教育資源績效研究-以PISA 2012閱讀素養為例

本文主旨為各國教育資源投入與閱讀教育成效的比較，研究對象為以全球主要國家15歲學齡青少年，選取的國家包括英國、美國、日本、奧地利、南韓與台灣等35國。資料來源為經濟合作暨發展組織(OECD)之2012年「國際學生能力評量計畫」（the Programme for International Student Assessment）的調查結果，採用資料包絡分析模型進行研究。研究結果發現以閱讀素養分數來看，全體平均為497分，日本539分，表現最佳，依序為韓國、芬蘭，台灣523分，排名第六。其次，根據產出項與各投入項的相關係數分析，PISA 2012閱讀素養與人類發展指數（HDI）、教育支出占GDP呈現正相關，其中以HDI相關性較高。接著，以資料包絡分析基本模型CCR與BCC分析教育績效，日本、韓國、匈牙利、盧森堡、波蘭及土耳其的相對效率值為1，值得其他國家參考。最後，透過客觀權重法賦予新的權重，結果顯示，整體技術效率值與純技術效率值略為降低，規模效率則略微提升，而規模報酬屬於固定規模(CRS)的國家由27個減少為17個，規模遞減(DRS)的國家由6個增加為18個，期望透過權重效率值的變化，提供各國的教育研究者以更合理、更貼近教育現場的角度掌握其教育績效，進而施行更有效的教育政策之計畫與改革。

關鍵字

學生能力國際評量計畫；閱讀素養；教育資源

並列摘要

This paper aims at comparing the correlations between the educational investment and the result of reading education in various countries. The research takes the 15-year-old school-age teenagers from thirty-five major countries in the world as the subject, including the United Kingdom, the United States, Japan, Austria, South Korea and Taiwan. The data are retrieved from the report of “the Programme for International Student Assessment 2012” by the Organization for Economic Cooperation and Development (OECD). The study method adopts data envelopment analysis model. The data indicate that the average score of reading literacy is 497 points，and Japan gets the highest scores (539 points), followed by South Korea and Finland. Taiwan (523 points) is listed the sixth. Furthermore, according to the analysis of the correlation coefficient between inputs and outputs variables, we observe PISA 2012 reading literacy is in positive correlation with Human Development Index ( HDI) and the percentage of the education expenditure in GDP; the correlation with HDI is higher. When we continue using the data envelopment analysis basic model CCR and BCC to analyze the education performance in all the countries, we find that the relative efficiency value is 1 in the countries including Japan, South Korea, Hungary, Luxembourg, Poland and Turkey, which can be used for the information of the other countries. Finally, when giving the new weights through the Objective Weighting Methods, the results show that the overall technical efficiency value and the pure technical efficiency value decrease a little, but the scale efficiency increases a little. The number of the constant returns to scale (CRS) countries reduces from 27 to 17, and the number of decreasing returns to scale (DRS) countries increases from 6 to 18. By changing weight efficiency value, the study expects to contribute a more reasonable and on-site point of view for the educational researchers in the world to better understand the educational performance and accordingly to give more effective suggestions for the plans and reforms of educational policy.