Eficiência educacional nos municípios do Espírito Santo: comparação de modelos DEA com insumos quantitativos e qualitativos
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Data
2025-09-01
Autores
Venâncio, Michelle Moutinho
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Universidade Federal do Espírito Santo
Resumo
abstractThe research aimed to investigate the technical efficiency of the municipalities in the state of Espírito Santo in the provision of primary and secondary education, based on two distinct input models: the Quantitative Model, focused on expenditures, number of administrative staff, and number of teachers; and the Qualitative Model, centered on the number of teachers holding a PhD, Master’s degree, Specialization, and those engaged in Continuing Education programs, all measured in relation to the number of enrolled students. The output variable, common to both models, was the average score on the SAEB (Brazilian Basic Education Assessment System). The methodology employed combined Data Envelopment Analysis (DEA-BCC) under input orientation with variable returns to scale, complemented by the Malmquist Productivity Index, β convergence tests, Wilcoxon’s W test, and mean comparison tests. The analysis covered the years 2011, 2015, and 2019, allowing for the assessment of the evolution of educational efficiency over time, particularly following the implementation of the State Education Plan (PEE/ES). The results indicate that, although the Quantitative Model exhibited greater homogeneity and scores concentrated near the efficiency frontier throughout the period, the Qualitative Model showed significantly greater dispersion among municipalities and persistent territorial heterogeneities. Additionally, the Malmquist Index pointed to an initial phase of productivity decline (2011–2015), followed by notable gains in the subsequent four-year period (2015–2019). Kendall's coefficients revealed positive and statistically significant correlations among municipal rankings; however, the observed mobility suggests differing trajectories among municipalities. The convergence tests indicated signs of absolute β convergence, although the high dispersion of the data suggests that unaccounted contextual factors may have influenced the results. In summary, the integration between quantitative investment and teacher qualification is essential for sustaining improvements in the technical efficiency of municipal education systems. However, the persistence of inequalities underscores the need to strengthen territorial, managerial, and teacher training policies.
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Eficiência técnica , Educação básica , DEA , Modelo quantitativo , Modelo 1ualitativo , Espírito Santo , Technical efficiency , Basic education , Quantitative model , Qualitative model