Education and the Rationale of Cost–Benefit Analysis

Tal Gilead

doi:10.1080/00071005.2014.969190

Education and the Rationale of Cost–Benefit Analysis

Tal Gilead^*

^*Corresponding author for this work

Department of Education

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

ABSTRACT: It is increasingly maintained that cost–benefit analysis (CBA) should play a greater role in educational policy-making. This article critically examines the rationale guiding CBA and its compatibility to educational settings. Drawing on philosophical discussions, it argues that the rationale guiding CBA has some fundamental limitations that render the use of it in education beneficial only under certain restrictive circumstances.

Original language	English
Pages (from-to)	373-391
Number of pages	19
Journal	British Journal of Educational Studies
Volume	62
Issue number	4
DOIs	https://doi.org/10.1080/00071005.2014.969190
State	Published - 2 Oct 2014

Bibliographical note

Publisher Copyright:
© 2014, © 2014 Society for Educational Studies.

Keywords

economics
education
philosophy
policy
theory

Access to Document

10.1080/00071005.2014.969190

Cite this

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Education and the Rationale of Cost–Benefit Analysis

Abstract

Bibliographical note

Keywords

Access to Document

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