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Assessment of efficiency in basic and secondary education in Tunisia a regional analysis Abstract We evaluate the efficiency of basic and secondary education in 24 governorates of Tunisia during the period 1999-2008 using a non-parametric approach, DEA (Data Envelopment Analysis). We use four inputs: number of teacher per 100 students, number of classes per 100 students, number of schools per million inhabitants and education spending per student, while the output measures include the successdoi:10.2139/ssrn.2228576 fatcat:4wnrbfodfveylpoaadz75u7ilq