Public Expenditure Analysis
Description: The full description can be found here: http://www.andrew.cmu.edu/user/rs9f/public_expenditure_analysis.pdf This is a companion course to Public Finance, 90-736, and is designed to deal with the expenditure side of the public sector budget in a series of modules. It has been conceptualized as a blending of private and public capital budgeting principles. The former provides a systematic framework, for the evaluation of private- sector projects, while the latter builds on the former, and introduces issues of externalities, shadow pricing, and the social rate of discount. The two courses, Public Finance and Public Expenditure Analysis, may be viewed as capstone courses for those Heinz students seeking careers in the public sector, or those parts of the private sector that routinely deal with the public sector. Students from across campus are welcome to enroll. The course is divided into 4 modules. In Module 1, the course develops the essential techniques of private sector evaluation principles. In Module 2, special problems which arise in the evaluation of public sector projects are discussed; a variety of evaluation techniques and applications especially suited to public sector projects are then examined. In Module 3, actual cost-benefit studies in the policy areas of education, environment, health, criminal justice, transportation and recreation are examined. In Module 4, evaluation at a high level of aggregation is dealt with through the use of generational accounting models. These models are examples of aggregate long and short-term public evaluation problem areas typically dealt with by national governments. Also in Module 4 groups of students perform and report a critical review of a cost-benefit study they have chosen. Throughout the course, similarities and differences between the public sector and private sector are emphasized, and examples from the real world are discussed in class. The course presumes that the student has had courses in microeconomics and economic statistics, owns a calculator capable of doing x^(a/b) or x^(1.36), and is familiar with the use of spreadsheet packages on a personal computer. Students are expected to bring their calculator to each class, and perform calculations in conjunction with class activities.
Prerequisites: Suggested background: micro-economics, statistics