4.10.20061 inputprocessoutput effect, outcome Resources Goals productivity, efficiencyeffective-...

4.10.2006 1

input process outputeffect,

outcome

Resources Goals

productivity, efficiency effective-ness

10. Linkages to performance management and budgeting

Decision Making and Performance Management in Public Finance Kamu Maliyesinde Karar Alma ve Performans Yönetimi TR08IBFI03

Parties to the agreement, Agreement period, Strategic development targets of the unit, Assessment principles, methods and indicators

(if any).

The management agreement should include at least the following:


Connected with and derived from the basic tasks of a government agency

Strategic, essential from the point of view of operations Clear, understandable to everybody Concrete and operational Evaluable, measurable and time-dependent Preferably comparable Such that the government agency itself can influence them Ambitious and challenging, but attainable and realistic Acceptable, jointly outlined and agreed Such that they cover as large a part of the operations as possible and

on the other hand determining priorities

Performance targets should be:


Target setting for polytechnic education in the state budget (2011) under the Ministry of Education and Culture, e.g.:Number of graduates studentsNumber of graduated students in vocational teacher educationNumber of foreign studentsNumber of students in exchange programsNumber of graduated students after 5 years of commencement of studiesThe share of students performing 45 credits during academic yearRatio of students/teachersNumber of graduated students/number of teachersInternational mobility of teachers and research workers/number of teachers and research workers

Example on performance management chain – polytechnics


1. Common targets for higher education institutions2. Mission, profile and priorities of the Polytechnic3. Performance indicators3.1. Indicators in the budget of the ministry

3.2. Project financing by the ministry

Result agreement (2010 – 2012)Ministry – Haaga-Helia Polytechnic

3.2. Additional indicators 2012

Graduated students according to sectors on education

Publication/number of teachers and research workers 0.60

Share of graduated student of total number of graduated and drop-out students 67.0 %

Amount of received competed research financing/total financing 0.3 %

Revenue from chargeable services/total financing 8.0 %

Employed graduated students/total number of students 95 %


Distant learning: Working on the assignment on designing, planning and organization of

education policy

Group I: Analysis on the present education policy and plan in Turkey and setting up further targeting

Group II: Organization of reform implementation on the basis of target setting by the “gopvernment”

3rd Day Wednesday 16th March 2011


Debriefing: Each group presents their resultsResultsDiscussions on the options for education policies and policy implementationComparing Turkey and Finland in preconditions for education developmentQuestions and answers

4th day Thursday 17th March 2011


Monitoring, evaluation and analysis of education policy

EC analysis and recommendations for national education policiesOECD PISA results, OECD average, Turkey, Finland, USA, BrazilMain elements of education systems and policiesPerformance-based funding of upper-secondary vocational education and training in FinlandMonitoring performance – needs to develop statistics of education

Discussions and summary on main learning points

5th day Friday, 18th March 2011


1. Based on a report of an international expert group of economists

2. The report has more than 200 references to studies on education and economy

3. The main thesis is that efficiency and equity are not in contradiction but supporting each other

4. Example from U.K., to win 700 mill. Pounds by increasing by 1 per cent unit the education level of the population

1. Efficiency and equity in European education and training systems, Brussels 8th September 2006


About the profitability of investment in education


1. Most “profitable” are investments in pre-schools education.2. Tracking of pupils at an early age do not raise efficiency but

decrease it.3. High participation in secondary education and the share of general

studies there are important both for equity and efficiency4. In VET, best results are achieved if teaching and training in

schools are combined with practical work5. VET which is very specialised and based even on the needs of one

company, is criticised 6. Increasing participation in higher education is recommended, but7. The professors claim that higher education free of charge is

“transfer of money from poor to rich families

Recommendations


2. OECD PISA study 2003, 2006, 2009 results

OECD average Turkey USA Brazil Finland

2003 Mathematics 500 423 483 356 544

Reading 494 469 495 403 543

Sciences 500 434 491 390 548

Problem solving 500 448 477 371 548

2006 Sciences 500 424 489 390 563

Reading 492 447 - 393 547

Mathematics 498 424 474 370 548

2009 Reading 493 464 500 412 536

Mathematics 496 445 487 386 546

Sciences 501 454 502 405 554


Between 2003 and 2009 Turkey has improved a lot in points and “ranking”.

Turkey increased most of all countries the science performance from 2006 to 2009

The performance of disadvantaged children (economic, social

and cultural status) was 8th best of all countries (66) The impact of socio-economic background of children is

in Turkey and Finland at the same level The performance level of schools varies a lot Turkish pupils value education and respect the teachers

as well as experience to be treated well in the schools

Some conclusions


Pre-primary education coveragePrimary on lower-secondary education

Compulsion School start and duration Tracking of pupils in compulsory education Subjects in compulsory Class/subject teachers Education for children with special needs Support to children with learning difficulties Teacher education Private/public School fees Services for the children (transport, school meal, health services) Text books and other learning materials School buildings and learning environments

3. Main elements of education systems and policies


Upper-secondary education Compulsion Coverage of education in relation of age cohorts Accessibility General/vocational Private/public Application system to general and VET schools Student counseling Planning/anticipation of labor market needs Duration of studies Boarding of students Eligibility to higher education

Higher education Traditional academic/professional polytechnic-like Degree levels (Bologna process) Private/public Tuition fees Student grants/financial subsidies

Main elements…


Per student funding (95 %) Promotes reaching the quantitative objectives Promotes efficiency and autonomy of VET schools

Performance-based funding (5 %) based on an index in which following factors are weighted:Effectiveness

1.Placement of graduated students in employment 40 %

2.Placement in further education 15 %

Process

3.Drop-out 15 %

4.Graduation rate 13 %

Human resources

5.Teachers’ qualifications 11 %

6.Allocation to staff development 6 %

4. Funding of vocational education and training in Finland


Performance-based funding Focuses on the real results of VET Includes both qualitative and quantitative approach Process indicators focus on care-taking of students Stress the importance of human resources 95 % of providers of VET monitor performance indicators 93 % gained benefit of performance-based system

3. Annual quality awards according to annually varying themesBased on EFQM and modified for VET

2004 Vocational education developing regional working life 2005 Different learners in VET 2006 Management and developing teachers know-how 2007 Skills tests

Max 4 awards/year: 200 000 – 300 000 €

Funding vocational education…


Discussions on development needs: to focus on performance, results and outcomes instead of inputs to consider the role of inspection to consider the roles and tasks of educational administration and

National Statistical Institute to design the reporting lines to outline the needs of the Prime Minister’s Office and Ministry of

Finance in approaching the Eurostat and OECD standards

5. Monitoring and statistics

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