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On the mechanics of progress in primary education

Author

Listed:
  • Alain Mingat

    (IREDU - Institut de recherche sur l'éducation : Sociologie et Economie de l'Education - UB - Université de Bourgogne, World Bank, Human Development Department, The Africa Region - World Bank)

  • Jee-Peng Tan

    (World Bank, Human Development Department, The Africa Region - World Bank)

Abstract

As countries grow rich, education improves in many ways. The sector enjoys more resources for education per primary school-aged child, not because of bigger budget allocations, nor an easing of the demographic burden on the system, but because the cost of inputs, especially teacher salaries, decline substantially relative to the per capita GNP. The extra resources enable countries to expand coverage and reduce the pupil–teacher ratio, with the latter receiving increasing emphasis during the past 20 years. The implicit trade-off against coverage raises questions about the efficiency and equity of education policies in developing countries, particularly in settings where significant shares of the primary school-age children remain out of school.

Suggested Citation

  • Alain Mingat & Jee-Peng Tan, 2003. "On the mechanics of progress in primary education," Post-Print halshs-00004971, HAL.
    • Handle: RePEc:hal:journl:halshs-00004971
    as

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    Cited by:

    1. World Bank, 2005. "Education in Ethiopia : Strengthening the Foundation for Sustainable Progress," World Bank Publications - Books, The World Bank Group, number 7434, December.
    2. Axel Dreher & Peter Nunnenkamp & Rainer Thiele, 2008. "Does Aid for Education Educate Children? Evidence from Panel Data," The World Bank Economic Review, World Bank, vol. 22(2), pages 291-314, April.
    3. Jean Bourdon, 2006. "Coût et financement de l'éducation primaire en Afrique Subsaharienne," Post-Print halshs-00135310, HAL.

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