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High-quality education that translates into better and more relevant skills pays off for individuals, communities and societies in significant and diverse ways. It leads to higher earnings, increased productivity, innovation and sustained economic growth. Beyond these economic outcomes, high-quality education also generates a wide range of social returns. Better-educated individuals live longer and healthier lives. They become more engaged citizens and are more likely to take action for collective well-being. Sustained high-quality education supports communities in proactively addressing emerging challenges, such as climate change but also making the most of new opportunities, such as the digital transformation. This chapter provides an overview of the broader social outcomes of education. Such returns span a continuum, from private benefits (e.g. better health, better opportunities for ones children) to societal ones, as private benefits translate into positive externalities and collective benefits. The social outcomes of education can thus be considered as an outcome in themselves or as a crucial channel towards better economic outcomes.

Educational accountability

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Este informe analiza la forma como la institución de fiscalización superior de México, la Auditoría Superior de la Federación (ASF), puede optimizar su uso de la analítica de datos. Si bien el informe se concentra en el uso de datos para mejorar la detección de riesgos de integridad, también reconoce las implicaciones de un mejor uso de la analítica para la estrategia general de transformación digital de la ASF. Asimismo, proporciona una serie de propuestas para optimizar la gobernanza de datos de la ASF e incorporar la analítica a sus iniciativas estratégicas. Finalmente, evalúa el impulso a las capacidades analíticas en la ASF, incluyendo el abordaje de consideraciones sobre integridad a través de una mejor coordinación, el desarrollo de habilidades digitales y la promoción de una cultura basada en datos.

Political ethics. --- Government accountability.

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This paper studies the distribution of credit during crisis times and its impact on firm indebtedness and macroeconomic risk. Whereas policies can help firms in need of financing, they can lead to adverse selection from riskier firms and higher default risk. The paper analyzes a large-scale program of public credit guarantees in Chile during the COVID-19 pandemic using unique transaction-level data on the demand and supply of credit, matched with administrative tax data, for the universe of banks and firms. Credit demand channels loans toward riskier firms, distributing 4.6 percent of gross domestic product and increasing firm leverage. Despite increased lending to riskier firms, macroeconomic risks remain small. Several factors mitigate aggregate risk: the small weight of riskier firms, the exclusion of the riskiest firms, bank screening, contained expected defaults, and the government absorption of tail risk. The empirical findings are confirmed with a model of heterogeneous firms and endogenous default.

Government accountability. --- Technology --- Political aspects.

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In this insightful and timely volume, Jane Perryman provides a definitive analysis of the crisis in teacher recruitment and retention through a critique of the culture of performative accountability in education, bringing together theory, literature, and empirical data. Drawing on data across several long-term research projects and through a Foucauldian theoretical framework, Perryman argues that teachers⁰́₉ working lives, both in the UK and internationally, are being increasingly affected by the rise in the neoliberal performativity and accountability culture in schools. Teachers⁰́₉ work is increasingly directed towards assessment, exams, progress measures, and preparation for review and inspection, and drawn away from the more individualistic and creative aspects of the job. This culture of hyper accountability and super-performativity, Perryman argues, has created a ⁰́₈discourse of disappointment⁰́₉ ⁰́₃ where the hopes and aspirations of teachers are crushed beneath the performative pressures under which they work. Teacher Retention in an Age of Performative Accountability offers a convincing, compellingly written critical analysis of how the values, purposes and practices embedded in education affect the working experience of teachers over time. Perryman makes a significant contribution to our understanding of the effects of accountability and performativity mechanisms in schools and offers insight into why so many teachers leave the profession. This analysis is important to scholars, educators, and policymakers alike.

Educational accountability --- Teacher effectiveness --- Teacher turnover --- Prevention

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The phenomenon of proliferation of international organizations has urged focus on the responsibility of international organizations under international law as the effect of their activities is witnessed everywhere in our daily life. The main purpose of the present book is to examine and review some specific aspects relevant to the question of international legal responsibility of international organizations, mainly, with a view to assessing the International Law Commission’s work on the codification of the international legal rules applicable on international organizations in this area. At the same time, the intention is to address the major challenge to the codification of general rules for international organizations, namely, their wide-varying nature and their differences from each other. Furthermore, the perspective has been enlarged by elaborating on the broader concept of accountability of international organizations.

international organizations --- codification of general rules --- accountability of international organizations