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Differences in the Production of Education Across Regions and Urban and Rural Areas

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  • David Brasington

Abstract

Previous studies have shown a link between local public school quality and labour productivity, which in turn affects economic growth in a region. But previous work has not investigated whether education is produced differently in different regions. The current study finds that although the production of education is similar across regions, there are some differences. Teacher experience matters more for school quality in rural areas than in urban areas, for example. And there are some differences in the effectiveness of various school inputs across urban areas. Policy implications for centralized versus decentralized school input hiring are discussed. Des etudes anterieures ont demontre qu'il existe un lien entre la qualitedes ecoles sous la tutelle de l'administration locale et la productivite du travail, ce qui a un impact sur la croissance economique regionale. Toujours est-il que les etudes anterieures n'ont pas examine si, oui ou non, la production de l'education se fait de facon differente sur le plan regional. A partir de cette etude, il s'avere des ecarts, bien que la production de l'education soit similaire a travers les regions. Par exemple, les competences des enseignants a plus d'importance pour ce qui est de la qualite de l'ecole en milieu rural qu'en zone urbaine. En plus, certaines differences de l'efficacite de divers facteurs de production sont a noter a travers les zones urbaines. On discute des implications d'une politique d'embauche ou centralisee, ou decentralisee. Fruhere Studien haben gezeigt, dass eine Verbindung zwischen Arbeitsleistung und der Qualitat offentlicher Schule am Orte besteht, wobei erstere sich wiederum auf das Wirtschaftswachstum der Region auswirkt. Doch diese fruheren Arbeiten haben nicht untersucht, ob Schulbildung in den verschiedenen Regionen unterschiedlich gefordert wird. Die vorliegende Studie stellt fest, dass es gewisse Unterschiede gibt, obschon die Forderung der Schulbildung sich in allen Regionen als ahnlich erweist. In landlichen Gegenden, z.B. wird Lehrerfahrung mehr Bedeutung beigemessen als in stadtischen Gebieten. Und es gibt durchaus Unterschiede in der Effektivitat verschiedenartiger Anstrengungen in Schulen stadtischer Gebiete. Es werden Implikationen der Schulpolitik fur zentral gesteuerten, im Gegensatz zu dezentralisiertem Aufwand bei Schulanstellungen diskutiert.

Suggested Citation

  • David Brasington, 2002. "Differences in the Production of Education Across Regions and Urban and Rural Areas," Regional Studies, Taylor & Francis Journals, vol. 36(2), pages 137-145.
    • Handle: RePEc:taf:regstd:v:36:y:2002:i:2:p:137-145
    DOI: 10.1080/00343400220121927
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    5. David Brasington & Donald R. Haurin, 2006. "Educational Outcomes and House Values: A Test of the value added Approach," Journal of Regional Science, Wiley Blackwell, vol. 46(2), pages 245-268, May.
    6. Agasisti, Tommaso & Cordero-Ferrera, Jose M., 2013. "Educational disparities across regions: A multilevel analysis for Italy and Spain," Journal of Policy Modeling, Elsevier, vol. 35(6), pages 1079-1102.
    7. Noman Arshed & Awais Anwar & Nabeela Kousar & Samra Bukhari, 2018. "Education Enrollment Level and Income Inequality: A Case of SAARC Economies," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 140(3), pages 1211-1224, December.
    8. Amini, Chiara & Nivorozhkin, Eugene, 2015. "The urban–rural divide in educational outcomes: Evidence from Russia," International Journal of Educational Development, Elsevier, vol. 44(C), pages 118-133.

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