Decentralisation and School Autonomy Impact on the Quality of Education: The Case of Two MENA Countries

IEB Working Paper N. 2015/33

37 Pages Posted: 15 Nov 2015

Date Written: November 12, 2015

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

JEL Classification: H40, H52, I28

Suggested Citation

Escardibul Ferrá, Josep Oriol and Helmy, Nehal, Decentralisation and School Autonomy Impact on the Quality of Education: The Case of Two MENA Countries (November 12, 2015). IEB Working Paper N. 2015/33, Available at SSRN: https://ssrn.com/abstract=2689796 or http://dx.doi.org/10.2139/ssrn.2689796

Josep Oriol Escardibul Ferrá (Contact Author)

University of Barcelona ( email )

Gran Via de les Corts Catalanes, 585
Barcelona, 08007
Spain

Nehal Helmy

World Bank

1818 H Street, NW
Washington, DC 20433
United States

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