Abstract
The aim of this article is to evaluate the efficiency of cities of the State of Rio de Janeiro in relation to municipal expenditures on education, as well as to identify the reasons that lead to inefficiency. In order to achieve the initial goal, this study uses DEA technique. The DMUs are 69 cities of the State of Rio de Janeiro. This paper uses following variables as inputs: municipal expenditure on elementary school, number of teachers of 9th grade of elementary school and number of students enrolled in 9th grade of elementary school. The following variables are used to compose output information: number of students who achieved advanced or proficient level in Portuguese and number of students who achieved advanced or proficient level in Mathematics. All data refer to the year 2013. In this study, output-oriented BCC model is used and, for its application, SIAD V3.0 software was used. GIS-DEA integration and some variables external to modelling were used to identify aspects that led to the inefficiency of some DMUs. This study concludes that cities that displayed a good performance are located in the least economically developed regions and that teachers' average salary is an important motivational factor.
Highlights
According to Goldemberg (1993), there are two main reasons why a country stimulates public policies in order to promote quality education for all
Data from educational systems show that some inequalities concerning different social layers still remain, which jeopardizes the universalization of elementary school (BRASIL 2006)
Data Envelopment Analysis (DEA) is a non-parametric method used to measure the efficiency of the DMUs that transform resources in products (Soares de Mello et al 2005)
Summary
According to Goldemberg (1993), there are two main reasons why a country stimulates public policies in order to promote quality education for all. The second one is related to the fact that the job market nowadays demands more qualified professionals. Investing in education means investing in qualification, professional development, a worker’s productivity and, promoting the development of a country. Brazil presents some features that are typical of developing countries, such as the enormous deficiencies in the educational system. Saeb (Sistema de Avaliação da Educação Básica) indicators (BRASIL 2007b) for Portuguese and Mathematics in Elementary School show worrisome indexes. Data from educational systems show that some inequalities concerning different social layers still remain, which jeopardizes the universalization of elementary school (BRASIL 2006)
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