Public-Private Partnerships and Private Actors in Secondary Education in Sub-Saharan Africa

Aslam, Monazza; Rawal, Shenila

doi:10.15868/socialsector.36868

Cited by 5 publications

(8 citation statements)

References 4 publications

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“…Chile has one of the oldest national educational PPP programs and is often regarded as the most market oriented education system in the world. The Chilean government began a universal voucher system in 1981, where every student and family could choose which school to attend, with the government providing funding to private schools for each student, while allowing them to operate largely autonomously (Aslam et al , 2017). Over the last two decades, these voucher schools have often been hailed as a success, with Chile ranking high in international assessments like PISA and voucher schools outperforming public and private schools.…”

Section: Educational Ppp Case Studiesmentioning

confidence: 99%

COVID-19 is killing education budgets: are educational public-private partnerships an answer?

Mitra

2020

JPCC

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PurposeEducation budgets are being reduced by many governments, especially in low- and middle-income (LMIC) countries, as finite resources are diverted toward the health crisis brought about by the pandemic. As the crisis continues, some governments may opt to turn to education public-private partnerships (PPP) to meet funding shortfalls and build capacity. This paper discusses some of the common critiques of educational PPPs, examines some pertinent case studies, and offers suggestions for practitioners and decision-makers on sustainable and ethical PPPs in education.Design/methodology/approachThis paper draws on existing literature and current reporting by international/intergovernmental organizations to explore the complex role of public and private collaboration and agency in education and offers insights and suggestions to the challenges that may arise with increased educational PPPs as a result of the pandemic.FindingsPPPs are controversial, susceptible to issues of accountability and transparency, and findings so far are varied, and yet countries may turn to them to address funding and resource shortfalls arising from the pandemic. The author proposes recommendations to address the common issues in educational PPPs.Originality/valueThis paper will contribute to the evolving conversation on educational PPPs, its role and limitations.

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Section: Educational Ppp Case Studiesmentioning

confidence: 99%

COVID-19 is killing education budgets: are educational public-private partnerships an answer?

Mitra

2020

JPCC

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“…399 The term "non-state" encompasses a host of ownership and provision structures, ranging from minimal to deeply engaged state involvement. 400 Models include commercial private school chains, affordable or low-fee private schools, community schools, faithbased schools, NGO schools/learning centres, education service contracts, voucher systems, private tutoring, and more. 401 Involvement of non-state actors in secondary education is diverse and can be grouped into three main functions.…”

Section: The Role Of Private and Other Non-state Actorsmentioning

confidence: 99%

“…In some countries, those figures are much higher, with 58 percent of students in Liberia and 40 percent of children in Burkina Faso attending private secondary schools. 446…”

Section: Building Partnerships To Implement Reformsmentioning

confidence: 99%

Secondary Education in Africa

2020

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We are grateful for the contribution of our strategic partners-the Ministry of Education, Republic of Rwanda; the Ministère de l'Éducation Nationale, République du Sénégal; and the Association for the Development of Education in Africa (ADEA)-for their close collaboration in the development of the report. Members of our Strategic Advisory Group played a key role in providing strategic direction, advice, countless referrals to sources and evidence, and, encouragement throughout the background research and writing of this report. We would like to thank former Minister of Education Papias Musafiri, former Minister of Education Eugene Mutimura, former Minister of Education

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“…By trying to exercise control over their student intake, private schools attempt to become more attractive to better-off families. As the academic literature suggests, the introduction of EPPPs may result in private providers—which usually face more competitive pressure to demonstrate educational quality—avoiding the “less-profitable” students through cream-skimming practices (Aslam, Rawal, & Saeed, 2017). The next quotes exemplify some of the practices through which voucher-receiving private schools select students in Manila:We have an entrance examination [for new students] .…”

Section: Schools’ Responses and Logics Of Actionmentioning

confidence: 99%

“…These fees, often referred to as “top-ups,” represent the difference between the subsidy and the total cost incurred by the family. On average, the subsidy covers only 68% of the total cost of private schooling nationally, whereas in Manila, it only covers 38% (see also Aslam et al, 2017; E-Net Philippines, 2013; WB, 2011). Despite the presence of the voucher, private school costs have increased in recent years.…”

Section: Schools’ Responses and Logics Of Actionmentioning

confidence: 99%

The Development and Dynamics of Public–Private Partnerships in the Philippines’ Education: A Counterintuitive Case of School Choice, Competition, and Privatization

Termes¹,

Edwards

Verger

2019

Educational Policy

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Educational public–private partnerships (EPPP) have been widely implemented in the Philippines, primarily through the Education Service Contracting (ESC) voucher. Yet, the effects of this voucher on privatization of education, school choice, and competition dynamics remain largely understudied. This article addresses this gap through an investigation of families’ school choice patterns and schools’ logics of action in the Philippines’ education. Paradoxically, despite the pro-private sector impetus of the Philippine government and the implementation of the voucher scheme, the privatization of school provision in the Philippines is diminishing, and the schools receiving the voucher are becoming increasingly unaffordable for the poor families to whom the voucher was initially targeted. In parallel, despite its initial equity focus, the voucher has led to different patterns of school choice among families and to an array of responses by schools, both of which have combined to accentuate school segregation and stratification dynamics—between and within schools.

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Public-Private Partnerships and Private Actors in Secondary Education in Sub-Saharan Africa

Cited by 5 publications

References 4 publications

COVID-19 is killing education budgets: are educational public-private partnerships an answer?

COVID-19 is killing education budgets: are educational public-private partnerships an answer?

Secondary Education in Africa

The Development and Dynamics of Public–Private Partnerships in the Philippines’ Education: A Counterintuitive Case of School Choice, Competition, and Privatization

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