ABSTRACT
In practice, the efficiency aspects of education are complicated by the presence of public sector financing or provision of schooling. The actual pattern of provision—number and size of schools, and number of teachers—in such instances would, in part, reflect the size and distribution of the relevant population, but also the administrative procedure specified. The continued reliance on labour-intensive methods of production in education is in marked contrast to the trend displayed by other industries, which have generally adopted more capital-intensive techniques. For efficiency evaluation, it would be necessary to specify the range of pupil attainments desired, before schools could be evaluated in a meaningful way. The cost portion of the analysis showed that there were significant differences in current and capital costs between the various school sizes. Under prevailing methods class size bears no significant relationship to educational efficiency as measured in terms either of student achievement or of any other measurable outcomes.
