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Education : Lessons from Economic Theory and Operational Experience

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  • Nicholas Barr

    (London School of Economics and Political Science)

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    Abstract

    This paper talks about how to pay for teaching at universities. It does not talk about financing research, nor about any particular country. Instead, its purpose is to offer a toolkit for policy makers thinking about reform. The paper sets out lessons for policy design from economic theory (section 2) and the experience of developed countries (section 3). Economic theory, however, is not enough. Policy design that outstrips a countrys capacity to implement it effectively is bad policy design. This paper therefore deliberately goes beyond theory to include lessons about implementation (section 4). The paper concludes with discussion of the resulting system.

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    File URL: http://www.eaber.org/node/21942
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    Bibliographic Info

    Paper provided by East Asian Bureau of Economic Research in its series EABER Working Papers with number 21942.

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    Date of creation: Jan 2008
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    Handle: RePEc:eab:wpaper:21942

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    Postal: JG Crawford Building #13, Asia Pacific School of Economics and Government, Australian National University, ACT 0200
    Web page: http://www.eaber.org
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    Related research

    Keywords: education; Economic Theory; Operational Experience;

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    1. Bruce Chapman & Chris Ryan, 2003. "The Access Implications of Income Contingent Charges for Higher Education: Lessons from Australia," CEPR Discussion Papers, Centre for Economic Policy Research, Research School of Economics, Australian National University 463, Centre for Economic Policy Research, Research School of Economics, Australian National University.
    2. Barr, Nicholas & Diamond, Peter, 2008. "Reforming Pensions: Principles and Policy Choices," OUP Catalogue, Oxford University Press, Oxford University Press, number 9780195311303, October.
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