WorldCat Identities

Porta, Emilio

Overview
Works: 18 works in 42 publications in 3 languages and 941 library holdings
Roles: Author, Other
Publication Timeline
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Most widely held works by Emilio Porta
User Manual for ADePT Education by Emilio Porta( )

1 edition published in 2011 in English and held by 427 WorldCat member libraries worldwide

Assessing sector performance and inequality in education by Emilio Porta( )

16 editions published between 2011 and 2012 in English and held by 222 WorldCat member libraries worldwide

This book gathers in one volume all the information needed to use ADePT Edu, the software platform created by the World Bank for the reporting and analysis of education indicators and education inequality. It includes a primer on education data availability, an operating manual for the software, a technical explanation of all the education indicators generated, and an overview of global education inequality using ADePT Edu. The World Bank developed ADePT Edu to fill the need for a user-friendly program designed to give everyone the ability to organize and analyze education data from households. ADePT Edu can be used with any household survey with the aid of its user friendly interface, generating education tables and graphics that comply with international standards for performance indicators. Because this volume is a compendium its chapters can be consulted independently of each other, depending on the need of users
Saint Lucia Education Management Information System by Emilio Porta( )

2 editions published in 2012 in Undetermined and English and held by 42 WorldCat member libraries worldwide

With the growing demand for timely and accurate data, the Ministry of Education (MOE) in St. Lucia embarked on a project to implement an Education Management Information System (EMIS) for all schools across the island. Due to financial constraints, it was initially implemented in public secondary schools, but has expanded over time to include primary schools and Sir Arthur Lewis Community College. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications
The Commonwealth of Dominica Education Management Information System by Emilio Porta( )

2 editions published in 2012 in Undetermined and English and held by 42 WorldCat member libraries worldwide

Dominica is transitioning from a paper-based Education Management Information System (EMIS) to a fully computerized system. The new, fully computerized system will: facilitate information-based planning and decision-making, reduce the costs associated with the paper-based EMIS, provide multipoint access for data users, facilitate easy transmission of data to regional and international agencies, and foster efficient collection, analysis and reporting. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications
Saint Kitts and Nevis Education Management Information System by Emilio Porta( )

2 editions published in 2012 in Undetermined and English and held by 42 WorldCat member libraries worldwide

The Education Management Information System (EMIS) in St. Kitts and Nevis is part of the Education Planning Division of the Ministry of Education. It functions in collaboration with the Chief Education Officer and other education officers. Four key objectives of St. Kitts EMIS have been established: collect and analyze educational data; inform policymakers; provide feedback to stakeholders; and monitor and support schools. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications
Antigua and Barbuda Education Management Information System by Emilio Porta( )

2 editions published in 2012 in Undetermined and English and held by 42 WorldCat member libraries worldwide

Education data in Antigua and Barbuda is collected through both paper and electronic questionnaires. The electronic questionnaires are collected from three secondary schools through the AbusSTAR Education Management Information System (EMIS) software that was developed in Barbados. The Ministry of Education (MOE) has plans to expand the use of the EMIS software to all secondary schools, but currently continues the use of an annual paper data collection questionnaire in the absence of a fully digitized EMIS throughout the country. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications
Grenada Education Management Information System by Emilio Porta( )

2 editions published in 2012 in Undetermined and English and held by 42 WorldCat member libraries worldwide

The Education Management Information System (EMIS) country report for Grenada includes the following headings: background which includes education data in Grenada, EMIS staff, facilities and equipment, EMIS data, and publications; prerequisites of quality; assurances of integrity; methodological soundness; accuracy and reliability; serviceability; and accessibility
Saint Vincent & the Grenadines Education Management Information System by Emilio Porta( )

2 editions published in 2012 in Undetermined and English and held by 34 WorldCat member libraries worldwide

The aim of the new Education Management Information System (EMIS) in St. Vincent and the Grenadines is to provide accurate and timely information to stakeholders including government departments, educational institutions, and local, regional and international organizations. The Ministry of Education's goal is to establish an EMIS that allows its 67 primary schools and 27 secondary schools to enter their information in real time. EMIS staff includes a deputy education planner and a statistician, but the EMIS primarily relies on school principals to deal with issues of data accuracy and timeliness, improved teacher training, increased inter-agency coordination, improved personnel efficiency, and better data management and protection
The Determinants of Wealth and Gender Inequity in Cognitive Skills in Latin America by Juliana Guáqueta( )

4 editions published in 2010 in English and Undetermined and held by 28 WorldCat member libraries worldwide

Abstract: Wealth and gender inequity in the accumulation of cognitive skills is measured as the association between subject competency and wealth and gender using the OECD's Programme for International Student Assessment. Wealth inequity is found to occur not through disparate household characteristics but rather through disparate school characteristics; little evidence is found of an association between wealth and competency within schools. Weak evidence is found of wealth mitigating gender differences through school characteristics. These findings suggest that wealth inequity in the accumulation of cognitive skills is almost exclusively associated with disparate school characteristics and that disparate school characteristics may play a role in accentuating gender inequity
School Autonomy and Accountability in Context Application of Benchmarking Indicators in Selected European Countries( )

1 edition published in 2010 in Undetermined and held by 4 WorldCat member libraries worldwide

School autonomy and accountability are two components of School-Based Management (SBM) that complement each other to increase the operational and pedagogical efficiency of schools. If schools have enough operational autonomy to manage their financial and human resources, then they can become accountable to their clients, namely their students and their families and, as a result, increase the probability of improving student learning (Barrera, Fasih and Patrinos, 2009). Since SBM encompasses diverse practices and policies applied in different forms in many countries in the world, the World Bank has initiated the design of SBM indicators that could be of use to governments to identify and implement practices and policies that increase autonomy and accountability and, by inference, induce the education system to produce better learning outcomes (World Bank, 2007; Patrinos, 2010)
School Autonomy and Accountability( )

in Undetermined and held by 4 WorldCat member libraries worldwide

The objective of this paper is to present an assessment scale for benchmarking school autonomy and accountability. This scale is one of the tools being developed under system assessment and benchmarking for education results (SABER) initiative created by the World Bank as part of its education strategy. The purpose of this scale is to reinforce the monitoring and evaluation of education system performance to foster a better environment for teaching and learning. The goal of this effort is to align the personal and managerial incentives at the school level to produce increased student learning. The application of the assessment scale can be an important tool for education system reform if it is used as an instrument for planning and monitoring the enabling conditions for improving system performance. As such, it starts with the assumption that increased school autonomy and improved accountability are necessary conditions for improved learning because they align teacher and parent incentives. This assertion is consistent with the SABER framework for fostering better school performance that includes three important factors: (a) the periodic measurement of learning outcomes and of teacher performance as the basis for school accountability, (b) the use of school and student performance indicators that can be compared across localities and across time, and (c) the use of rewards and sanctions and policy interventions for aligning personal and school incentives with improved student performance
En una tarde tibia by Emilia Currás( Book )

1 edition published in 2013 in Spanish and held by 4 WorldCat member libraries worldwide

Using the Oaxaca-Blinder Decomposition Technique to Analyze LearningOutcomes Changes over Time: An Application to Indonesia's Results inPisa Mathematics. Policy Research Working Paper 5584 by Felipe Barrera Osorio( Book )

1 edition published in 2011 in English and held by 3 WorldCat member libraries worldwide

The Oaxaca-Blinder technique was originally used in labor economics to decompose earnings gaps and to estimate the level of discrimination. It has been applied since in other social issues, including education, where it can be used to assess how much of a gap is due to differences in characteristics (explained variation) and how much is due to policy or system changes (unexplained variation). The authors apply the decomposition technique in an effort to analyze the increase in Indonesia's score in pisa mathematics. Between 2003 and 2006, Indonesia's score increased by 30 points, or 0.3 of a standard deviation. The test score increase is assessed in relation to family, student, school and institutional characteristics. The gap over time is decomposed into its constituent components based on the estimation of cognitive achievement production functions. The decomposition results suggest that almost the entire test score increase is explained by the returns to characteristics, mostly related to student age. However, the authors find that the adequate supply of teachers also plays a role in test score changes. (Contains 3 figures and 9 tables.)
Callabas : balada by Emilio Porta( )

1 edition published in 1992 in Spanish and held by 1 WorldCat member library worldwide

Saint Vincent and the Grenadines : Education Management Information System (EMIS) : country report( )

1 edition published in 2011 in Dutch and held by 1 WorldCat member library worldwide

Pequeñas cosas : rock pop by Emilio Porta( )

1 edition published in 1992 in Spanish and held by 1 WorldCat member library worldwide

World Bank Training : User Manual for ADePT Education( Book )

1 edition published in 2011 in English and held by 1 WorldCat member library worldwide

Muñecos de papel( Recording )

1 edition published in 1991 in Spanish and held by 1 WorldCat member library worldwide

 
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Assessing sector performance and inequality in education
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English (28)

Spanish (4)

Dutch (1)