Analysis of the efficiency of secondary education in selected member states of the European Union

Sekundarno izobraževanje je v večini držav pomembna javna storitev, prav tako pa tudi znaten porabnik državnega proračuna. Da bi bilo sekundarno izobraževanje čim bolj učinkovito, raziskovalci izdelujejo analize učinkovitosti. Namen magistrskega dela je bil s pomočjo izdelanih modelov učinkovitosti sekundarnega izobraževanja, identificirati priložnosti za izboljšanje in na ta način prispevati dejstva v pomoč pri načrtovanju izboljšav za povečanje učinkovitosti. Cilj magistrskega dela je bil oblikovati modela za ocenjevanje učinkovitosti sekundarnega izobraževanje v izbranih državah Evropske unije in ugotoviti, kateri sistemi sekundarnega izobraževanja znotraj Evropske unije so bolj učinkoviti in kateri manj ter predlagati priložnosti za izboljšanje, kot tudi analizirati gibanje učinkovitosti v času in ugotoviti vzroke za spremembe. V naši raziskavi smo merili učinkovitost sekundarnega izobraževalnega sistema 18 izbranih držav Evropske unije za obdobje s triletnim sekvenčnim razmakom od leta 2003 do 2018. Za to smo iz dostopnih spremenljivk sestavili dva modela in ju analizirali s pomočjo DEA metode. V analizi smo za preverjanje treh zastavljenih hipotez uporabili Cluster analizo, Malmquist indeks in Tobit regresijo. Rezultati prve hipoteze so nam pokazali, da glede na stopnjo razvitosti obravnavane države izkazujejo različne storitvene načine delovanja sistemov sekundarnega šolstva. Prav tako smo iz rezultatov druge hipoteze ugotovili, da se razlike med državami v tehnični učinkovitosti sekundarnega izobraževanja s časom ne zmanjšujejo, ter da države z nižjo začetno učinkovitostjo ne izkazujejo trenda pomika bližje ovojnice učinkovitosti. Rezultati tretje hipoteze so nam pa pokazali, da spreminjanje ravni učinkovitosti sekundarnega izobraževanja v izbranih državah EU ni povezano z rastjo BDP-ja in inovativnosti. Splošni izziv je predstavljal nabor enostavno dostopnih spremenljivk in definicija dveh modelov za analizo učinkovitosti sekundarnih izobraževalnih sistemov posameznih držav Evropske unije. Tako modeli kot rezultati DEA analize in hipotez so namenjeni v pomoč političnim odločevalcem pri ugotavljanju učinkovitosti in pri določanju financ za sistem sekundarnega izobraževanja v posameznih obravnavanih državah.Secondary education is an important public service in most countries, as well as a significant consumer of the state budget. In order to make secondary education as efficient as possible, researchers make efficiency analyzes. The purpose of the master\u27s thesis was, with the help of models of the efficiency of secondary education, to identify opportunities for improvement and thus contribute facts to help plan improvements to increase efficiency. The aim of the master\u27s thesis was to develop a model for assessing the efficiency of secondary education in selected EU countries and to identify which secondary education systems within the European Union are more efficient and which less, to suggest opportunities for improvement, as well as to analyze efficiency trends over time and identify causes for the changes. In our research, we measured the efficiency of the secondary education system of 18 selected European Union countries for the period with a three–year sequence interval from 2003 to 2018. To do this, we compiled two models from the available variables and analyzed them using the DEA method. In the analysis, we used cluster analysis, Malmquist index, and Tobit regression to test the three set hypotheses. The results of the first hypothesis showed us that in terms of the level of development, the countries in question show different service modes of operation of systemic secondary education. We also found from the results of the second hypothesis that differences between countries in the technical efficiency of secondary education do not decrease over time, and that countries with lower initial efficiency do not show the trend of moving closer to the efficiency envelope The results of the third hypothesis showed us that changing the level of efficiency of secondary education in selected EU countries is not related to GDP growth and innovation. The overall challenge was a set of easily accessible variables and the definition of two models for analyzing the efficiency of secondary education systems in individual European Union countries. Both the models and the results of the DEA analysis and hypotheses are intended to assist policy makers in determining the efficiency and in determining the finances for the secondary education system in the individual countries considered