Dear Samarakoon

Thank you very much for the question. In its very interesting and complex, since many factors intervene. As a partial comment, and the expectation that other colleagues will continue to contribute. Among the elements to be taken into account, the age structure of the population, given a certain percentage of coverage at each educational level (initial, primary, secondary, higher), there are differences in each relative weight in relation to the population total, due to the dynamics of mortality, fertility and migration in each region or country. Expenditure per pupil - which differs according to the educational assistance and coverage achieved at each level - expressed in comparable purchasing power at the international level, together with the relative participation of education in GNP, should be analysed jointly, taking into account the basic demographic characteristics of each country mentioned. In OECD countries, public spending on initial, primary, secondary and tertiary education is on average about three times higher than on university education. There is a marked variation in this participation between countries, in the case of countries such as Chile, Korea and the United Kingdom it is up to five times higher, accompanied by a relatively high proportion of private funds for university education in these countries. In the source World Bank is available the series from 1970 to 2019 for some countries, of the variables: Public expenditure on education, total (% of GDP); Percentage of public expenditure on primary education (% of public expenditure on education); Current expenditure on education, total (% of total expenditure on public institutions); Current expenditure on education, primary level (% of total expenditure on primary education institution); Expenditure per pupil, secondary level (% GDP per capita); Expenditure on tertiary education (% public expenditure on education); Expenditure per pupil, tertiary level (% GDP per capita)

Source: Https://datos.bancomundial.org/indicator/SE.XPD.PRIM.PC.ZS

Other official sources should be added, their comparability verified, and the results analyzed in a comprehensive manner. Sorry I don't have an answer. With the contribution of colleagues, progress will be made. At disposal. Greetings

Fernando

Estimado Samarakoon

Muchas gracias por la pregunta. En su muy interesante y compleja, dado que intervienen muchos factores. A modo de comentario parcial, y la espera de que otros colegas sigan aportando. Destaco entre los elementos a tener en cuenta, la estructura de edades de la población, dado un determinado porcentaje de cobertura en cada nivel educativo (inicial, primario, secundario, superior), existen diferencias en cada peso relativo en relación al total poblacional, debido a las dinámicas de la mortalidad, fecundidad y las migraciones en cada región o país. Debería analizarse de manera conjunta el gasto por alumno –que difiere según la asistencia y cobertura educativo que se alcanza en cada nivel– expresado en un poder de compra comparable a nivel internacional, junto a la participación relativa de la educación en PNB, teniendo en cuenta las características demográficas básicas de cada país mencionadas. En los países de la OCDE, el gasto público en educación inicial, primaria, secundaria y terciaria es, en promedio, aproximadamente tres veces mayor que en educación universitaria. Se destaca una marcada variación de esta participación entre países, en los casos de países como Chile, Corea y el Reino Unido llega a ser hasta cinco veces superior, acompañado de una proporción relativamente elevada de fondos privados para la educación universitaria en estos países. En la fuente Banco Mundial esta disponible la serie del periodo 1970 a 2019 para algunos países, de las variables: Gasto público en educación, total (% del PIB); Porcentaje del gasto público en educación primaria (% gasto público en educación); Gasto corriente en educción, total (% del gasto total en institución públicas); Gasto corriente en educación, nivel primario (% del gasto total en institución de educación de nivel primario); Gasto por alumno, nivel secundario (% PIB per cápita); Gasto en educación de nivel terciario (% gasto público en educación); Gasto por alumno, nivel terciario (% PIB per cápita)

Fuente: https://datos.bancomundial.org/indicator/SE.XPD.PRIM.PC.ZS

Habría que ir adicionando otras fuentes oficiales, verificar su comparabilidad, y analizar los resultados de manera integral. Perdón no tener una repuesta. Con el aporte de los colegas se ira avanzando. A disposición. Saludos

Fernando

Very detailed and great explanation here.

Dear prof Fernando Ariel Manzano, thank you very very much for your lengthy answer. I think your are an expert in that field.

As a rule, the larger the share of education in GDP, the faster the development. But, this development also largely depends on the efficiency of the use of funds. And, of course, on the economic opportunities of the country.

Yes dear Nurlan Nurseiit, you are right. Thank you.

Great points Nurlan Nurseiit. Thanks for your input.

Thank you all for participating in the discussion.

Eliminating corruption is necessary.

Dear Hermann Gruenwald and Michael Halim, thank you for sharing your views. Yes, too much fund allocation may lead to corruptions. I agree.

Unless there are ways to ensure that the funding reaches the teachers or students directly and will be solely utilized for education purposes.