The key features of the institutional setting in the non-tertiary education sector are grouped under three headings: (1) the ability to prioritise and allocate resources efficiently (through decentralisation and mechanisms matching resources to specific needs); (2) the efficiency in managing spending at the local level (through outcome-focused policies and managerial autonomy), and (3) the efficiency in service provision (through benchmarking and user choice). For each country, an intermediate indicator is computed for each of these six institutional properties. Composite indicators then combine the six intermediate indicators of spending efficiency into a single, aggregate measure. Results are presented and some of their implications are discussed. Overall, the characteristics of the institutional framework in the non-tertiary public education sector seem to be very favourable, compared to OECD average, in the United Kingdom, Australia, Norway, Denmark and the Netherlands, whereas results are less favourable for the Czech Republic, Greece, Luxembourg, Japan, Turkey, Hungary, Belgium (French speaking community), Switzerland and Austria. (Contains 3 tables, 15 figures and 14 endnotes.) (Abstract altered to meet ERIC guidelines.)

This paper describes the results of two specific primary surveys, one of IT professionals in the city of Bangalore and their role in making the city a corridor for international mobility of Indian professionals, and the second survey of health professionals (doctors and nurses) in the city of New Delhi. In these surveys, highly skilled Indians were asked about their motivations for emigrating, their experiences abroad, their reasons for coming back to India and their perception of their current situation. These surveys were carried out as a supplement to a study on estimating the stocks, flows and international mobility of human resources in science and technology (HRST) in India. The results of that work are reported in STI Working Paper 2004/7 (Khadria 2004). The findings of both case studies show that young IT professionals as well as the medical professionals want to go abroad mainly to gain professional experience, which they think will be highly valued in India when they come back. In addition, they are encouraged by higher earnings, perks and high quality of life in the host country. However, unlike the IT professionals as well as most doctors, the majority of prospective nurses want to settle down abroad permanently, because they hardly perceive their career prospects to be bright in India. Amongst the doctors, only some are prepared to settle down abroad permanently if they get a chance. The fact that none of the respondent professionals in Bangalore gave priority to the idea of settling down abroad highlights a unique aspect behind Bangalore becoming a "corridor" for migration (outward and inward) of Indian HRST, which is not the case with health professionals from New Delhi. The IT professionals in Bangalore feel that they have growing opportunities for their career growth in India in general and Bangalore in particular. This study was done by an Indian consultant for the OECD, as part of the programme of work of the OECD Centre for Co-operation with Non-members (CCNM) and the Economic Analysis and Statistics Division (EAS) of the Directorate for Science, Technology and Industry (DSTI). The OECD wishes to thank the National Science Foundation (United States) for its generous support which has facilitated this work and the work on HRST in general. The following are appended: (1) Questionnaire on the Return Migration of Skilled Professionals in Bangalore; and (2) Questionnaire for the Study of Out-Migration of Health Professionals (Doctors and Nurses) from India. (Contains 5 footnotes, 21 figures, and 5 tables.)

This report provides a descriptive overview of what students in the Chicago Public Schools (CPS) do in their out-of-school time, based on responses to a questionnaire administered to ninth, tenth, and eleventh graders. For the past 3 years, Chapin Hall has collected information from CPS high school students on their after-school and weekend activities. This report updates our 2004 report on the out-of-school time activities of ninth-grade students and provides some additional information about CPS students across the topic areas. We found that 25 percent of youth are engaged in a structured activity after school on any one day and 42 percent are engaged in academic activities, including homework or a tutoring program. About 14 percent of those students who are not participating in a structured activity would like to participate in one. The availability of after-school opportunities and the characteristics and dynamics of life in the neighborhoods in which students live appear to be critical barriers to participation for many young people. For example, 55 percent of the students in the survey said that they have no safe places like parks or community centers to go to in their out-of-school time. This report comes at a time when after-school programs in Chicago and nationwide are receiving a great deal of attention. Policymakers are asking questions about the availability, quality, and effectiveness of these programs and are looking at ways to improve the systems of support that are currently available for young people. The survey is part of a larger Chapin Hall project that includes in-depth interviews with youth and a survey of youth-serving agencies that provides information on the availability of programs and the dynamics of provision in several Chicago communities. (Contains 3 figures and 3 footnotes.)

This study analyses the impact of democratic decentralisation on the chances of socially excluded groups to participate in newly created local governance institutions--Panchayati Raj Institutions--in three Indian states. This institutional reform included a quota for the disadvantaged--women and lower castes--to ensure their effective participation. The comparative analysis on the determinants of participation of these groups and the poor vis-a-vis other groups across the states of Kerala, Tamil Nadu and Madhya Pradesh yields highly interesting results, relevant beyond the Indian context. First, the outcomes of decentralisation on participation are different across states and between different marginalised groups. While in Kerala socially disadvantaged groups and the poor are represented more than other groups at the Panchayat level, in Tamil Nadu and Madhya Pradesh the socially disadvantaged groups are as represented as the others whereas the poor continue to be largely under-represented. In all three states, women are under-represented. Secondly, creating awareness through political mobilisation seems to be the driving factor explaining the different outcomes across the three states. In fact, Kerala distinguished itself from the other two states significantly with respect to mobilisation possibilities through political parties, a denser network of self-help groups, better outcomes in basic education and literacy. The conclusion is that the success of institutional reforms aiming to increase political participation depends on the specific design of the process itself as well as on the local conditions. An effective devolution of resources to Panchayats seems to influence participation positively as does a vibrant political society characterised by a broad spectrum of political parties, active civil society and newspaper reading. (A bibliography is included. Survey questions and maps of the selected states are appended. Contains 11 footnotes, 11 figures and 22 tables.)

Students need democratic models operating in their daily lives and opportunities to exercise their democratic rights and responsibilities. From 1995-1997 an action research project studied the effect "Judicious Discipline," a democratic citizenship model for school and classroom management, had on students, educators, and parents. "Judicious Discipline" is the only model for school/classroom management that is based on principles of democracy and operates at the principled level of moral development. Students and educators in two southwest Minnesota schools, an elementary school with 425 students, and a middle school with 300 students participated in the project. Quantitative data were collected through a questionnaire administered to all students in both schools at three separate times throughout the 1995-96 school year. Instruction was by the school principal, counselors, and other resource staff. The importance of conducting democratic class meetings emerged from the action research project findings. A different questionnaire was used to determine stages of social development at which students in various home rooms operated. Two teachers in the middle school conducted democratic class meetings and 10 teachers did not. A comparison of survey results indicated that the two teachers who conducted democratic class meetings generated a class climate that was more aligned with autonomous social development than did the 10 teachers with no meetings. Democratic class meetings have certain key elements that the model calls for, such as determining who can call a meeting, setting ground rules, having the teacher lead the meetings, writing down goals, and not coercing student participation. (Contains 3 tables and 15 references.) (BT)

The purpose of this paper is to describe and illustrate the procedure for setting up a school-community relations program. The first chapter describes the following recommended components of such a program: using a programmatic approach, using the five school-community relations processes, and designating the primary responsibilities for the program. The next four chapters explain the procedure for implementing a program with these components. Each chapter includes a description of the goals, an explanation of the process, and a case study illustrating one step in setting up the program. By following the recommended sequence and suggestions, the paper claims, a school can establish an effective school-community relations program. (Author)

This document contains three papers developed by the Center for the Study of Evaluation's (CSE's) Research into Practice Project. The first paper, "A Process for Designing and Implementing a Dual Purpose Evaluation System," by Pamela Aschbacher and James Burry, provides a model for evaluating programs for two purposes simultaneously: (1) program improvement; and (2) policymaking. While this paper was written to answer needs of individuals interested in educational evaluation, it can also provide formative information for local program managers and serve the accountability and reporting needs of a state legislature, district office, or other policymaking body. The second paper, "The Credibility of Student Self-Reports," by C. Robert Pace et al., demonstrates that there are many ways to confirm the accuracy, reliability, and validity of student self reports. Part 1 summarizes highlights from the literature and adds comments from the author's research; Part 2 reports on three questionnaires. The third paper "Assessing Instructionl Outcomes," by Eva L. Baker and Harold F. O'Neil, Jr., presents a discussion of outcome assessment that puts into context the evolution of measurement from its beginnings up to its present state. It looks at commonly used psychometric measures, including criterion-referenced, norm-referenced and domain-referenced tests. A special model of evaluation, designed to be adapted especially to the problem of new technologies, is offered. (LMO)

Outcomes of doctoral education at a private, urban university were studied, and a questionnaire was developed. A total of 707 Ph.D. and Ed.D. recipients from 16 departments who had graduated between 1963 and 1984 were surveyed to determine: the impact of doctoral education on career development, the perceived influence of the institutional values on graduates, and the frequency and type of research or scholarly activities engaged in during and after graduate school. Data from the 168-item survey were analyzed by department, degree, and four general academic fields, and a number of indices were developed. The career development index included the following variables: relationship of degree to job and career, and postgraduate career path. Variables included in the institutional values index were: concern for ethical values, interest in religious beliefs, and influence of the university on personal values. Activities to indicate scholarship included: submitting grant proposals and articles for publication, receiving external funding for research, and delivering papers. The analysis includes comparisons for graduates in the fields of education, humanities, social sciences, and medical sciences. (SW)

The purpose of this paper is to specify the design for evaluating the second year Health Start Program. This design is used as the basis for the determination of the data to be collected and the comparisons that will be made using these data to provide information to answer the policy questions asked by the Office of Child Development (OCD). For OCD, the basic purpose of the evaluation is to identify successful procedures, strategies, and methods of operation that could be transfered and applied to Head Start or other types of local health service delivery programs. In addition, rapid feedback was to be provided about: (a) whether local projects are complying with program guidelines and grant conditions; (b) the managerial efficiency of projects; and (c) the need for technical assistance either in management or substantive areas. This form of feedback is called project management in this paper, distinguishing it from the evaluation of the program which is the main purpose of this effort. For this analysis, two kinds of comparisons are made: (1) comparisons between particular procedures and strategies within the Health Start program; and (2) comparisons between Health Start and the health component of a sample of Head Start programs. Appendices contain the data collection instruments. (RC)

The Youth in Transition Survey (YITS) is a longitudinal survey that was developed over a 3-year period by Human Resources Development Canada (HRDC) and Statistics Canada in consultation with provincial and territorial ministries and departments of labor and education. The YITS is designed to provide policy-relevant information about school-to-work transitions and factors influencing pathways among education, training, and work. The YITS' implementation plan encompasses a longitudinal survey for each of two cohorts, ages 15 and 18-20, to be surveyed every 2 years. The sample design for the 15-year-old cohort is a school-based frame allowing selection of schools and then individuals within schools. The sample design for the cohort aged 18-20 is similar to that of Canada's Labour Force Survey. The survey questions examine factors influencing respondents' academic achievement and educational and career aspirations and outcomes. Pilot surveys and interviews for the younger and older cohorts were conducted in April-May and January-February 2000, respectively. Data for the YITS will be collected through computer-assisted telephone interviewing. Primary results from both age cohorts are expected to be available in late 2001. (Addresses of eight project contacts are listed. Lists of the HRDC project advisory panel and 154 references are appended.) (MN)

This paper is an extended series of appendices to the report "Exploring the T.R.Q.: An Assessment of the Effectiveness of the Teachers' Rating Questionnaire," Report Number 123. It should be most useful to those familiar with multiple regression analysis and factor analysis and wishing a more complex record of the statistical procedures originally employed. This supplement takes a precise look at estimation of reliability coefficients from delayed retest data, indices used in evaluating theoretical distributions and analysis of the correlation matrices of the TRQ questions. (Author)

This paper is part 3 of Research Department Report Number 123, "Exploring the T.R.Q.: An Assessment of the Effectiveness of the Teachers' Rating Questionnaire," which gave questionnaire users information necessary to tailor the instrument to their own needs. Retention of TRQ questions which generated good distributions of teacher ratings and which were nonredundant in relationship to other questions resulted in a standard form suitable for general applications. This supplement presents information about item selection along with a complete set of the four TRQ administration booklets as revised for (1) kindergarten, (2) grade 1, (3) grade 2, and (4) grade 3+. (Author)

This report presents and discusses the findings of a study, undertaken at the Education Library of Wayne State University in 1977, that tested library user acceptance of a selected group of current journals in a microfiche format. Problems and conditions of the study, the environment of the Education Library, and methodology are considered; data, in the form of statistical tables and charts, are provided for the three consecutive academic quarters of the study. Library users are categorized as undergraduate, graduate, faculty, and other. (JD)

This paper offers a guide for a dual purpose evaluation plan that can provide information for local program managers and simultaneously serve the accountability and reporting needs of a state legislature, district office, or other policy making body. The dual focus approach has two advantages: (1) it provides a common information base for decisions at both ends of the continuum; and (2) it helps ensure that these decisions are in harmony with each other. In addition, this approach conserves time and effort of staff and students alike by making one data collection effort serve two purposes. This user oriented model reflects many years of evaluation experience by the Center for the Study of Evaluation (CSE). The model evaluation plan consists of eight steps: (1) identify evaluation users and their needs; (2) form a task force; (3) reach consensus on information needs; (4) specify information base and develop measures; (5) develop procedures for data collection and report of results; (6) pilot and refine measures and procedures; (7) collect information; and (8) prepare reports. While this plan was based on evaluation experiences in education, it is intended to be applicable to other fields also. Appendices include a form for description of programs and participants, a form for open-ended questionnaire, a sample checklist for the site visit team leader, and a sample site visit schedule. (LMO)

Courses required in four doctoral-level administration specializations in higher education were identified. A questionnaire, which is appended, was mailed to each of the program directors listed in the 1984 Association for the Study of Higher Education Directory. Responses were received from 52 program directors. The four specializations were: academic, administration/management, community colleges, and student personnel. Core course requirements were determined. Each program director listed all courses offered that were required for all doctoral students regardless of type of degree and area of specialization. Program directors also indicated what courses were required for students majoring in each specialization. Also examined were differences in course requirements within an area of specialization according to type of degree offered. Programs that offered a Ph.D. degree only were compared with programs that offered an Ed.D. degree only. It was found that almost all higher education programs required a set (3-4) of core courses for all doctoral students. Within each specialization, except administration/management, more than half of the programs required three to four courses within the area of specialization. Participating institutions are identified. (SW)

Initial results of the survey research phase of a 3-year study of institutional planning in higher education are presented. The Institutional Planning Project was undertaken by the National Center for Postsecondary Governance and Finance. The national survey examined administrators' attitudes on planning and their perceptions of the planning approaches employed at their campus. A total of 256 institutions were surveyed that represented research universities, private colleges, state colleges, and community colleges. Questionnaire responses were received from 1,528 administrators representing 20 administrative positions. The objective was to develop research-based guidelines and recommendations for the design, implementation, and assessment of planning approaches and processes at colleges and universities. Of concern has been self-studies and evaluations, policy plans developed by standing committees or issue-oriented task forces, and administrative decisions and actions, as well as formally designated planning processes. Appendices include the questionnaire and data file format. A total of 135 references are included. (SW)

This is one of a series of reports which provide definitions of and descriptive data on the variables used in the Comparative Study of Phase IV of the Individually Guided Education (IEG) Evaluation Project. Phase IV investigated three curriculum programs specifically designed to be compatible with instructional programming for the individual student: (1) the Wisconsin Design for Reading Skills Development (WDRSD); (2) Developing Mathematical Processes (DMP); and (3) Prereading Skills (PRS). Information on instructional methods and pupil outcomes for grades 2 and 5 was collected from achievement monitoring and domain referenced tests, teacher logs, and classroom observations. Information on background, organizational, and program variables came from questionnaires completed during structured interviews with principals, unit leaders, and teachers. This paper focuses on six background variables: Demographic Background, Teacher Experience, Interorganizational Relations, Procedures Fostering Coordination and Development of the School Program, Intraorganizational Structure, and General Implementation of the Instructional Programming Model. For each variable, the report includes a verbal definition, a list of the questionnaire items from which the variable was developed, a detailed explanation of the scaling procedures, and a description of the distribution of the variable in the 19 participating schools. (Author/BS).

A descriptive profile of 72 U.S. doctoral programs for the study of higher education is presented. Attention is directed to program goals, academic offerings, organizational structure, faculty and student characteristics, and admissions and degree requirements. Directors of the 92 higher education programs listed in the ASHE-ERIC "Directory of Higher Education Programs and Faculty" (3rd edition) were asked to provide a brief program description and complete a questionnaire. Seventy-two programs provided useable responses to the survey and 65 provided program descriptions. The findings are compared to those of an earlier study by Dressel and Mayhew (1974). Information is provided on the following: areas of specialization, titles of core courses, the number of faculty members with formal full-time and part-time appointments, the academic rank distributions of full-time faculty, the use of part-time faculty by programs, the percentage of faculty that are tenured, the number of students in doctoral higher education programs, the proportions of full-time and part-time students, the numbers of students who are EdD or PhD candidates, student-faculty ratios, the number of assistantships and/or fellowships awarded each year, and admission and degree requirements. Appendices include a questionnaire, a list of participating institutions, and titles of academic programs. (SW)

Organizational climate was examined at nine, four-year public colleges, using data from 2,397 respondents. All were multi-purpose colleges ranging in size from 2,000 to 11,000 students. Data were obtained from the Higher Education Management Institutes' (HEMI) data bank. The HEMI questionnaire section on organizational climate, which is appended, was used. Findings include: (1) climate had relevance at the organizational level in that it distinguished organizations from one another, but sub-units, particularly workgroups related to departments, accounted for the largest proportion of variance; (2) administrators had significantly and consistently more positive perceptions of organizational climate than did faculty; and (3) organizations with comparatively more positive climates displayed greater "adequacy of performance focus," based on institutional goal clarity, supervisory performance standards, and performance- based evaluations. In seven of the nine institutions, significant differences between the climate scores of administrators and faculty were found, and in all seven the scores of administrators were higher than those of faculty. Implications for theory and administrative practice are discussed. (SW)

The nature and strength of college culture were studied, along with how culture is related to perceptions of organizational performance. Data were obtained from a study conducted by the National Center for Higher Education Management Systems (NCHEMS). Questions of method, especially the validity of aggregating perceptual data to the organizational level, are examined and assessed. A questionnaire administered to trustees, administrators, and faculty required them to indicate the extent to which their colleges showed characteristics associated with each of four ideal cultural types along four dimensions: institutional characteristics, institutional leadership, institutional cohesion, and institutional emphases. The four ideal cultural types were: market, clan, hierarchy, and emergent. The survey of 334 colleges and universities produced responses from 1,321 administrators, 1,158 faculty, and 927 trustees for an overall response rate of 48%. Constructs measured by the survey include: changes in the institution's external environment, decreasing enrollments, decreasing revenues, institutional characteristics, institutional strategy and decision process, and performance and actions of the institution. The results suggest that cultural strength and type are clearly related to perceptions of organizational performance. Specific findings are analyzed, and the questionnaire is appended. (SW)

The validity and reliability of aggregating individuals' perceptions of college organizational characteristics to more macro units of analysis were examined. The focus was the extent to which data collected in a national study met the internal consistency criterion for aggregating perceptual data to the institution level. The study assessed key dimensions of institutional performance and effectiveness. Respondents were to take an institutional rather than an individual focus. For 334 participating colleges and universities, responses were obtained from 3,406 administrators, faculty, and trustees. The results argue against aggregating individual perceptions of college conditions. Organizational climate scores derived by averaging individuals' perceptions of conditions do not reflect how individuals in an organization generally perceive, understand, or respond to organizational conditions. The results suggest that employing group means to draw conclusions about organizational conditions may lead to spurious conclusions, and that previous studies in higher education that draw conclusions based on aggregated perceptual data may be seriously flawed. The questionnaire used in the national study is appended. (SW)

Results of a study concerning the relationships between state policies and private college enrollments, enrollment demographics, and finance are presented. After considering national enrollment trends in the independent sector, attention is directed to the impacts on private colleges of state fiscal policies, including aid to private colleges and their students as well as tuition levels at the public sector. Also considered are results of research in five states on the nature and impacts on the private sector of states' higher education planning and program review policies, as well as policies toward information collection and dissemination in higher education. The research also examines the impact of state policies concerning access/choice. Three model state policy postures toward private higher education are addressed: the laissez-faire approach (California and Texas), the market-competitive posture (Indiana), and the regulatory posture (New York and Illinois). Data were also obtained from a survey of state independent college association executive officers from 19 states. Appended is the questionnaire for this survey, which was conducted by the Association of Independent California Colleges and Universities. (SW)

The Vocational Interest Survey (VIS) is a set of six questionnaires for measuring vocational interests. It is designed to be used in career counseling with persons 15 years and over, who want to explore and understand their vocational interests. Completion of this inventory requires: (1) active participation of respondents, (2) a setting where individuals can concentrate, and (3) an understanding of the goal of this assessment. The purpose of this paper is to outline some aspects of the administration and scoring of the VIS, with special emphasis on the relative preference index. The VIS comes with instructions for administering and completing the survey. The reading level for the instructions is estimated to be at year 5/6 level. The VIS is designed to be essentially self-scoring. The procedure for computing raw scores is the same for all scales. Based on a sample of 2,459 men and women, combined-sex norms were developed as percentile ranks for each of the six scales. The Relative Preference Index (RPI) is used to make statements about a client's level of preference on each subscale. The RPI is a variation of a mastery score that shows quantity of preference. It describes the level of performance rather than the relative standing in a group. It is cautioned that any questionnaire should be employed as only one aspect of the vocational guidance process. (JAZ)

The Vocational Interest Survey (VIS) is a set of six questionnaire scales for measuring vocational interest. It is designed for Australian users and is consistent with Holland's theory that there are six basic career categories. This paper discusses the development of the VIS and presents some technical data on the questionnaires. Items were provided by the users (in the form of free-association responses) rather than by psychologists. Based on those items, a pilot questionnaire was prepared, which contained three separate lists of 138 occupations, 105 study courses, and 152 activities. Complete-link clustering was used to develop six temporary groups of occupational items. The 105 items relating to study courses were then correlated with the six experimental scales. Further item-analyses were conducted to produce six combined jobs/study courses scales with maximum internal consistency. Finally, activity items were selected and added to the combined jobs/study courses. Reliability of VIS scales was assessed using measures of internal consistency, split-half reliability, and test-retest coefficients. In addition, the intercorrelations of the six VIS scales, the construct validity of the VIS, and the relationship between vocational interests on the VIS and career related characteristics were measured. The appendix provides a listing which summarizes the overall responses to each item. (JAZ)

This paper reports information received from responses to a survey questionnaire from the presidents of 46 universities and their affiliated colleges across Canada. The questionnaire (circulated to all member institutions of the Association of Universities and Colleges of Canada) included queries about the experiences of the universities with communications and information technologies, and about the use of computer technology as a research tool in libraries and for distance education. The first section reports on use of the established technologies of film, television, videotape, radio, and audiotape. The second section explores the uses of computer technologies for instruction, research, networking, and conferencing. Comments on potential changes in higher education resulting from new technologies are discussed in the final section. The research questionnaire and list of responding colleges are provided. (DB)

There are various assumptions underlying the University Tracer Project at the University College, Nairobi, Africa: (1) that there is a relationship between subjects studied in university and the employment sought and found; (2) that this relationship will increase as competition for jobs increases; (3) that this relationship is sufficiently flexible to allow for career guidance; and (4) that the experience of earlier graduates will provide a meaningful source of information for the guidance of later graduates. The interview questionnaire, which was administered to all Kenyan third year students at University College, Nairobi in mid-April 1970, had three basic objectives: (1) to learn something about the student approach to the employment market; (2) to learn something about the reasons guiding the students' choice of subjects in university; (3) to familiarize the graduating students with the objective of career guidance and thereby enlist their support and cooperation later. This paper is a brief review of the questionnaire. Statistical tables display the results in the following areas: total number of students by discipline, year of birth by discipline, home province by discipline, religion, sex, father's occupation, mother's education, postgraduate qualification desired, how job was found, status of job. (Author/RC)