From allocative to technical efficiency: reconsidering the basic assumptions of educational productivity

Tal Gilead*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This article critically examines the prevalent economic conceptions of educational productivity. It distinguishes between an approach aiming at enhancing allocative efficiency and one aiming to better use each available resource (technical efficiency). The article then examines the intellectual foundations of these two approaches, investigates how they stand in relation to each other, and points to their limitations from an educational perspective. It is argued that the two approaches are ill suited for the educational domain. The article concludes by suggesting an approach for increasing educational productivity based on reaching predetermined production objectives rather than attempting to maximise it.

Original languageAmerican English
Pages (from-to)270-283
Number of pages14
JournalJournal of educational administration and history
Volume50
Issue number4
DOIs
StatePublished - 2 Oct 2018

Bibliographical note

Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Educational productivity
  • economics of education
  • educational theory
  • efficiency
  • production functions

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