![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
This article critically examines the prevalent economic conceptions of educational productivity. It distinguishes between an approach aiming at enhancing allocative efficiency and one aiming to better use each available resource (technical efficiency). The article then examines the intellectual foundations of these two approaches, investigates how they stand in relation to each other, and points to their limitations from an educational perspective. It is argued that the two approaches are ill suited for the educational domain. The article concludes by suggesting an approach for increasing educational productivity based on reaching predetermined production objectives rather than attempting to maximise it.
Acknowledgements
I would like to thank the anonymous referees of this article for their useful comments and suggestions that helped me to improve it.
Disclosure statement
No potential conflict of interest was reported by the author.
Additional information
Funding
Notes on contributors
Tal Gilead
Tal Gilead is a senior lecturer at the Seymour Fox School of Education, Hebrew University. His research areas are: philosophy of education, educational policy and the history of educational ideas. His current project focuses on the relationship between economic and educational thought.