Improving public spending efficiency in primary and secondary education

Sutherland, Douglas; Price, Robert W. R.; Gonand, Frédéric

doi:10.1787/eco_studies-v2009-art4-en

Cited by 38 publications

(51 citation statements)

References 6 publications

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“…The relationship between spending on education and schooling performances has proven to be weak at the international level and in many OECD countries (Sutherland et al, 2009;OECD, 2007c). Despite a real spending per pupil increase of 4.8% annually between 1997 and 2010, assessments of cognitive improvements are mixed.…”

Section: Box 3 Improving Educational Outcomes and Raising Skillsmentioning

confidence: 99%

Labour Market, Welfare Reform and Inequality in the United Kingdom

André

Fernández-Muro

Giupponi

et al. 2013

OECD Economics Department Working Papers

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JT03336031Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. ABSTRACT/RÉSUMÉLabour market, welfare reform and inequality in the United Kingdom Employment has risen by more and unemployment has risen less than expected, given the path of output. Nevertheless, long-term and youth unemployment and involuntary part-time work are high. A polarised labour market risks worsening income inequality, which is high by OECD standards, despite a recent and likely temporary decline. The UK welfare system is an essential safety net, which needs to promote employment, while protecting the most vulnerable. The reformed welfare system, Universal Credit, and the employment programme for disadvantaged workers, Work Programme, will generally improve work incentives and provide support for return to work, but need to be refined. Skill deficiencies are holding back employment and fostering inequality, as low education achievements penalise children from lower socio-economic backgrounds. Vocational training needs to be strengthened and cooperation with employers reinforced. Transition from education to work can prove challenging, requiring more attention to the integration of university graduates into the labour market. JEL Classification: J21; J24; I38.

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Section: Box 3 Improving Educational Outcomes and Raising Skillsmentioning

confidence: 99%

Labour Market, Welfare Reform and Inequality in the United Kingdom

André

Fernández-Muro

Giupponi

et al. 2013

OECD Economics Department Working Papers

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“…Intuitively, this would seem to break a critical link between accountability and autonomy, restricting school leaders' freedom to pay more to attract and keep good teachers, or more broadly to allocate school resources among competing uses in line with student needs. OECD empirical work has found that student attainment is higher when schools have autonomy over teacher salaries and pay progression (Sutherland et al, 2009). PISA work further suggests that many well performing education systems have moved from bureaucratic "command and control" towards school systems where considerable discretion is given to school heads and faculties in how resources are allocated, a factor which is shown to be closely related to school performance when combined with effective accountability systems; school autonomy in defining and elaborating curricula and assessments also relates positively to system performance (OECD, 2010a, pp.…”

Section: Schooling: Maintaining Engagementmentioning

confidence: 99%

“…Choice and competitive efficiency are also limited by the still small share of alternatives to the state school system. Indeed, a larger share of private government-dependent schools has been shown to enhance system performance in OECD countries (Sutherland et al, 2009). The government is planning to introduce a few charter schools in mid-2013 on a trial basis.…”

Section: Schooling: Maintaining Engagementmentioning

confidence: 99%

“…This problem seems particularly acute at the primary level: there are too many small-scale schools in often depopulating rural areas, with too much duplication in administration and policy implementation, and isolated teachers with few external supports; school management talent is spread too thinly, and the administrative burden on individual principals often prevent adequate focus on learning goals. Educational outcomes also suffer in small-scale schools (Sutherland et al, 2009). In New Zealand, however, low-decile schools tend to be smaller, making it difficult to determine whether it is school size or some other factors (e.g.…”

Section: Schooling: Maintaining Engagementmentioning

confidence: 99%

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Improving School-to-work Transitions in New Zealand

Bibbee

2013

OECD Economics Department Working Papers

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The NZ labour market is among the most flexible in the OECD, and outcomes for its young people have been among the best. However, labour-market opportunities are heavily determined by initial education, where New Zealand's system is also successful and innovative in many ways. Average PISA results are among the OECD's highest, but the dispersion of performance is also high, indicating a sizable group of underachievers. Those in disadvantaged groups tend to have poor scholastic outcomes. These initial educational handicaps show up in higher drop-out rates and youth joblessness, greatly limiting these youths' future life chances. Indeed, intergenerational persistence in educational and employment outcomes appears very high. From both a social and economic point of view, it will be essential to develop more fully the human capital of the fast growing demographic group of ethnic minorities. Better teaching quality is needed, with more attention devoted to diversity of student needs and learning approaches to keep children in school. A related problem is the apparently large divergence between the nature of skills supplied by the education sector and the skills demanded by employers. A greater role for youth apprenticeships could help to raise skill levels while aligning them better to the economy's needs. All this has an important bearing on the government's ambition to secure strong and sustainable growth with rising living standards and equal opportunities for all. This Working Paper relates to the 2013 OECD Economic Survey of New Zealand (www.oecd.org/eco/surveys/new-zealand-2013.htm).

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“…However, among the latter, the most relevant draw on information provided by the OECD's PISA program as they compare from different perspectives the efficiency with which the education systems of different countries operate. For example, Afonso and Aubyn (2005;2006) and Sutherland et al (2009) analyze the efficiency of public spending on education for a group of OECD countries, and emphasize the role played by the institutions of each country in accounting for the disparity in the results reported. The influential role played by a country's institutions is similarly stressed by De Jorge and Santín (2010), who, like Deutsch et al (2013), consider an analysis of efficiency at the student level as the best approach to optimize the use of available information.…”

Section: Introductionmentioning

confidence: 99%

Efficiency in the Transformation of Schooling into Competences: A Cross-Country Analysis Using PIAAC Data

2017

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The IEB research group in Human Capital aims at promoting research in the Economics of Education. The main objective of this group is to foster research related to the education and training of individuals and to promote the analysis of education systems and policies from an economic perspective. Some topics are particularly relevant: Evaluation of education and training policies; monetary and non-monetary effects of education; analysis of the international assessments of the skills of the young (PISA, PIRLS, TIMMS) and adult populations (PIAAC, IALS); education and equality, considering the inclusion of the disabled in the education system; and lifelong learning. This group puts special emphasis on applied research and on work that sheds light on policy-design issues. Moreover, research focused in Spain is given special consideration. Disseminating research findings to a broader audience is also an aim of the group. This research group enjoys the support from the IEB-Foundation.The Barcelona Institute of Economics (IEB) is a research centre at the University of Barcelona (UB) which specializes in the field of applied economics. The IEB is a foundation funded by the following institutions: Applus, Abertis, Ajuntament de Barcelona, Diputació de Barcelona, Gas Natural, La Caixa and Universitat de Barcelona. The IEB working papers represent ongoing research that is circulated to encourage discussion and has not undergone a peer review process. Any opinions expressed here are those of the author(s) and not those of IEB. IEB Working Paper 2017/12 EFFICIENCY IN THE TRANSFORMATION OF SCHOOLING INTO COMPETENCES: A CROSS-COUNTRY ANALYSIS USING PIAAC DATAInés P. Murillo, José L. Raymond, Jorge Calero ABSTRACT: This study (i) compares the competence levels of the adult population in a set of OECD countries; (ii) assesses the comparative efficiency with which the education system in each country transforms schooling into competences, distinguishing by educational level, and (iii) tracks the evolution of this efficiency by birth cohorts. Using PIAAC data, the paper applies standard parametric frontier techniques under two alternative specifications. The results obtained under both specifications are similar and identify Finland, Sweden, Denmark and Japan as being the most efficient and Spain, the United Kingdom, Italy, Ireland and Poland as the least efficient. The evolution of the efficiency levels by age cohorts shows that higher education is more efficient for younger cohorts, while lower and upper secondary education present a stable trend over cohorts.JEL Codes: I21, C13

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Improving public spending efficiency in primary and secondary education

Cited by 38 publications

References 6 publications

Labour Market, Welfare Reform and Inequality in the United Kingdom

Labour Market, Welfare Reform and Inequality in the United Kingdom

Improving School-to-work Transitions in New Zealand

Efficiency in the Transformation of Schooling into Competences: A Cross-Country Analysis Using PIAAC Data

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