Expert opinion as an instrument for assessing investment in primary education

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cepal.bibLevelSección o Parte de un Documentoes
cepal.callNumberX/C 22(72/2000)es
cepal.docTypeRevistases
cepal.idSade19977es
cepal.topicEngEDUCATIONes
cepal.topicSpaEDUCACIÓNes
cepal.workareaEngSOCIAL DEVELOPMENTes
cepal.workareaSpaDESARROLLO SOCIALes
dc.contributor.authorWolff, Laurence
dc.contributor.authorSchiefelbein, Ernesto
dc.contributor.authorSchiefelbein, Paulina
dc.coverage.spatialEngLATIN AMERICAes
dc.coverage.spatialSpaAMERICA LATINAes
dc.date.accessioned2014-01-02T18:42:39Zes
dc.date.available2014-01-02T18:42:39Zes
dc.date.issued2000-12es
dc.descriptionIncludes bibliographyes
dc.description.abstractMost educational investment is based on untested or partially tested assumptions about the cost-effectiveness of a given course of action. Indeed, the only estimates that have been available have been for the average profitability of each type of education, even though these differ greatly from marginal profitability. This article sets out a new approach to estimating the cost-effectiveness of educational investment. The authors canvassed the views of ten world-renowned educational researchers on the likely impact on students' learning achievements of a set of forty measures generally regarded as desirable for improving primary education, and supplemented the responses received with their own calculations of the cost of each, the aim being to establish an index of cost-effectiveness. On this basis, they concluded that the educational projects implemented in the region have failed to include many of the measures identified as the most efficient, and this has limited the quality of the education provided and its potential contribution to economic success, despite the considerable increase in educational investment by governments and international bodies in the 1990s. The article concludes with a number of recommendations aimed at remedying this situation, which take account simultaneously of the impact and the cost of the different educational measures. es
dc.formatTextoes
dc.format.extentpáginas. 143-157es
dc.format.mimetypeapplication/pdfes
dc.identifier.unSymbolLC/G.2120-Pes
dc.identifier.urihttps://hdl.handle.net/11362/10767es
dc.language.isoenges
dc.physicalDescriptionp. 143-157es
dc.relation.isPartOfCEPAL Reviewes
dc.relation.isPartOfNo72es
dc.relation.isPartOfSeriesCEPAL Reviewes
dc.subject.unbisEngBASIC EDUCATIONes
dc.subject.unbisEngCOST ANALYSISes
dc.subject.unbisEngEDUCATIONAL COSTSes
dc.subject.unbisEngEDUCATIONes
dc.subject.unbisEngEDUCATIONAL FINANCINGes
dc.subject.unbisEngEDUCATIONAL POLICYes
dc.subject.unbisSpaANALISIS DE COSTOSes
dc.subject.unbisSpaEDUCACION BASICAes
dc.subject.unbisSpaEDUCACIONes
dc.subject.unbisSpaFINANCIAMIENTO DE LA EDUCACIONes
dc.subject.unbisSpaPOLITICA EDUCATIVAes
dc.subject.unbisSpaCOSTO DE LA ENSEÑANZAes
dc.titleExpert opinion as an instrument for assessing investment in primary educationes
dc.type.coarrevistaes
dspace.entity.typePublicationes
relation.isAuthorOfPublicationfe915168-2296-4937-a83f-c05b961793ef
relation.isAuthorOfPublicationc73e044a-b7a6-4219-9be4-813de083ffd1
relation.isAuthorOfPublication2e00a886-ae70-498b-a530-db51b45de8eb
relation.isAuthorOfPublication.latestForDiscoveryfe915168-2296-4937-a83f-c05b961793ef
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