Efficiency, Effectiveness and Economy in the Education system: Impact on Performance

Leaders of governments around the world have the issue of performance at the top of their political agendas, at least as part of their rhetoric. In order to achieve this performance, they have charged public sector agencies with the responsibility of carrying out their duties with “efficiency, effectiveness and economy”, borrowing from the literature on Public Management. Now these three words may only be ‘buzz' words in many, if not most, systems in the developing countries. However, I think if these concepts are applied in the contexts in which we work to the tasks to which we are assigned, much can be achieved.

Simply put, the words refer to the expectations in terms of performance that governments envision their systems to achieve. I have interpreted these words as used in the literature on Public Administration/Public Management in the following way. First, “efficiency” means that in this period of economic hardship public bodies should try to achieve more output from fewer inputs. Second, “effectiveness” means the achievement of results based on targets set. Third, “economy” suggests the minimisation of waste in the system.

For those of us who work in any area of government in the developing world and, probably in the developed world as well, we can identify copious examples of inefficiency, ineffectiveness and waste in the system. But, don’t let us start blaming a faceless ‘government’ for this state of affairs. Let’s start blaming ourselves because, as workers in government, we are the face of government. So, if there are inefficiencies, ineffectiveness and waste in the education sector, the sector of government with which I am concerned at this time, then, all of us as workers in this sector must take some of the blame.

First, let’s examine the issue of efficiency. School leaders complain about lack of resources or inadequate amounts of resources. They are right. They do not, on the face of it, get nearly enough resources to adequately address all the needs of their institutions. However, this is where their creativity and innovation will set them apart from the “system maintainers”, those leaders/managers who lead/manage according some predetermined script of what ought to be, not according to what is possible within the constraints in which they are working.  The infrastructure is inadequate, the subvention is inadequate; there is not enough furniture for students and teachers among a host of ‘problems’. But, there is a saying that if life gives you a lemon you should make lemonade. How can we turn the negative situations with regard to lack of resources with which we are faced in schools into positives? The answer to this question will demonstrate the innovation and creativity of school leaders and teachers – qualities that are highly sought after in leaders today.

Second, school leaders are expected to be effective managers. They are expected to produce results – students who are literate and numerate; students who pass exams; students who are good citizens, not only of their society but of the world. In addition, they are expected to balance their budgets, improve the school plant, to possess political skills so they can successfully liaise with internal and external constituents. While it may not be said out loud in some education systems, the key measure of the schools’ performance is its students’ performance in external examinations.

 In Jamaica, for example, does the Ministry of education set realistic goals as regards the performance of students that are achievable within the constraints with which it will be faced from time to time? Do school leaders set realistic, achievable goals for their schools? Do teachers set any goals with regard to the educational outcomes of their students? Do students set any goals with regard to their education? Of course, setting goals is not enough, having a plan to achieve those goals is very important. The effectiveness of individuals within a system cannot be measured unless there are targets against which measurement can take place. The achievement or non-achievement of set goals determines the extent to which individuals within the school are effective, and by extension, the extent to which the effectiveness of the school can be measured.

Third, economy or the minimisation of waste is important. I’ll just use one example to illustrate this point. In many high schools, there are technical departments or Industrial Arts departments. Within these departments teachers and students possess various skills such as carpentry, metal work and so on. The furniture in the school is subject to wear and tear from time to time. Instead of throwing them out, stacking them away to be forgotten or waiting years for the Ministry of Education to find the funds to have them repaired, I think the skills within the institution could be utilised to repair and/or re-purpose the broken furniture.

The phrase, “encouragement sweetens labour” is clichéd, but true. The leadership of schools could recognise the industry of these students and teachers who provide their skills to the service of the school with some kind of incentive which will encourage them to continue to to give of their service. There are many other examples within schools where the leadership can take the initiative to minimise waste. They only need to open their eyes and their imagination and anything is possible.

To wait on the government to fully uphold its side of the bargain where the provision of education in poor societies is concerned is to wait indefinitely.Therefore, those in leadership positions in schools must be innovative and decisive. If they incorporate the ideals of efficiency, effectiveness and economy in their management strategy they will realise that management is hard work, but rewarding at the same time.