Decentralisation and school autonomy impact on the quality of education: the case of two MENA countries

Josep-Oriol Escardibul and Nehal Helmy
Additional contact information
Nehal Helmy: The World Bank

No 2015/33, Working Papers from Institut d'Economia de Barcelona (IEB)

Abstract: An effective institutional structure is a crucial tool for having a highly functioning education system and consequently, economic growth and development. We analyse the effects of decentralisation and school autonomy on the quality of education in two MENA countries (Jordan and Tunisia), by using the OECD PISA 2009 database. Results reveal that decentralisation has a positive impact on the quality of education in some decision-making areas, whereas most autonomy related variables are not significant. Accordingly, schools with more autonomy management and facing more competition do not lead to different results than others, while (public) ownership is positively significant only in Tunisia. However, private funding and accountability measures are positively associated with student achievement.

Keywords: Education; decentralisation; school autonomy; Tunisia; Jordan; MENA; PISA (search for similar items in EconPapers)
JEL-codes: H40 H52 I28 (search for similar items in EconPapers)
Pages: 37 pages
Date: 2015
New Economics Papers: this item is included in nep-ara, nep-cse, nep-edu and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://ieb.ub.edu/wp-content/uploads/2018/04/2015-IEB-WorkingPaper-33.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ieb:wpaper:doc2015-33

Access Statistics for this paper

More papers in Working Papers from Institut d'Economia de Barcelona (IEB) Contact information at EDIRC.
Bibliographic data for series maintained by ().