As a vehicle that encourages our thinking about the issues of educational finance facing low income countries, Thobani's article is exceptionally interesting for a number of reasons: it is a well-done example of the application of the dominant economics paradigm reasoning to education in a real world context; it makes major educational policy recommendations for Malawi that, with the weight of the World Bank behind them, were to some extent actually implemented; and it tries to provide a plausible rationale for the startlingly counterintuitive argument that raising the tuition charges for schooling will advance the interests of the disadvantaged, poorer segments of the population. However, despite Thobani's coherent exposition, I wish to argue that the analysis is seriously flawed, even within the logic of the neoclassical economics paradigm that guides his argument. The essential problem I see with Thobani's article is reflected in the difference in titles we use: the language of charging user embodies Thobani's view that his recommendations result from dispassionate technical analysis, while my economy is meant to suggest my belief that, from either a neoclassical or radical economics perspective, such analysis cannot be technical but is necessarily of a political and social character. While I will focus on Thobani's article, my objections are directed more generally to the entire neoclassical approach to educational (and other public sector) policy evaluation, which cavalierly assumes a world far different from the one we all observe and which is even internally inconsistent, violating its own assumptions and tenets. Finally, I should say that I do not wish to debate Thobani's conclusions as to whether tuition fees should be raised; the issues raised here are about how one analyzes that question. To begin, I will summarize my view of the argument that Thobani carefully constructs. Overall, he wishes to demonstrate that increasing the school tuition charged by the government in Malawi is both an efficient and equitable way of expanding and improving the formal school system. He begins his argument by using a neoclassical economics partial equilibrium