TY  - JOUR
AB  - Social scientists writing in the development field often simply assume that public education expenditure in developing countries has been largely ineffective. Reasons offered in support of this assumption include uncertain goals and unsystematic implementation of programmes, lack of training of administrators, poor quality teachers and facilities, educators bound by tradition, systems modelled upon those of industrialised nations, and in some cases even graft and corruption. Although the above may reflect reality in many nations, full acceptance of these conditions as universal may severely restrict both necessary and useful analysis of the delivery of educational services in the developing world.
VL  - 6
IS  - 1
SN  - 0306-8293
DO  - 10.1108/eb017466
UR  - https://doi.org/10.1108/eb017466
AU  - Lynn Rittenoure R.
AU  - Pluta Joseph E.
PY  - 1979
Y1  - 1979/01/01
TI  - Cost‐Effectiveness as a Method of Evaluating Social Objectives Among Countries
T2  - International Journal of Social Economics
PB  - MCB UP Ltd
SP  - 18
EP  - 32
Y2  - 2024/04/18
ER  -