Sustainable Achievement of Selective KPIs of Different Players in Education: An Update for Policy Discourse and Role of Tertiary Education

Autor/inn/en	Alam, Gazi Mahabubul; Forhad, Md. Abdur Rahman
Titel	Sustainable Achievement of Selective KPIs of Different Players in Education: An Update for Policy Discourse and Role of Tertiary Education
Quelle	In: International Journal of Learning and Change, 14 (2022) 2, S.137-158 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2875
DOI	10.1504/IJLC.2022.121133
Schlagwörter	Foreign Countries; Sustainability; Educational Quality; Elementary Secondary Education; Access to Education; College Readiness; Postsecondary Education; Educational Policy; College Role; High School Graduates; Employment Qualifications; Dropout Rate; Secondary School Students; Gender Differences; Undergraduate Study; Research; Public Colleges; Private Colleges; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Nachhaltigkeit; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Politics of education; Bildungspolitik; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Sekundarschüler; Geschlechterkonflikt; Grundstudium; Forschung; Privathochschule; Bangladesch
Abstract	Key performance indicator (KPI) has become a fundamental part of evaluation that focuses on either an individual or a system. Setting KPIs and their revisions is a continuous process that is often determined through either an agreeable or a heated discussion. This paper is the first to investigate the achievement of KPIs of different players in education using Bangladesh as a case study. Because of the nature of policy discourse research, secondary data are used from the designated agencies. Increasing enrolment with the assurance of high-quality education was determined as the prime KPI for primary/secondary provisions. Quantitative KPIs are achieved, which is unsustainable. Both public and private sectors are players in tertiary education; none of them accomplish the prime KPI setup, which consists of research. The need to supply 'job-ready graduates' is ignored. This study suggests that new policy must be formed to attain a sustainable achievement of KPIs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01