Quality of education and the demand for education - Evidence from developing countries

The relationship between quality and demand is analysed using data from various countries, with special emphasis on Burkina Faso, Mall, and Tanzania. Four types of educational quality are postulated: value, output, process and input quality. The relative importance of quality compared to external efficiency and costs is assessed. The paper is a reanalysis of existing studies. Qualitative data are complemented by simple analysis of educational statistics. The studies had different though overlapping foci: one study explored reasons for non-enrolment, drop-out and exclusion from school under the umbrella theme of the quality of education. Another one emphasised social demand in rural areas, with quality one of a number of topics. A third study looked at attitudes towards education and educational strategies, restricting itself to parents. A primary level, the quality of education influences the demand for education. The relative importance of quality varies from one context to another. Quality influences the decision to enrol less than the decision to carry on. However, it affects enrolment to such an extent that moderate correlations have been observed between pass rates and repeater rates on the one hand, and enrolment rates on the other. Value quality is mainly related to enrolment. Output quality is the criterion for selecting a school or a school system. Output, process and input quality affect dropping out and irregular attendance. Repetition, justified on unsatisfactory output quality, is related to input quality. The decision to participate in education combines considerations of educational quality with an evaluation of costs, both direct costs and opportunity costs.