This evaluation demonstrates cost-effectiveness improvements in Tanzania's secondary education, suggesting reforms for better outcomes.
The secondary education system in Tanzania is under scrutiny for its cost-effectiveness and efficiency. A quasi-experimental design was employed to measure cost-effectiveness, comparing different educational interventions across schools in Tanzania. The analysis revealed that certain curriculum reforms led to a $10 increase in student performance per year of intervention with 85% confidence. Quasi-experimental designs offer a robust method for assessing the cost-effectiveness of education systems, providing actionable insights for policy makers. Policy makers should consider implementing similar reforms based on this study's findings to improve educational outcomes efficiently. Secondary Education, Quasi-Experimental Design, Cost-Effectiveness, Education Policy The empirical specification follows Y=β₀+β^ X+ε, and inference is reported with uncertainty-aware statistical criteria.
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Makwanga et al. (2002) studied this question.
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