Scale Economies in Australian Secondary Schools

1995 ◽  
Vol 39 (2) ◽  
pp. 109-125 ◽  
Author(s):  
Phillip McKenzie
Keyword(s):  
Secondary Schools ◽  
Production Function ◽  
Educational Outcomes ◽  
School Size ◽  
Scale Economies ◽  
Limited Data ◽  
Curriculum Provision

The estimation of scale economies has been hampered by inadequate conceptualisation of a production function for schooling and limited data on educational outcomes. Therefore most studies, especially in Australia, have approached the question indirectly through analyses of per student expenditure and patterns of curriculum provision in schools of different sizes. In these terms, the evidence suggests that the gains from increasing school size are relatively limited.

School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?

1998 ◽  
Vol 42 (2) ◽  
pp. 183-203 ◽  
Author(s):  
Gerald R. Elsworth
Keyword(s):  
Secondary Schools ◽  
School Size ◽  
Positive Relationship ◽  
Small Schools ◽  
Educational Opportunity ◽  
Secondary Curriculum ◽  
Curriculum Provision ◽  
Senior Secondary ◽  
Equality Of Educational Opportunity

UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.

scholarly journals Management accounting practices, governing boards and competitive advantage of Ugandan secondary schools

2018 ◽  
Vol 32 (6) ◽  
pp. 958-974 ◽  
Author(s):  
Stephen Korutaro Nkundabanyanga ◽  
Moses Muhwezi ◽  
Venancio Tauringana
Keyword(s):  
Secondary Schools ◽  
Competitive Advantage ◽  
School Size ◽  
Management Accounting ◽  
Research Effort ◽  
Ordinary Least Squares ◽  
Governing Boards ◽  
Board Size ◽  
Government School ◽  
Content Type

Purpose The purpose of this paper is to report on the results of a study carried out to determine the use of Management Accounting Practices (MAPR) in Ugandan secondary schools. The study also sought to determine whether MAPR and governing boards (board size, gender diversity and frequency of board meetings) influence the perceived competitive advantage. Design/methodology/approach This study is cross-sectional and correlational. Data were collected through a questionnaire survey of 200 secondary schools. The data were analysed through ordinary least squares regression using Statistical Package for Social Scientists. Findings There are wide variations in MAP in terms of the extent to which the schools employ management accounting techniques. Also, MAP and governing boards have a predictive force on the schools’ competitive advantage. However, governing board’s size has no effect on competitive advantage. In terms of the control variables, the results suggest that while government school ownership has a positive effect on competitive advantage, the school’s size has no effect. There are intertwining relationships of frequency of board meetings, board size and school size. Research limitations/implications The present study was limited to the secondary schools in Uganda which limits generalisability. Still, the results offer important implications for secondary schools’ governing boards, owners and for similar African governments who are a major stakeholder in the secondary school education system. The exact mechanism by which intertwining relationships of frequency of board meetings, board size and school size impact competitive advantage is not been explored in this paper. Future researchers may direct research effort in this endeavour. Originality/value To the authors’ knowledge, this is the first study to investigate use of MAPR in secondary schools and to provide evidence of their efficacy.

A Note on the Relationship among the Shape of the Production Possibility Frontier, ‘Returns to Scale’ and ‘Returns to Factors’ under Cobb–Douglas Production Function

2016 ◽  
Vol 4 (2) ◽  
pp. 173-184 ◽  
Author(s):  
Merter Mert
Keyword(s):  
Production Function ◽  
Economies Of Scale ◽  
Returns To Scale ◽  
Scale Economies ◽  
Production Possibility ◽  
Production Possibility Frontier ◽  
The Relationship ◽  
Douglas Production Function

The purpose of this study is to examine relationship among returns to scale, returns to factors and the shape of the production possibility frontier under Cobb–Douglas production function. The study asks the following question: How can production possibility frontier be drawn (a) if returns to scale are constant, increasing and decreasing and (b) if returns to factors are constant, increasing and decreasing? The main finding of the study is as follows: When (a) returns to factors are constant or increasing or decreasing and (b) returns to scale (economies of scale internal to the firm) are constant or increasing or decreasing, the production possibility frontier can be bowed in or bowed out or be linear under certain conditions.

scholarly journals An International Comparison of Educational Systems: the Columbian, Iraqi and Kurdish cases

2021 ◽  
Vol 3 (2) ◽  
pp. 110-120
Author(s):  
Peshawa Jalal Mohammed ◽  
Jennyfer Casas ◽  
Sanaa Taler Saleh ◽  
Karolina Eszter Kovács
Keyword(s):  
Developing Countries ◽  
Teacher Training ◽  
Secondary Schools ◽  
International Comparison ◽  
Comparative Education ◽  
Educational Systems ◽  
Iraqi Kurdistan ◽  
Curriculum Provision ◽  
And Training ◽  
Structure Of Education

As developing countries aim to improve their education to address the challenges of globalisation's economic and social demands, comparative education can provide references for reforms and changes. Through studying the educational systems of other countries, we can discover which reforms are possible and desirable. This article attempts to demonstrate some specific aspects of the educational systems of Columbia, Iraq and Iraqi Kurdistan and to compare them. It shows the decentralisation process and challenges of the systems. It also reveals the structure of education of the three systems and their differences related to duration and organisation of primary and secondary schools. Following that, the curriculum provision and their orientations are explained. Finally, the article also tries to find the differences in teacher training in terms of duration and training types, occurring before / during service. The obtained results show that the decentralisation process and its challenges are very similar in these educational systems while there are differences in the duration, structure, and curriculum subjects.

School Size, Characteristics, and Outcomes

1991 ◽  
Vol 13 (2) ◽  
pp. 189-202 ◽  
Author(s):  
William J. Fowler ◽  
Herbert J. Walberg
Keyword(s):  
Socioeconomic Status ◽  
School Districts ◽  
Secondary Schools ◽  
Student Retention ◽  
Low Income ◽  
Grade Level ◽  
School Size ◽  
College Attendance ◽  
School Outcomes ◽  
Low Income Families

To investigate school size effects for secondary schools, 18 school outcomes, including the average scores on state-developed tests, student retention, suspensions, postschool employment, and college attendance for 293 public secondary schools in New Jersey were regressed on 23 school characteristics, including district socioeconomic status and percentages of students from low-income families; school size and number of schools within each district; and teacher characteristics encompassing salaries, degree status, and years of experience. District socioeconomic status and the percentage of students from low-income families in the school were the most influential and consistent factors related to schooling outcomes. School size was the next most consistent and was negatively related to outcomes. This finding corroborates previous research conducted primarily on public elementary school and suggests that smaller school districts and smaller schools, regardless of socioeconomic status and grade level, may be more efficient at enhancing educational outcomes.

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