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The purpose of this paper is to find the relationship between public expenditure in the educational sector and the economic growth in Indonesia since the government decided to spend 20% of the state budget on education. We used time series data from 1988 to 2018 and the Cobb-Douglas production function as an economic theory for measurement. In the methodology, we employed Autoregressive Distributed Lag bound tests to find the relationship between variables. The results show that public expenditure on education has an insignificant relationship in the long- and short-term estimation. However, they both have different directions, which is a positive relationship in long-term and a negative relationship in short-term estimation. Meanwhile, gross fixed capital formation shows a positive relationship, and the labour variable has a negative relationship in the short and long terms. In conclusion, the Indonesian government should manage the education system regarding the relationship between education expenditure and economic growth.

Public expenditure reviews are one of the World Bank's core diagnostic tools for informing various stakeholders about the state of education financing in a country. Such reviews assess the efficiency, effectiveness, and equity of expenditures on education and their adequacy and sustainability relative to the country's educational goals. All education systems rely on financing to function. Education finance systems pay for the inputs required to implement education policies, such as teachers, school buildings, and learning materials. Governments are under increasing pressure to use education resources efficiently, but often lack guidance on the optimal ways to invest and manage their school finance systems. Meeting the World Bank's twin goals of poverty reduction and shared prosperity in the education sector implies the need to use country and donor resources effectively, efficiently, and equitably. A sound Public expenditure review (PER) assesses how resources are used relative to these goals. This PER is arranged as follows: (i) Part one has the Checklist for education per steps; (ii) Part two provides Checklist for an education per analysis; and (iii) Part three concludes with examples.

The purpose of this paper is to find the relationship between public expenditure in the educational sector and the economic growth in Indonesia since the government decided to spend 20% of the state budget on education. We used time series data from 1988 to 2018 and the Cobb–Douglas production function as an economic theory for measurement. In the methodology, we employed Autoregressive Distributed Lag bound tests to find the relationship between variables. The results show that public expenditure on education has an insignificant relationship in the long- and short-term estimation. However, they both have different directions, which is a positive relationship in long-term and a negative relationship in short-term estimation. Meanwhile, gross fixed capital formation shows a positive relationship, and the labour variable has a negative relationship in the short and long terms. In conclusion, the Indonesian government should manage the education system regarding the relationship between education expenditure and economic growth.

The World Bank has been supporting the Universalization of Elementary Education (UEE)program for India through its support to the flagship program of the Government of India, theSarva Shiksha Abhiyan (SSA). The Bank's ongoing support to SSA is a little over $ 1 billion.With reducing national level budgetary allocation and scarcity of resources for publicly-fundededucation, it is important to analyse the efficiency and effectiveness of the investments in thesector. It is critical that financial investments made have been used efficiently and yield a highreturn in terms of children's access to education and learning outcomes. With this objective, the World Bank as a part of its ongoing support to SSA, undertook a Value for Money (VFM) analysis that could assess the returns from public education expenditure. This paper attempts to calculate and benchmark the economic value of any increases in children's access to schooling and in students' learning levels that may result from increases in public education spending over time.

This study based on the well-known theories of public policy analysis, economics, as well as public finance through empirically exploring and examining the determinants of public expenditure on education in Bangladesh. It is postulated, for the purpose of the research that education expenditures are determined by multidimensional factors. Economic-demographic, decision-making, political, and new institutionalism theories are therefore been studied, along with the concept of education. This research identified as well as computed education expenditure by types along with levels of education as per the distribution of government budget and the education system of Bangladesh. The results disclosed that education financing policy in Bangladesh is primarily determined by the previous year's expenditures. Indirect tax also increased the total education expenditure as percentage of GDP. This is what in line of incrementalism theory and fiscal illusion or voting bias model suggests, respectively. Furthermore, total populations and government effectiveness has the positive impact of types as well as levels of education expenditures; implying that government of Bangladesh taken under consideration only certain factors and neglects to incorporate the importance of economic, governance and educational determinants while allocating education expenditures.

The Zambian education system has been well endowed with public resources and enjoyed a strong commitment from the government. This has enabled the education system to make good progress. Public education financing has gradually shifted toward the upper levels of education. The education system continues to face challenges to improve the efficiency and effectiveness of resource use.

Public expenditure provides resources for the universalisation of school education. The role of government is more important in developing and under developed countries; where the inequalities of income and other socio-economic problems persist. the paper highlights that the goal of free, compulsory, universal and quality based school education could become a reality only if there is a joint dedication between the central and state governments to investment in elementary education which contributes massive benefits to existing generation and upcoming generations. Many studies suggest that investing in education include the socio-economic returns, decline in acute poverty and exclusion of inequalities, fertility rates, demographic and health indicators; political and economic stability; dynamic positive externalities connected with public expenditure on education and better quality of life for everyone.

Public expenditure provides resources for the universalisation of school education. The role of government is more important in developing and under developed countries; where the inequalities of income and other socio-economic problems persist. the paper highlights that the goal of free, compulsory, universal and quality based school education could become a reality only if there is a joint dedication between the central and state governments to investment in elementary education which contributes massive benefits to existing generation and upcoming generations. Many studies suggest that investing in education include the socio-economic returns, decline in acute poverty and exclusion of inequalities, fertility rates, demographic and health indicators; political and economic stability; dynamic positive externalities connected with public expenditure on education and better quality of life for everyone.

Adequate investment in human capital development is critical for enabling Bangladesh to reach its goal of becoming an upper middle-income country. Bangladesh, currently a lower-middle country with an annual per capita gross national income (GNI) of USD 1,470 (WDI 2019), aims to attain upper-middle income status by 2021 and eliminate poverty by 2030. Recognizing the importance of investing in education for building its human capital base, the government of Bangladesh (GoB) has been allocating a large portion of the national budget to the education sector each year during the past two decades. Effective utilization and equitable distribution of allocated public spending is important for ensuring adequate progress in education outcomes. This report analyzes major spending and outcomes trends in the overall education sector in recent years, with a focus on primary and secondary education. Responding to the recommendation of the 2015 Bangladesh Public Expenditure Review Update for more analytical work on public spending in different sectors, including education, the current study analyzes the trends in major education expenditures, access to education, quality of education, and disparities in education outcomes in the past two decades. It also looks at the composition of education expenditure, consistency between budget allocations and actual expenditures, equity in education spending, and potential links between spending and key educational outcomes. Because of data limitations, this report focuses mainly on primary and secondary education. It is expected that this analysis will add to the literature on investments in the Bangladesh education sector and inform discussions on identifying policy priorities and making resource allocation decisions in the sector.

Five possible explanations are located: the incremental push of programme inertia, demograhic and related pressures, economic resource growth, the impact of party and the cultural impact of Roman Catholicism. A multivariate analysis demonstrates that educational expenditure is an arena in which monocausal explanations are wholly inappropriate. (Abstract amended)