Search

Cost-effectiveness analysis (CEA) provides partners with information for allocating limited budget resources. Challenges in conducting CEAs include collecting data across multiple sources, introducing cost ssumptions, and delivering the results to partners. This paper introduces strategies to address these challenges using the example of the Strengthening Accountability to Reach All Students (STARS) project, a government-implemented differentiated instruction project in Ghana. To implement the programme for one school year, including opportunity costs related to training, the differentiated instruction plus basic management arm cost $48 per child, while the differentiated instruction plus basic and enhanced management training arm cost $84 per child. [ABSTRACT FROM AUTHOR]

Whether education systems can stimulate or attenuate the demand for private supplementary tutoring by acting on the quality of provided school instruction is a complex and relatively unexplored issue. This study aims to reduce this knowledge gap by analysing the relationships between private tutoring attendance and instructional quality perceived at individual and classroom levels. Regression analyses are performed on a representative sample of 1280 pupils in the senior grade of lower secondary Czech schools. In mathematics and national language, students who find the school instruction interesting, who learn a lot, whose teachers can motivate them and explain the subject well, are less likely to use private tutoring in this subject. By increasing the quality of teaching in these subjects, schools and teachers may indirectly reduce the demand for private tutoring. However, perceived quality of school instruction in English language does not affect English tutoring, which is procured by affluent families irrespective of the perceived quality of school instructions. • The study aimed to determine the relationships between school instructional quality and private tutoring attendance. • A representative sample of 1280 Czech lower-secondary students was analysed. • In mathematics and national language, the lower the perceived quality of school instruction, the higher the likelihood of taking private tutoring. • No such relationship was found for tutoring in English. [ABSTRACT FROM AUTHOR]