Improving public spending efficiency in primary and secondary education
Influenced by the perceived link between higher levels of educational attainment and growth, the education sector has seen significant reform efforts in recent years in a number of countries. Public spending in this sector has increased on average by one-fifth in real terms over the past decade and growth in terms of spending per student has also been marked in many countries (Figure 1, upper panel); governments in the OECD area now spend on average around 3% of GDP on primary and secondary education. However, a close correspondence between the level of resources and educational outcomes is difficult to demonstrate empirically: cross-sectional evidence reveals only a weak correlation between national spending per student or teaching resources and mean pupil performance in standardised tests (Figure 1, lower panels). Extra resources devoted to education do not automatically lead to commensurate improvements in outcomes.
To our knowledge, this item is not available for
download. To find whether it is available, there are three
1. Check below under "Related research" whether another version of this item is available online.
2. Check on the provider's web page whether it is in fact available.
3. Perform a search for a similarly titled item that would be available.
|Date of creation:||2009|
|Publication status:||Published in OECD Journal : Economic Studies, 2009, 4 (1), <10.1787/eco_studies-v2009-art4-en>|
|Note:||View the original document on HAL open archive server: https://hal.archives-ouvertes.fr/hal-01294322|
|Contact details of provider:|| Web page: https://hal.archives-ouvertes.fr/|
When requesting a correction, please mention this item's handle: RePEc:hal:journl:hal-01294322. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (CCSD)
If references are entirely missing, you can add them using this form.