I. Introduction
The past few decades has seen a gradual but universal increase in share of income that the various government or economies dedicate to education [1]-[3]. This means that the total amount of funding spent on education is increasing in absolute terms, globally [1]. However, when analyzing the correlates, determinants, and consequences of the educational investment; existing data shows that whereas the global government spendings on education does not necessarily explain the cross-national disparities as it concerns the impact on the learning processes amongst the different countries or economies [1], [2]. Perhaps, such educational bankrolling or development conundrum, on the other hand, suggests a complex "education production function" where for each level of expenditure spent by the governments or economies, the output achieved has been shown to depend significantly on the input synthesis or magnitudes [1]. For example, existing research has provided a conceptual framework for measuring the determinants of the educational outcomes to include A = a(s, Q, C, H, I) [1], [4], where A represents the level of skills learned (achievement), s the years spent on schooling, Q the teacher characteristics or vector of the school (quality), C the vector of the learners' characteristics including the innate ability, H the vector of the learners household characteristics, and I the vector of the schools' inputs versus the margin of control from the learners' household (such as daily attendance, homework, purchase of school supplies) [1]. Apparently, such pedagogical framework points to the fact that for each level of educational expenditure, whether globally or nationally, the output achieved inadvertently depends on the input mix [1], [3]. Therefore, didactically implying that to explain the educational outcomes or the socio-technical and economic impact of global spending, the several stakeholders (government, educators, policy makers) must rely on both data or information about the specific inputs in education. And, also results of various empirical studies that considers key factors or features that drive those developmental actions or ventures for common good of humanity and/or society-oriented changes, such as this current study.