School Autonomy Impact on the Quality of Education: The case of Tunisia and Jordan

We analyse the effects of school autonomy on the quality of education in Jordan and Tunisia, by using the OECD PISA 2009 database. Results reveal that most autonomy related variables are not significant. Accordingly, schools with more autonomy management and facing more competition do not lead to different results than others, while (public) ownership is positively significant only in Tunisia. However, private funding and accountability measures are positively associated with student achievement.