Economic Efficiency of Public Secondary Education Expenditure: How Different are Developed and Developing Countries?

2017 ◽  
Author(s):  
Juliana Arias ◽  
Alejandro Torres
Keyword(s):  
Developing Countries ◽  
Secondary Education ◽  
Economic Efficiency ◽  
Education Expenditure

Efficiency effects of “privatization” in Argentina’s water and sanitation services

Water Policy ◽  
2003 ◽  
Vol 5 (4) ◽  
pp. 369-380 ◽  
Author(s):  
Antonio Estache ◽  
Lourdes Trujillo
Keyword(s):  
Developing Countries ◽  
Data Collection ◽  
Economic Efficiency ◽  
Upper Bounds ◽  
Efficiency Gains ◽  
Water And Sanitation ◽  
Sanitation Services ◽  
Regulatory Systems ◽  
Key Players ◽  
Efficiency Effects

This paper provides a “back-of-the-envelope” assessment of the efficiency effects of the reforms of the water sector in Argentina. Private operators are now key players in 15 of Argentina's provinces. While all have adopted incentive based regulatory regimes which require estimates of economic efficiency changes, none have actually issued any estimate yet. This paper provides upper bounds estimates of efficiency gains achieved for four operators. The paper concludes with a discussion of the implication of the results for regulatory accounting and data collection processes by regulators in developing countries relying on incentive based regulatory systems.

Sovereign Debt Restructuring Proposals: A Comparative Look

2003 ◽  
Vol 17 (2) ◽  
pp. 26-33 ◽  
Author(s):  
Thomas I. Palley
Keyword(s):  
Developing Countries ◽  
Economic Efficiency ◽  
Sovereign Debt ◽  
Procedural Fairness ◽  
Debt Restructuring

A range of different solutions, as the contributions to this roundtable show, has been proposed regarding the problem of sovereign borrower insolvency. Two prominent factors need to be taken into account in assessing the merits of each proposal: its impact on economic efficiency, in particular on the supply and price of credit for developing countries, and its regard for considerations of justice and procedural fairness.

scholarly journals Global imperatives of economic component development of general secondary education in Ukraine

2021 ◽  
pp. 11-14
Author(s):  
Iryna Klymchuk
Keyword(s):  
Developing Countries ◽  
Secondary Education ◽  
Young People ◽  
General Education ◽  
Student Performance ◽  
Educational Institution ◽  
Developed Countries ◽  
Educational Institutions ◽  
International Programs ◽  
International Program

A literary analysis of economic issues of financing education by the state, in accordance with international law and globalization of the world economy in order to implement the right to quality education is presented. A conceptual analysis of the system of improving the financing of educational institutions in Ukraine, in particular the specifics and various mechanisms for raising funds and international cooperation of developing countries with developed countries and international programs has been conducted. In addition, the results of international assistance to Ukraine, including financial assistance at the level of general education – international charitable assistance in the form of an international project "House of Europe", within the international programs "Erasmus +" and "European Solidarity Corps" are analyzed. The international program "House of Europe" is presented, which supports creative cooperation between Ukrainian organizations, educational institutions and their partners from the EU and the UK, finances the development of cultural infrastructure and educational programs for young people. Also presented is the Erasmus + Program (2021–2027), an EU program to support and develop education, training, youth and sport in Europe. The program focuses on the social integration of young people, the environmental and digital development of developing countries, and the participation of young people in democratic life. According to the results of joint activities within the international program / project "House of Europe", the international program "Erasmus" and the European Solidarity Corps, the most defined criteria for the quality of general secondary education are identified, namely: objective assessments of educational institutions - student performance tests, the probability of successful entry into prestigious colleges and universities after graduating from primary and secondary school; as well as subjective assessments - attendance of classes, received assessments (success), students' interest in certain training courses / programs, taught in an educational institution. Statistics on the activities of the "ESC Summary" / European Solidarity Corps and "Erasmus +" for 2019–2020 according to the reporting "ESC Summary" / European Solidarity Corps and "Erasmus +" are presented

scholarly journals The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic

2021 ◽  
Author(s):  
Guilherme Lichand ◽  
Carlos Alberto Dória ◽  
Onício Leal Neto ◽  
João Cossi
Keyword(s):  
High School ◽  
Developing Countries ◽  
High School Students ◽  
Secondary Education ◽  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
School Students ◽  
Primary And Secondary Education ◽  
Remote Learning

Abstract Background: The transition to remote learning in the context of Covid-19 could lead to dramatic setbacks for school enrollment and learning outcomes, especially in developing countries – where a multiplicity of challenges, from limited connectivity to little support from parents, are bound to limit its effectiveness. To date, however, no study has rigorously documented the educational impacts of remote learning relative to in-person classes within primary and secondary education. Quantifying the extent of those losses, as well as the extent to which resuming in-person classes in the pandemic could at least partially offset them, is urgent, as governments worldwide struggle evaluating the trade-offs between the health and educational risks of reopening schools, with vaccination rates still dragging.Methods: Taking advantage of the fact that São Paulo featured in-person classes for the lion’s share of the first school quarter of 2020, but not thereafter, we estimate the effects of remote learning on secondary education, using a differences-in-differences strategy that contrasts variation in dropout risk and standardized test scores between the first and the last school quarters in 2020 to that in 2019, when all classes were in-person. We estimate heterogeneous effects by grade, student characteristics and school characteristics. We also estimate intention-to-treat (ITT) effects of reopening schools in the pandemic through a differences-in-differences strategy, contrasting differences between middle- and high-school students within municipalities that authorized in-person classes to partially return for the latter over the last quarter of 2020, to those within municipalities that did not.Findings: Dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes:we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students’ test scores by 20% relative to the control group.Interpretation: Results show that the societal costs of keeping schools closed in the pandemic are very large. While the learning losses that we document are at least as large as those documented in developed countries on the aftermath of the first Covid-19 wave, the dramatic surge in dropout risk is unique to developing countries. Such massive impacts are likely to bring about long-lasting effects on employment, productivity, and poverty levels. Our findings highlight that reopening schools under safe protocols can prevent those costs from growing even larger. They also caution against recent enthusiasm for remote learning in primary and secondary education outside the context of Covid-19.Funding: Research funded by the Inter-American Development Bank (IADB) as part of a partnership between IADB and the São Paulo State Education Secretariat.

Sign in / Sign up

Export Citation Format

Share Document