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Ghi chú và nguồn. Xây dựng trên UNESO (2005) ngoại trừ Hoa Kỳ có dữ liệu từ OECD (2005) và bao gồm các chi tiêu công và tư nhân. Khu vực bao gồm tất cả các nước với dữ liệu, có số lượng được hiển thị trong dấu ngoặc. Trung bình trên thế giới là trọng. | 228 JUAN J. LLACH Table 7.3. Expenditure matters 3 .Public expenditure per student as a of GDP per capita. Primary Secondary Tertiary Elitist bias Sec Prim Ter Prim Ter Sec Africa 13.4 21 29.2 19 234.8 13 2.18 17.5 8.04 Latin Amer. 12.7 16 13.8 16 36.3 14 1.09 2.85 2.63 USA 22.0 1 25.0 1 57.0 1 1.13 2.59 2.28 Asia 11.7 20 14.4 18 42.8 13 1.23 3.65 2.97 Emerging 16.2 3 20.7 4 65.8 3 1.28 4.06 3.18 W. Europe 19.7 17 26.1 16 37.7 16 1.32 1.91 1.44 E. Europe 22.2 12 20.6 11 25.5 14 0.92 1.15 1.24 Oceania 17.8 2 18.5 2 31.5 2 1.04 1.77 1.70 World aver. 15.5 92 21.0 87 71.0 76 1.36 4.58 3.38 Notes and sources. Elaborated on UNESO 2005 except USA whose data are from OECD 2005 and include public and private expenditure. Regions include all countries with data whose number shown in is brackets. The world average is weighted. and the rich mostly interested in tertiary education - an even in secondary in the less developed countries - as compared to the poor whose main interest is preprimary and primary education.13 Another very polemic but anyway relevant indicator of investment in education is class size. As we can see in Table 8 again it is much lower in OECD countries than in Latin America Asia or Africa concerning pre-pri-mary primary and secondary education. This contradicts some light conclusions that have been drawn from a developed countries-centered debate according to which a reduction in class size has no significant results in educational outcomes.14 The conclusion can tell some truth if it is referred to small increases or decreases of the class size but at the same time it seems pretty clear that there are thresholds beyond which class size is very relevant. In other words one thing is to say that decreasing the size of the classroom from 22 to 20 students has no impact on educational outcomes and another one very different is to say that the learning process is the same with 20 or 30 something students in the classroom. 13 See a coincident approach in .
