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dc.contributor.authorJoumard, Isabelle
dc.contributor.authorPrice, Robert
dc.contributor.authorGonand, Frédéric
dc.date.accessioned2013-02-18T11:57:29Z
dc.date.available2013-02-18T11:57:29Z
dc.date.issued2007
dc.identifier.urihttps://basepub.dauphine.fr/handle/123456789/11017
dc.language.isoenen
dc.subjectInstitutional indicatorsen
dc.subjectbenchmarksen
dc.subjectuser choiceen
dc.subjectdecentralisationen
dc.subjectPublic educationen
dc.subjectPublic spending efficiencyen
dc.subjectmanagerial autonomy in the public sectoren
dc.subjectoutcome-focused public policiesen
dc.subject.ddc336en
dc.subject.classificationjelH11en
dc.subject.classificationjelH77en
dc.subject.classificationjelH83en
dc.subject.classificationjelI20en
dc.subject.classificationjelI28en
dc.titlePublic Spending Efficiency: Institutional Indicators in Primary and Secondary Educationen
dc.typeDocument de travail / Working paper
dc.description.abstractenThis paper presents composite indicators of the institutional and policy characteristics of educational systems, collated from the questionnaire responses of 26 Member countries. These indicators provide an overview of the institutional framework in the primary and secondary education sector and are constructed so as to be used for the analysis of international differences in spending efficiency. The key features of the institutional setting in the non-tertiary education sector are grouped under three headings: i) the ability to prioritise and allocate resources efficiently (through decentralisation and mechanisms matching resources to specific needs); ii) the efficiency in managing spending at the local level (through outcome-focused policies and managerial autonomy), and iii) the efficiency in service provision (through benchmarking and user choice). For each country, an intermediate indicator is computed for each of these six institutional properties. Composite indicators then combine the six intermediate indicators of spending efficiency into a single, aggregate measure. Results are presented and some of their implications are discussed. Overall, the characteristics of the institutional framework in the non-tertiary public education sector seem to be very favourable, compared to OECD average, in the United Kingdom, Australia, Norway, Denmark and the Netherlands, whereas results are less favourable for the Czech Republic, Greece, Luxembourg, Japan, Turkey, Hungary, Belgium (French speaking community), Switzerland and Austria.en
dc.publisher.nameOECDen
dc.publisher.cityParisen
dc.identifier.citationpages50en
dc.relation.ispartofseriestitleOECD Economics Department Working Papersen
dc.relation.ispartofseriesnumber543en
dc.identifier.urlsitehttp://dx.doi.org/10.1787/315010655867en
dc.subject.ddclabelEconomie publiqueen
dc.description.submittednonen


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