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School Autonomy Impact on the Quality of Education: The case of Tunisia and Jordan

In: Investigaciones de Economía de la Educación 9

Author

Listed:
  • Josep-Oriol Escardíbul

    (Universidad de Barcelona - Instituto de Economía de Barcelona)

  • Nehal Helmy

    (Universitat de Barcelona)

Abstract

We analyse the effects of school autonomy on the quality of education in Jordan and Tunisia, by using the OECD PISA 2009 database. Results reveal that most autonomy related variables are not significant. Accordingly, schools with more autonomy management and facing more competition do not lead to different results than others, while (public) ownership is positively significant only in Tunisia. However, private funding and accountability measures are positively associated with student achievement.

Suggested Citation

  • Josep-Oriol Escardíbul & Nehal Helmy, 2014. "School Autonomy Impact on the Quality of Education: The case of Tunisia and Jordan," Investigaciones de Economía de la Educación volume 9, in: Adela García Aracil & Isabel Neira Gómez (ed.), Investigaciones de Economía de la Educación 9, edition 1, volume 9, chapter 26, pages 501-514, Asociación de Economía de la Educación.
    • Handle: RePEc:aec:ieed09:09-26
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    References listed on IDEAS

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    More about this item

    Keywords

    Education; School Autonomy; Tunisia; Jordan; MENA; PISA;
    All these keywords.

    JEL classification:

    • H40 - Public Economics - - Publicly Provided Goods - - - General
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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