School production modelling to strengthen government monitoring programmes in developing countries

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dc.contributor.advisorVan der Berg, Servaas
dc.contributor.authorGustafsson, Martin Andersen_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Economic and Management Sciences. Dept. of Economics.
dc.date.accessioned2006-10-11T07:29:50Zen_ZA
dc.date.accessioned2010-06-01T08:55:14Z
dc.date.available2006-10-11T07:29:50Zen_ZA
dc.date.available2010-06-01T08:55:14Z
dc.date.issued2006-03
dc.descriptionThesis (MEcon)--University of Stellenbosch, 2006.
dc.description.abstractEducation production function analysis is widely recognised as one important area of research that needs to inform education policymaking, specifically policy relating to the mix of funded inputs in a schooling system. Arriving at production functions is a complex task, and is fraught with methodological pitfalls. This thesis sets out to establish a framework for undertaking education production function analysis, and in discussing its various elements, including its pitfalls, recommendations for good practice are arrived at. The material analysed is of four types: texts on econometric theory; existing production function analyses; documentation relating to three dataintensive school monitoring programmes, namely Brazil’s SAEB, South Africa’s Systemic Evaluation and the international SACMEQ programme; and lastly data, relating mainly to South Africa, from the 2000 run of SACMEQ. The thesis is organised according what can be regarded as seven key analysis steps. These steps include a focus on the importance of a ‘mental model’, the relative benefits of the one-level regression model and the hierarchical linear model (HLM), and the formulation of actual production functions for South Africa based on the SACMEQ data, using both one-level and HLM models. Key conclusions are, firstly, that the HLM, though still under-developed, offers great analysis potential and, secondly, that production function analyses ought to be translated into budgetary terms in order for them to become fully meaningful to the policymaker.en_ZA
dc.format.extent1153224 bytesen_ZA
dc.format.mimetypeapplication/pdfen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/2683
dc.publisherStellenbosch : University of Stellenbosch
dc.rights.holderUniversity of Stellenbosch
dc.subjectBrazilen_ZA
dc.subjectEconomics of educationen_ZA
dc.subjectEducation planningen_ZA
dc.subjectEducation monitoringen_ZA
dc.subjectProduction functionen_ZA
dc.subjectSACMEQen_ZA
dc.subjectSAEBen_ZA
dc.subjectSchool efficiencyen_ZA
dc.subjectSchool qualityen_ZA
dc.subjectSouth Africaen_ZA
dc.subjectDissertations -- Economicsen_ZA
dc.subjectTheses -- Economicsen_ZA
dc.subject.lcshEducation -- Economic aspects -- Developing countriesen_ZA
dc.subject.lcshEducational evaluation -- Developing countriesen_ZA
dc.subject.lcshEducational productivity -- Developing countriesen_ZA
dc.subject.lcshEducational planning -- Developing countriesen_ZA
dc.subject.lcshProduction functions (Economic theory)en_ZA
dc.subject.otherEconomicsen_ZA
dc.titleSchool production modelling to strengthen government monitoring programmes in developing countriesen_ZA
dc.typeThesisen_ZA
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