educational efficiency in education
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Education is important at national, local and individual levels. Its benefits accrue both to society and to individuals, and as such provision of education in many countries is paid for at least in part from the public purse. With competing demands for government funding, it is important for education to be provided as efficiently as possible. Efficiency occurs when outputs from education (such as test results or value added) are produced at the lowest level of resource (be that financial or, for example, the innate ability of students). This special issue is devoted to the topic of efficiency in education, and is well-timed given that governments around the world struggle with public finances in the wake of the global financial crisis of 2008. In this paper, we explore and provide an overview of the themes of the special issue and introduce the papers contained therein.
Introduction
Education is important at all levels. At national or state levels, there is increasing evidence that education is positively related to economic growth (Hanushek and Kimko, 2000; Hanushek and Woessmann, 2008; Hanushek and Woessmann, 2010, 2012; Hanushek et al, 2015). Hanushek and Woessmann (2008), for example, report, using a cross-country dataset, that for each additional year of schooling, the long-run growth rate of GDP per capita is 0.58% points higher, and this value is statistically significant.Footnote1 While quantity of education is important, quality of education (usually measured by performance of students in standard international tests) is even more so: Hanushek and Woessmann (2008) conclude from results of several studies that there is around a one percentage point gain in GDP growth rates for every one country-level standard deviation higher test performance.
In addition to these benefits to society, education is also important in determining lifetime returns of individuals (see, for example, Psacharopoulos, 1994; Psacharopoulos and Patrinos, 2004; Walker and Zhu, 2008; Colclough et al, 2010; Chevalier, 2011; Walker and Zhu, 2011). For example, the private rate of return to investment in an additional year of schooling in a developed economy such as the United States is of the order of 10% per year in real terms (Psacharopoulos and Patrinos, 2004). This is likely to be higher for less developed countries (Psacharopoulos and Patrinos, 2004), and might vary by level of education (Colclough et al, 2010).
Some of the effects of education are clearly beneficial to society as a whole (social or external returns), while others are confined solely to the individual (and are therefore private). The existence of substantial social and external benefits from education (McMahon, 2004) justifies its public provision. Thus, compulsory education is typically funded from the public purse, while further and higher education, which is traditionally seen to have a greater proportion of private benefits than primary and secondary education, is usually only partially funded by government.
With competing demands for public money, however, it is important that resources for education are used efficiently: there have been few attempts to evaluate the costs of inefficiency in education, but one study suggests that the losses from inefficiency in secondary education are under 1% of potential GDP (Taylor, 1994). In addition, the results surrounding the relationship between education and growth suggest that it is important to distinguish between the quantity of education provided and the quality of provision. This has important implications for studies of efficiency in education since measures of quality are traditionally more difficult to derive than measures of quantity.
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