Out of the OECD countries, Luxembourg was the country that spent the most on educational institutions per full-time student in 2020. On average, 23,000 U.S dollars were spent on primary education, nearly 27,000 U.S dollars on secondary education, and around 53,000 U.S dollars on tertiary education. The United States followed behind, with Norway in third. Meanwhile, the lowest spending was in Mexico.

In 2021, Luxembourg was the OECD country that spent the highest amount on higher education per student, reaching roughly 35,000 U.S. dollars. This was even though it was the country that spent the lowest amount in terms of share of gross domestic product. The United States followed behind, with the United Kingdom in third. On the other hand, Mexico was the OECD country in which the lowest amount was spent per full-time student in higher education.

This statistic shows the expenditure of different countries on primary school education per student in Purchasing Power Parity (PPP) U.S. dollars. In the USA, about 10.600 U.S. dollars is spent each year per primary school student.

The average for 2021 based on 158 countries was 4.48 percent. The highest value was in Kiribati: 14.2 percent and the lowest value was in Nigeria: 0.38 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

In 2022, New York spent around ****** U.S. dollars per pupil on public elementary and secondary schools - the most out of any state. The District of Columbia, Vermont, New Jersey, and Massachusetts rounded out the top five states for elementary and secondary school expenditure per pupil.

In 2021, Chile was the country that spent the highest share of its gross domestic product (GDP) on higher education, reaching 2.4 percent. Of this, 1.5 percent came from private sources. The United States followed behind with its total spending reaching 2.4 percent of its GDP. On the other hand, higher education spending in Saudi Arabia only amounted to 0.3 percent of its GDP. To find out more about the expenditure on higher education per student in selected countries worldwide, please click here.

Finland Education Expenditure: Per Student data was reported at 8,900.000 EUR in 2016. This records a decrease from the previous number of 9,000.000 EUR for 2015. Finland Education Expenditure: Per Student data is updated yearly, averaging 6,650.000 EUR from Dec 1995 (Median) to 2016, with 22 observations. The data reached an all-time high of 9,000.000 EUR in 2015 and a record low of 4,800.000 EUR in 1995. Finland Education Expenditure: Per Student data remains active status in CEIC and is reported by Statistics Finland. The data is categorized under Global Database’s Finland – Table FI.G005: Education Statistics.

Aruba AW: Government Expenditure per Student: Tertiary: % of(GDP) Gross Domestic Productper Capita data was reported at 100.242 % in 2016. This records a decrease from the previous number of 145.577 % for 2015. Aruba AW: Government Expenditure per Student: Tertiary: % of(GDP) Gross Domestic Productper Capita data is updated yearly, averaging 34.784 % from Dec 1999 (Median) to 2016, with 11 observations. The data reached an all-time high of 145.577 % in 2015 and a record low of 25.538 % in 2005. Aruba AW: Government Expenditure per Student: Tertiary: % of(GDP) Gross Domestic Productper Capita data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Aruba – Table AW.World Bank.WDI: Social: Education Statistics. Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.;UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.;Median;

In 2021, Luxembourg was the country that spent the highest amount on core services involving tertiary education, reaching 34,252 U.S. dollars per student. Following that, the United States' spending reached 27,354 U.S. dollars per student. On the other hand, the average reported among the OECD countries reached only 14,138 U.S. dollars per student.

Venezuela VE: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data was reported at 0.019 % in 2015. This records a decrease from the previous number of 17.908 % for 2009. Venezuela VE: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data is updated yearly, averaging 8.555 % from Dec 2006 (Median) to 2015, with 4 observations. The data reached an all-time high of 17.908 % in 2009 and a record low of 0.019 % in 2015. Venezuela VE: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Venezuela – Table VE.World Bank.WDI: Education Statistics. Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

This statistic shows the expenditure of different countries on tertiary education per student in Purchasing Power Parity (PPP) constant 2010 U.S. dollars. In the United States, 26,400 U.S. dollars was spent per tertiary school student in 2010.

Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport) and purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes). 'Initial funding' means that government transfers to households, such as scholarships and other financial aid for education, are subtracted from what is spent by households. Note that in some countries for some education levels, the value of this indicator may be 0, since on average households may be receiving as much, or more, in financial aid from the government than what they are spending on education. Calculation: Total payments of households (pupils, students and their families) for educational institutions (such as for tuition fees, exam and registration fees, contribution to Parent-Teacher associations or other school funds, and fees for canteen, boarding and transport), plus purchases outside of educational institutions (such as for uniforms, textbooks, teaching materials, or private classes), minus government education transfers to households (such as scholarships or other education-specific financial aid). Limitations: Indicators for household expenditure on education should be interpreted with caution since data comes from household surveys which may not all follow the same definitions and concepts. These types of surveys are also not carried out in all countries with regularity, and for some categories (such as pupils in pre-primary education), the sample sizes may be low. In some cases where data on government transfers to households (scholarships and other financial aid) was not available, they could not be subtracted from amounts paid by households. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

Guatemala GT: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data was reported at 11.067 % in 2016. This records an increase from the previous number of 10.065 % for 2015. Guatemala GT: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data is updated yearly, averaging 9.350 % from Dec 2000 (Median) to 2016, with 15 observations. The data reached an all-time high of 11.162 % in 2006 and a record low of 5.571 % in 2004. Guatemala GT: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Guatemala – Table GT.World Bank: Education Statistics. Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

In 2024, public spending on education in China reached *** trillion yuan. Education expenditure increased continuously over recent years, but growth rates are considerably lower than ten years ago. Development of public spending on education Since the beginning of the reform era, the Chinese government attached great importance to the development of the educational sector. Besides structural reforms, public spending on education was increased considerably. However, the whole educational sector lagged far behind international standards in terms of quality as well as quantity. Public expenditure on education as a share of the national GDP, which is a common measure to compare educational systems, ranged at only around 2.5 percent in the mid-1990s. In 1993, the government announced the plan to increase educational spending to four percent of the GDP until 2000, but it took 12 more years to reach that target. However, considering that at the same time the GDP grew by double digits most of the years, the financial situation of the education sector improved greatly. This manifests itself in the substantially increased number of graduates and quality of degrees. Since achieving the four percent target in 2012, the growth of educational spending, which had reached more than ** percent per year in the years before, was reduced to levels equaling the GDP growth. Compared to the public spending on education of developed countries, China is still at the lower range and did not reach the OECD average of around *** percent of the GDP in 2018. Spending per student Even though educational spending in China improved a lot in the last decades, when calculated per student, expenditure is still far behind developed countries. While spending per student on a tertiary level of education in OECD countries averaged around ****** U.S. dollars in 2020, it reached only ****** yuan per student in China in 2023, which is less than one third. This fact sheds some light on the average quality level of the educational system in China on a general basis and reminds us that China is a huge and populous country. Of which, some elite schools in the big cities coexist with vast numbers of schools in the countryside operating on a completely different level of quality.

This map is adapted from the outstanding work of Dr. Joseph Kerski at ESRI. A map of political, social, and economic indicators for 2010. Created at the Data Analysis and Social Inquiry Lab at Grinnell College by Megan Schlabaugh, April Chen, and Adam Lauretig.Data from Freedom House, the Center for Systemic Peace, and the World Bank.Shapefile:Weidmann, Nils B., Doreen Kuse, and Kristian Skrede Gleditsch. 2010. The Geography of the International System: The CShapes Dataset. International Interactions 36 (1).Field Descriptions:

Variable Name Variable Description Years Available Further Description Source

TotPop Total Population 2011 Population of the country/region World Bank

GDPpcap GDP per capita (current USD) 2011 A measure of the total output of a country that takes the gross domestic product (GDP) and divides it by the number of people in the country. The per capita GDP is especially useful when comparing one country to another because it shows the relative performance of the countries. World Bank

GDPpcapPPP GDP per capita based on purchasing power parity (PPP) 2011

World Bank

HDI Human Development Index (HDI) 2011 A tool developed by the United Nations to measure and rank countries' levels of social and economic development based on four criteria: Life expectancy at birth, mean years of schooling, expected years of schooling and gross national income per capita. The HDI makes it possible to track changes in development levels over time and to compare development levels in different countries. World Bank

LifeExpct Life expectancy at birth 2011 The probable number of years a person will live after a given age, as determined by mortality in a specific geographic area. World Bank

MyrSchool Mean years of schooling 2011 Years that a 25-year-old person or older has spent in schools World Bank

ExpctSch Expected years of schooling 2011 Number of years of schooling that a child of school entrance age can expect to receive if prevailing patterns of age-specific enrolment rates persist throughout the child’s life. World Bank

GNIpcap Gross National Income (GNI) per capita 2011 Gross national income (GNI) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. GNI per capita is gross national income divided by mid-year population. World Bank

GNIpcapHDI GNI per capita rank minus HDI rank 2011

World Bank

NaIncHDI Nonincome HDI
2011

World Bank

15+LitRate Adult (15+) literacy rate (%). Total 2010

UNESCO

EmplyAgr Employment in Agriculture 2009

World Bank

GDPenergy GDP per unit of energy use 2010 The PPP GDP per kilogram of oil equivalent of energy use. World Bank

GDPgrowth GDP growth (annual %) 2011

World Bank

GDP GDP (current USD) 2011

World Bank

ExptGDP Exports of Goods and Service (% GDP) 2011 The value of all goods and other market services provided to the rest of the world World Bank

ImprtGDP Imports of Goods and Service (% GDP) 2011 The value of all goods and other market services received from the rest of the world. World Bank

AgrGDP Agriculture, Value added (% GDP) 2011 Agriculture corresponds to ISIC divisions 1-5 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. World Bank

FDI Foreign Direct Investment, net (current USD) 2011 Foreign direct investment are the net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. World Bank

GNIpcap GNI per capita PP 2011 GNI per capita based on purchasing power parity (PPP). PPP GNI is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. World Bank

Inflatn Inflation, Consumer Prices (annual %) 2011 Inflation as measured by the consumer price index reflects the annual percentage change in the cost to the average consumer of acquiring a basket of goods and services that may be fixed or changed at specified intervals, such as yearly. World Bank

InfltnGDP Inflation, GDP deflator (annual %) 2011 Inflation as measured by the annual growth rate of the GDP implicit deflator shows the rate of price change in the economy as a whole. The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency. World Bank

PctWomParl % women in national parliament 2010

United Nations

IntnetUser Internet Users, per 100 peple 2011 Internet users are people with access to the worldwide network. World Bank

HIVPrevlnc Estimated HIV Prevalence% - (Ages 15-49) 2009 Prevalence of HIV refers to the percentage of people ages 15-49 who are infected with HIV. UNAIDS estimates. UNAIDS

AgrLand Agricultural land (% of land area) 2009 Agricultural land refers to the share of land area that is arable, under permanent crops, and under permanent pastures. World Bank

AidRecPP Aid received per person (current US$) 2010 Net official development assistance (ODA) per capita consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients; and is calculated by dividing net ODA received by the midyear population estimate. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). World Bank

AlcohAdul Alcohol consumption per adult (15+) in litres 2008 Liters of pure alcohol, computed as the sum of alcohol production and imports, less alcohol exports, divided by the adult population (aged 15 years and older). World Health Organization

ArmyPct Military expenditure (% of central government expenditure) 2008 Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). World Development Indicators (World Bank)

TFR Total Fertility Rate 2011 The average number of children that would be born per woman if all women lived to the end of their childbearing years and bore children according to a given fertility rate at each age. This indicator shows the potential for population change in a country. World Bank

CO2perUSD CO2 kg per USD 2008 Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring. World Bank

ExpdtrPrim Expenditure per student, primary (% of GDP per capita) 2008 Public expenditure per pupil as a % of GDP per capita. Primary is the total public expenditure per student in primary education as a percentage of GDP per capita. Public expenditure (current and capital) includes government spending on educational institutions (both public and private), education administration as well as subsidies for private entities (students/households and other privates entities). World Bank

ExpdtrSecd Expenditure per student, secondary (% of GDP per capita) 2008 Public expenditure per pupil as a % of GDP per capita. Secondary is the total public expenditure per student in secondary education as a percentage of GDP per capita. World Bank

ExpdtrTert Expenditure per student, tertiary (% of GDP per capita) 2008 Public expenditure per pupil as a % of GDP per capita. Tertiary is the total public expenditure per student in tertiary education as a percentage of GDP per capita. World Bank

FDIoutf Foreign direct investment, net outflows (% of GDP) 2010 Foreign direct investment are the net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows net outflows of investment from the

Switzerland education spending for 2022 was 15.41%, a 0.82% increase from 2021.

<ul style='margin-top:20px;'>

<li>Switzerland education spending for 2021 was <strong>14.58%</strong>, a <strong>0.34% increase</strong> from 2020.</li>
<li>Switzerland education spending for 2020 was <strong>14.24%</strong>, a <strong>1.4% decline</strong> from 2019.</li>
<li>Switzerland education spending for 2019 was <strong>15.65%</strong>, a <strong>0.18% increase</strong> from 2018.</li>
</ul>General government expenditure on education (current, capital, and transfers) is expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.

Abstract

The Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Co-operation and Development (OECD), is a collaborative effort among OECD Member countries to measure how well 15-year-old young adults approaching the end of compulsory schooling are prepared to meet the challenges of today's knowledge societies. The assessment is forward-looking: rather than focusing on the extent to which these students have mastered a specific school curriculum, it looks at their ability to use their knowledge and skills to meet real-life challenges. This orientation reflects a change in curricular goals and objectives, which are increasingly concerned with what students can do with what they learn at school. Thirty-two countries participated in the first PISA survey in 2000. It included 28 Member countries of the OECD, and four non-OECD countries.

Geographic coverage

Participating in PISA 2000: 43 countries - 32 in a first wave and a further 11 administering the same survey in 2001.

Analysis unit

The base PISA target population in each country consisted of 15-year-old students attending educational institutions located within the participating country. In practice, this refers to students who were aged between 15 years and 3 (complete) months and 16 years and 2 (complete) months at the beginning of the assessment period and who were enrolled in an educational institution, regardless of the grade level or type of institution and of whether they are fulltime or part-time students.

Sampling procedure

More than a quarter of a million students, representing almost 17 million 15-year-olds enrolled in the schools of the 32 participating countries, were assessed in 2000.

The school Samples: The sampling design used for the PISA assessment was a two-stage stratified sample in most countries. The first-stage sampling units consisted of individual schools having 15-year-old students. In all but a few countries, schools were sampled systematically from a comprehensive national list of all eligible schools with probabilities proportional to a measure of size. The measure of size was a function of the estimated number of eligible 15-year-old students enrolled. Prior to sampling, schools in the sampling frame were assigned to strata formed either explicitly or implicitly.

The second-stage sampling units in countries using the two-stage design were students within sampled schools. Once schools were selected to be in the sample, a list of each sampled school's 15-year-old students was prepared. From each list that contained more than 35 students, 35 students were selected with equal probability and for lists of fewer than 35, all students on the list were selected.

In three countries, a three-stage design was used. In such cases, geographical areas were sampled first (called first-stage units) using probability proportional to size sampling, and then schools (called second-stage units) were selected within sampled areas. Students were the third-stage sampling units in three-stage designs.

For more on the sampling design for schools, refer to chapter 4 in the document "PISA 2000 Technical Report" provided as an external resource.

The student Samples: Student selection procedures in the main study were the same as those used in the field trial. Student sampling was generally undertaken at the national centres from lists of all eligible students in each school that had agreed to participate. These lists could have been prepared at national, regional, or local levels as data files, computer-generated listings, or by hand, depending on who had the most accurate information. For more detailed information on student samples, refer to chapter 4 in the document "PISA 2000 Technical Report" provided as an external resource.

Mode of data collection

Face-to-face [f2f]

Research instrument

PISA 2000 used pencil-and-paper assessments, lasting two hours for each student. Questionnaires used both multiple-choice items and questions requiring students to construct their own answers. Items were typically organised in units based on a passage describing a real-life situation. A total of seven hours of assessment items was included, with different students taking different combinations of the assessment items. A Student and a School Questionnaire were used in PISA 2000 to collect data that could be used in constructing indicators pointing to social, cultural, economic and educational factors that are thought to influence, or to be associated with, student achievement. PISA 2000 did not include a teacher questionnaire.

For the Student Questionnaire, the scope included the following: basic demographics, global measures of socio-economic status, student description of school/instructional processes, student attitudes towards reading and reading habits, student access to educational resources outside school, institutional patterns of participation and programme orientation, language spoken in the home, nationality, student expectations.

For the School Questionnaire, the scope included: quality of the school’s human and material resources, global measures of school-level SES, school-level variables on instructional context, institutional structure/type, urbanisation/community type, school size, parental involvement, public/private control and funding.

Translations were made from English to French and vice versa to provide the national translation teams with two source versions of all materials (see Chapter 5) and the team often pointed out useful information such as typographical errors, ambiguities and translation difficulties, and some cultural issues. For additional information on translations, refer to chapter 5 of the document "PISA 2000 Technical Report" provided as an external resource.

Cleaning operations

National Project Managers (NPMs) were required to submit their national data in KeyQuest® 2000, the generic data entry package developed by Consortium staff. After the data entry process was completed, NPMs were required to implement some checking procedures using KeyQuest® before submitting data to the Consortium, and to rectify any integrity errors. For detailed information on data entry and editing, refer to chapter 11 in the document "PISA 2000 Technical Report" provided as an external resource.

Response rate

For schools: A response rate of 85 percent was required for initially selected schools. If the initial school response rate fell between 65 and 85 percent, an acceptable school response rate could still be achieved through the use of replacement schools. To compensate for a sampled school that did not participate, where possible two replacement schools were identified for each sampled school. Furthermore, schools with a student participation rate between 25 and 50 percent were not considered as a participating school for the purposes of calculating and documenting response rates. However, data from such schools were included in the database and contributed to the estimates included in the initial PISA international report. Data from schools with a student participation rate of less than 25 percent were not included in the database.

For students: A response rate of 80 percent of selected students in participating schools was required. A student who had participated in the first part of the testing session was considered to be a participant. A student response rate of 50 percent was required for a school to be regarded as participating: the student response rate was computed using only students from schools with at least a 50 percent response rate.

For more detailed information on response rates, refer to chapter 4 in the document "PISA 2000 Technical Report" provided as an external resource.

In 2020, the government expenditure per tertiary student in Hong Kong was just over 28 thousand U.S. dollars. Comparatively, the government expenditure per tertiary student in Bangladesh was just under 906 U.S. dollars in 2020.

Abstract

The Uganda Public Expenditure Tracking Survey 1996 was the first study that applied PETS tools to evaluate the flow of public resources to intended destinations.

The principal motivation for this study was the observation that since 1987 public spending on basic services had substantially increased in Uganda, while several officially reported outcome and output indicators remained stagnant.

The hypothesis for the study was that actual service delivery is much worse than budgetary allocations would imply because public funds do not reach the intended facilities as expected, and hence outcomes cannot improve. Reasons for facilities not receiving the funds could range from competing priorities at various levels of government to misuse of public funds. To test this hypothesis, budgets and actual spending were compared in two selected sectors, primary education and health care.

As adequate public accounts have not been available in many African countries, including Uganda, a field survey of schools and clinics was carried out to collect actual spending data.

Documented here is the Public Expenditure Tracking Survey conducted in Uganda education sector. Researchers gathered data covering the period 1991-1995 from 250 government-aided primary schools in 19 districts. Apart from school income and expenditure, the objective of the survey was to collect data on student enrollment.

The survey famously found that during 1991-1995, the primary schools, on average, received only 13 percent of capitation grants allocated to them by the central government. (The capitation grant for non-wage expenditure was a payment per student enrolled and was viewed as a matching (50 percent) government contribution against the mandated tuition fees which had to be paid by parents). The bulk of the school capitation grants was captured by local officials (and politicians).

Following the dissemination of the findings of the study in Uganda, the government has taken a number of immediate steps to improve its performance by increasing the information flow within the system: - Monthly transfers of public funds for wage and non-wage expenditure to districts are now regularly published in main newspapers and broadcasted by radio; - Publication of disbursements of donor funds by district and schools in local newspapers; - Districts are requested to pay the recently introduced conditional grant for primary education on individual school accounts. The central government's, donors' and NGOs' monitoring effort has increased substantially;
- School based procurement has replaced the highly inefficient central supply of construction and other materials; - Measures to enhance accountability and dissemination of accounting information were incorporated in the 1997 Local Government Act. The previous statute had no such provisions; - A renewed effort is underway to put in place basic accounting systems for the public sector, including districts.

The success of Uganda PETS 1996 encouraged researchers to apply PETS techniques in other countries to trace public funds flow and indentify possible delays or leakages.

Geographic coverage

Districts: Kampala; Arua, Moyo (Northwest); Apac, Gulu (North); Soroti, Moroto, Kapchorwa (Northeast); Jinja, Kamuli, Pallisa (East); Mukono, Mubende, Kiboga (Central); Bushenyi, Kabale (Southwest); and Kabarole, Hoima, Bundibugyo (West).

Kind of data

Sample survey data [ssd]

Sampling procedure

For the sample selection, the country was first divided into regions. In order to bring out regional differences more clearly, the traditional four regions (North, East, West and Central) were reconfigured into seven regions: Northwest, North, Northeast, East, Central, Southwest and West. Kampala was treated as a separate region because it enjoys many advantages over the rest of the country. The 39 districts were then arrayed into three groups, based on the fiscal year in which a particular district first received a separate budget vote under the decentralization program that commenced in 1993. The objective was to pick one district per region in each successive phase of decentralization. In practice, only two districts were selected from the smaller regions. After some other minor adjustments, the following 19 districts were selected: Kampala; Arua, Moyo (Northwest); Apac, Gulu (North); Soroti, Moroto, Kapchorwa (Northeast); Jinja, Kamuli, Pallisa (East); Mukono, Mubende, Kiboga (Central); Bushenyi, Kabale (Southwest); and Kabarole, Hoima, Bundibugyo (West). Kiboga, which is a new district, had to be subsequently dropped due to limited data availability.

Bearing in mind the budget constraint for the survey, the number of schools visited in each district was fixed in the range of 10-20. Among the districts selected, Bushenyi had the largest number of primary schools (399 in 1994), while Bundibugyo had the smallest number of schools (59). In the districts with less than 100 government-aided schools the enumerators visited 10 schools. Where the number of schools was between 100 and 200, they visited around 15 schools, and in the districts with more than 200 schools, they visited 20 schools. The primary leaving examinations results, supplemented by information about school facilities, were used as criteria for the selection of schools within a district. Both good and poor performers in terms of examination results were included in the district sample, which was determined in consultation with the district education officer.

Sampling deviation

Kiboga, which is a new district, had to be subsequently dropped due to limited data availability.

Mode of data collection

Face-to-face [f2f]

The expenditure per pupil in primary schools in Sweden have increased steadily since 2010. In 2010, expenditures per pupil amounted to 85,500 Swedish kronor, whereas this had increased to over 125,000 kronor in 2022. The increased expenditures are reflected by the total expenditure on primary education in Sweden. In 2022, total expenditures on primary education amounted to 139 billion Swedish kronor.

Decreasing number of schools and increasing number of pupils

The primary schools in Sweden are administered individually by each of the 290 municipalities in the country. Since 2012, the number of primary schools decreased. In contrast, the number of pupils attending primary school increased constantly since the schoolyear 2010/11, reaching over 1.1 million in the school year 2022/23.

  Increasing number of pupils per primary school

Not surprisingly, the decrease in number of schools and the increase in number of pupils led to an annual increase in the average number of pupils per primary school in Sweden. In 2023, there were 236 pupils per primary school registered in the country.