Millions Learning: Scaling up quality education in developing countries

Robinson, Jenny Perlman; Winthrop, Rebecca; McGivney, Eileen

doi:10.2139/ssrn.3956210

Cited by 6 publications

(4 citation statements)

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“…The one knock on Shanti Bhavan and other educational philanthropies like it, including the Oprah Winfrey Academy, in South Africa, or any number of schools supported by the Bill and Melinda Gates Foundation, the UBS Foundation, or the Michael and Susan Dell Foundation, in other low‐ and middle‐income countries, is that these programs cater to a small proportion of poor families (Robinson et al., 2016; Watkins, 2011). Indeed, Shanti Bhavan admits just 24–26 children a year, a paltry sum in a country of 1.4 billion people and where nearly 100 million children live below the poverty line.…”

Section: Private Education For Democratic Citizenship and Social Justicementioning

confidence: 99%

Critical approaches to private education in the Global South

Inglis

2023

Sociology Compass

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This article highlights the key themes that animate the critical discourse on private education initiatives targeting poor children in the Global South. Scholars in the field remain skeptical that public-private partnerships, low-fee private schools, and various subsidy and voucher programs are best suited to addressing the underlying issues of equity and quality that plague public education systems in low-and middle-income countries. Most, however, tend to adopt one of two different, though complementary, lines of analysis in drawing attention to the issue. Some scholars, for instance, use empirical evidence to show how low-fee private schools fall short of delivering on promises to address the needs of all children and enhancing basic literacy and numeracy scores in comparison to public schools. Other scholars, however, map networks of people and money to reveal how private education in the Global South is guided by power and profit.The paper outlines the moral and analytic interests that guide these two approaches to the challenge private education presents, while also making the case for an additional mode of analysis that would test the democratic and social justice claims that feature in mission statements of larger foundations and institutions set in vulnerable societies.

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Section: Private Education For Democratic Citizenship and Social Justicementioning

confidence: 99%

Critical approaches to private education in the Global South

Inglis

2023

Sociology Compass

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“…The one knock on Shanti Bhavan and other educational philanthropies like it, including the Oprah Winfrey Academy, in South Africa, or any number of schools supported by the Bill and Melinda Gates Foundation, the UBS Foundation, or the Michael and Susan Dell Foundation, in other low-and middle-income countries, is that these programs cater to a small proportion of poor families (Robinson et al, 2016;Watkins 2011). Indeed, Shanti Bhavan admits just 24-26 children a year, a paltry sum in a country of 1.4 billion people and where nearly 100 million children live below the poverty line.…”

Section: Private Education For Democratic Citizenship and Social Justicementioning

confidence: 99%

Critical Approaches to Private Education in the Global South

Inglis¹

2023

Preprint

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This article highlights the key themes that animate the critical discourse on private education initiatives targeting poor children in the Global South. Scholars in the field uniformly reject the idea that public-private partnerships, independent private schools, and various subsidy and voucher programs are best suited to addressing underlying issues of equity and quality that plague public education systems in developing world contexts. But they tend to adopt one of two markedly different lines of analysis in drawing attention to the issue. Some scholars, for instance, use empirical evidence to show how low-fee private schools fall short of delivering on promises to address the needs of all children and enhancing basic literacy and numeracy scores in comparison to public schools. Other scholars, however, prefer to map elaborate networks of people and money to reveal how private education in the Global South is guided by power and profit. The paper outlines the moral and analytic interests that guide these two approaches to the challenge private education presents, while also making the case for an additional mode of analysis that would test the democratic and social justice claims that feature in mission statements of larger foundations and institutions that operate in vulnerable societies.

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“…In addition to this, a supportive policy environment that encourages the development of education and central government decisions that support the implementation of innovative activities are crucial. 62 Brookings has also emphasised the importance of networks in school development and so-called hybrid learning environments, which extend schools and learning beyond the organisations of the formal system, as part of the wider world. 63…”

Section: Transcendmentioning

confidence: 99%

Development of an innovation- friendly education system

Leponiemi,

Noora,

Tuominen

2020

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Millions Learning: Scaling up quality education in developing countries

Cited by 6 publications

References 0 publications

Critical approaches to private education in the Global South

Critical approaches to private education in the Global South

Critical Approaches to Private Education in the Global South

Development of an innovation- friendly education system

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