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close this bookEducational Cost-benefit Analysis - Education Research Paper No. 02 (DFID, 1993, 27 p.)
View the document(introduction...)
View the documentExecutive summary
View the document1. Introduction
View the document2. Definition
View the document3. Development
View the document4. Methodology
View the document5. An alternative approach to rates-of-return
View the document6. Other techniques in educational planning
View the document7. Some cost-benefit results
View the document8. CBA in third world countries: Earlier findings
View the document9. CBA in third world countries: More recent studies
View the document10. Criticisms of CBA in third world countries
View the document11. The educational effectiveness literature
View the document12. The comparative education literature
View the document13. Towards a new approach to cost-benefit analysis
View the documentAppendix 1: Project proposal
View the documentAppendix 2: Returns to investment in education by level and country
View the documentAppendix 3: Bibliography

Appendix 1: Project proposal


The use of conventional economic cost-benefit analysis in an educational context is being increasingly questioned as a reliable guide to optimal resource allocation. There is doubt as to whether conventional means of determining the private and social costs and benefits of education are sufficiently reliable or comprehensive. If a means of determining costs and benefits of elements of education provision could be constructed that were more consistent with educational philosophy yet capable of being simply and rapidly determined, then cost-benefit analysis could serve as a more useful tool in educational planning and evaluation.

The purpose of the study is to:

1. identify current procedures for identifying educational costs and benefits;

2. provide a critique of those procedures from a comprehensive educational viewpoint that includes, but is not restricted to, manpower planning and social demand;

3. make proposals, to the extent that this is possible, for refining these procedures to become more valid from an educational viewpoint.

This would involve a literature survey on the construction, use and criticism of cost-benefit analysis in education (and, where relevant, other economic sectors); a survey of comparative education literature and other relevant literature sufficient to clarify (a) principal expressions of educational goals and objectives, (b) key internal and external elements of the educational process, and (c) key internal and external factors and variables determining the achievement or otherwise of these goals; reasoned refinement or reconstruction of conventional cost-benefit procedures in the light of these surveys; demonstration of the advantages and limitation of the new procedures through case studies.