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Abstract
Numerous specialist studies allow managers to find accessible answers on how to develop and increase the autonomy of educational establishments in the type of management model. Every school head has to have a clear vision of the school and of its connection with the society it is part of. The vision of the manager must be shared with both the institution's staff and the local community. It should be pointed out that there is no effective school if the manager can't express this vision with the rest of the people who come into contact with the unit. Vision is the starting point for a mission assigned to the school unit by its manager. In general, the mission of the school is to integrate each pupil in society, to continually improve the performance of the educational act in good conditions and to the required standards. The purpose of this article is to outline the new challenges of the modern world and to highlight effective management methods.

Per pupil expenditures on education in the United States have grown immensely in recent decades, yet student achievement has been stagnant. An abundance of research has sought to solve this enigma, much of it centered on the incentive structure facing administrators. Some recent papers use TIMSS data to analyze the relationship between institutional arrangements-that typically do not vary within a single country-and student achievement. Similarly, we utilize TIMSS 1999 to determine if there is an indirect relationship between institutional arrangements and student achievement, via a relationship with school efficiency. Our results show that the specified link between institutional arrangements and student achievement (direct or indirect) is important in certain instances and confirm evidence found in previous research that certain arrangements are beneficial or detrimental to student achievement, regardless of the specification chosen.

This paper aims to investigate the relation between inefficiency in the Brazilian education system and municipal wealth, discussing how the actual legislation possibly influences it. To that end, we apply a stochastic frontier model which accommodates covariates in the asymmetric error component to analyze the impact of the GDP per capita on the inefficiencies. This methodology is applied to a panel dataset from the Metropolitan area of Porto Alegre municipalities over the period 2007-2017. The results indicate a positive effect, suggesting that richer municipalities are less efficient in allocating their resources.

Education is a fundamental factor to enhance a country's comprehensive national strength and international competitiveness. Recently, several governments have been attracting investments in educational sectors in contemplation of meliorating a country's overall strength. This study empirically assesses and compares the educational efficiency of 29 major countries across the world using panel data for 2010–2016 by employing data envelopment analysis (DEA) and the super-slacks-based measure (super-SBM) model at the static level combined with the Malmquist index (MI) to investigate educational efficiency at the dynamic level. The results indicate, inter alia, huge average education efficiency differences existed among the studied countries, the highest being Japan (3.2845) and lowest Norway (0.4137), there are differences in the bias of technological progress among the studied countries during the sample period and technological progress directly affects the sustainability of educational efficiency, the growth rate of total factor productivity (TFP) index has been reduced in 2010–2013 but increased in 2014–2016 and technological progress has been the dominant factor influencing the rise of the education TFP index. Based on the results, this study identifies the merits and drawbacks of education efficiency across the sample countries and presents relevant recommendations to promote investment in the education sector and human capital.

[EN] The publication of the last TIMSS' report (2017) embosses the necessity to keep performing studies that value comparatively the patterns followed by different countries, to introduce improvements that mean developments on the learning systems. Educational politics need data to fundament their positions on changes that will facilitate the professional and social development of the population. The objective of the article is to perform a comparative study of the educative efficiency of countries from two very cultural separated continents but with formative qualifications, in occasions, very nearby. Primarily, there will be obtained the levels of efficiency in mathematics and science between only European countries, and in continuation, the sample will be enlarged with Asian countries to check which one of these highlights against the Europeans. The empirical analysis will be performed through the technic DEA from TIMSS corresponding to 2015. The results show pretty high efficiency levels on the simple of European countries, therefore, with Little effort they could reach the maximum level. England, Russia and Norway highlight as countries completely efficient on both subjects and analyzed degrees. When introducing on the analysis the Asian countries, the variability of the simple increases and only Norway and England are capable of competing and keeping themselves on the maximum levels of efficiency besides the Asians placed on the first positions of TIMSS, such as Singapore or Korea. Therefore, in some countries coincidences between the TIMSS valuations and the efficiency level obtained are accomplished, such as Russia, Korea, England, Japan, Singapore or Hong Kong. Nevertheless, other not so well valued countries obtain high efficiency levels, proving the necessity to increase the use of inputs to improve the academic performance, like in the case of Kuwait ; [ES] La publicación del último informe de TIMSS (2017) pone de relieve la necesidad de seguir realizando estudios que valoren comparativamente los ...

45 74 380 ; S ; [EN] The publication of the last TIMSS' report (2017) embosses the necessity to keep performing studies that value comparatively the patterns followed by different countries, to introduce improvements that mean developments on the learning systems. Educational politics need data to fundament their positions on changes that will facilitate the professional and social development of the population. The objective of the article is to perform a comparative study of the educative efficiency of countries from two very cultural separated continents but with formative qualifications, in occasions, very nearby. Primarily, there will be obtained the levels of efficiency in mathematics and science between only European countries, and in continuation, the sample will be enlarged with Asian countries to check which one of these highlights against the Europeans. The empirical analysis will be performed through the technic DEA from TIMSS corresponding to 2015. The results show pretty high efficiency levels on the simple of European countries, therefore, with Little effort they could reach the maximum level. England, Russia and Norway highlight as countries completely efficient on both subjects and analyzed degrees. When introducing on the analysis the Asian countries, the variability of the simple increases and only Norway and England are capable of competing and keeping themselves on the maximum levels of efficiency besides the Asians placed on the first positions of TIMSS, such as Singapore or Korea. Therefore, in some countries coincidences between the TIMSS valuations and the efficiency level obtained are accomplished, such as Russia, Korea, England, Japan, Singapore or Hong Kong. Nevertheless, other not so well valued countries obtain high efficiency levels, proving the necessity to increase the use of inputs to improve the academic performance, like in the case of Kuwait ; [ES] La publicación del último informe de TIMSS (2017) pone de relieve la necesidad de seguir realizando estudios que valoren ...