EQUITY INCLUSION and EDUCATION Examining Evidence on LowFee Private Schools GPE Stephan Bachenheimer As part of the Civil Society Policy Forum of the 2016 World BankIMF Annual Meetings EQUITY INCLUSION and EDUCATION ID: 636591
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#AMCSO16
As part of the Civil Society Policy Forum of the 2016 World Bank/IMF Annual Meetings
EQUITY, INCLUSION and EDUCATION:
Examining Evidence on Low-Fee Private Schools
GPE/ Stephan BachenheimerSlide3
As part of the Civil Society Policy Forum of the 2016 World Bank/IMF Annual Meetings
EQUITY, INCLUSION and EDUCATION:
Examining Evidence on Low-Fee Private Schools
Tanvir Muntasim
International Policy Manager, Education
Action Aid
GPE/ Stephan BachenheimerSlide4
What does this report do?
Looks at the growth of for-profit low fee private schools (LFPS) and the actors promoting them.
Examines the evidence behind the key arguments from LFPS proponents.
Documents the impact privatisation of education has on poverty, inequality and social segregation.
Offers feasible and pragmatic solutions to the challenges facing quality public education.Slide5
Low-Fee Private Schools
Low Cost-High Profit?
Bridge International Academies (BIA) and Omega Schools:$6-14 per month fee.
BIA profit target: $500 million in 10 years.
Global education ‘market’ worth $4.4 trillion: ‘the great growth industries in 21st century’.
Profit from: fees, textbook development and ICT.Slide6
Bilateral Donors
World Bank Group
ADB and Economic Commission
Philanthropic Billionaires
Pearson
The Big Supporters of
Low-Fee Private SchoolsSlide7
The Arguments of the Proponents
LFPS offer better quality
LFPS are affordable for all
LFPS reach the most excluded
More efficient and innovative
Bring choice and competition, driving standards up and responding to parental choiceSlide8
Public First: Surest Way to Quality Education
Increase confidence in public education
Increase the financing of public education
Make education spending progressive and increasing scrutiny
Increase governance and accountability in the public sector
Increase quality and equity in the public sector
Ensure public regulation of the private education providers
GPE/MidastouchSlide9
#AMCSO16
As part of the Civil Society Policy Forum of the 2016 World Bank/IMF Annual Meetings
EQUITY, INCLUSION and EDUCATION:
Examining Evidence on Low-Fee Private Schools
GPE/ Stephan BachenheimerSlide10
As part of the Civil Society Policy Forum of the 2016 World Bank/IMF Annual Meetings
EQUITY, INCLUSION and EDUCATION:
Examining Evidence on Low-Fee Private Schools
Wilson
SossionPresident
Education International, African Regional CommitteeGeneral Secretary
Kenya National Union of Teachers
GPE/ Stephan BachenheimerSlide11Slide12
Kenya’s Obligation to Education
Kenya constitution
Article 43/f
Article 53/1
Government initiatives
Free Primary Education
Cost Shared Secondary Education
GPE/ Deepa SrikantaiahSlide13
Kenya’s Obligation to Education
Kenya constitution
Article 43/f
Article 53/1
Government initiatives
Free Primary Education
Cost Shared Secondary Education
GPE/ Deepa SrikantaiahSlide14
Onset of Low-Fee for Profit Academies
Private sector: dependable partner to government in an organized structured manner since the 1960s.
Upsurge in informal urban settlements: under the guise of ‘sorting’ out education gaps.
Ill-equipped and do not meet the education standards. Slide15
Bridge International Academies (BIA)
Started in 2009 in Kenya
Growth rate of 36 academies/year with a population of 100,000 enrolled by 2015
Urban informal areas.
$8 for fees and $10 for lunches and uniforms per child per month: above slum dwellers’ earnings.
Do not meet the infrastructural standards of Kenyan education system.
Do not follow the national curriculum and employ unqualified teachers.
GPE/ Stephan BachenheimerSlide16
Union Observations
BIA is contravening education regulations stipulated in the education Act 2013.
Foreign curriculum is illegal and discriminatory.
Charges explode the poor.
Governments abdicate cardinal responsibility in EFA provision.
GPE/ Deepa SrikantaiahSlide17
Unions Interventions
Preliminary study findings of BIA.
Campaign to stop BIA operations in Kenya.
Community sensitization.
Advocacy to Kenya government
Global response against commercialization and privatization of education.
GPE/ Deepa Srikantaiah
GPE/ Deepa SrikantaiahSlide18
#AMCSO16
As part of the Civil Society Policy Forum of the 2016 World Bank/IMF Annual Meetings
EQUITY, INCLUSION and EDUCATION:
Examining Evidence on Low-Fee Private Schools
GPE/ Stephan BachenheimerSlide19
As part of the Civil Society Policy Forum of the 2016 World Bank/IMF Annual Meetings
EQUITY, INCLUSION and EDUCATION:
Examining Evidence on Low-Fee Private Schools
Ms. Namusobya Salima
Executive Director
Initiative for Social and Economic Rights
GPE/ Stephan BachenheimerSlide20
Low-Fee Private Schools
Serving the Less Poor
Operated by businessmen for profit
Some operate under Public Private Partnerships (PPPs)
Lack accountability
Mostly urban based - slumsSlide21
Consequences and Implications
Eroding Enrolment gains made by UPE and USE
Not reaching out of school children
Not reaching the rural poor
No reasonable accommodation for children with Disabilities
Quality of education and value for money is frequently lacking.
Parallel
systems
:
widening
gap between rich and poor.
Declining state investment in public education– Under 4% of GDP
Declining standards in public schools
Exit of middle class from public education system
Not building local capacity for use in public sector
GPE/ Kelley LynchSlide22
Bridge International Academies
For profit chain schools
Financed and supported by the IFC, DFID, other private investors
Serving low income earners
Located in
peri
-urban areas
Currently stopped from expanding by GovernmentSlide23
Recent Developments
Bridge International Academies
January 29, 2016
The Basic Education Working Group of
MoEST
raises concerns about BIAs and ask them to respond.
Concerns included:
Running unlicensed teacher training institution
Use of unregistered teachers
Poor school infrastructure
Use of unapproved curriculum
April 6, 2016
Permanent Secretary
MoEST
writes to BIA directing them not to open any new schools until the concerns raised had been addressed
July 25, 2016
Ministry of Education issues letter directing closure of all BIAs in Uganda
August 5, 2016
BIA files case in court seeking injunction again order of closure
August 9, 2016
Minister of Education makes formal announcement of decision to close all BIAs on floor of parliament
Case ongoing
BIA secured interim order against closure until case is heardSlide24
Some BIAs remained closed
Some districts have maintained that BIAs should not open for new term because they are substandard, e.g.
Jinja
. Slide25
#AMCSO16
As part of the Civil Society Policy Forum of the 2016 World Bank/IMF Annual Meetings
EQUITY, INCLUSION and EDUCATION:
Examining Evidence on Low-Fee Private Schools
GPE/ Stephan BachenheimerSlide26
As part of the Civil Society Policy Forum of the 2016 World Bank/IMF Annual Meetings
EQUITY, INCLUSION and EDUCATION:
Examining Evidence on Low-Fee Private Schools
Oni R. Lusk-Stover
Senior Education Specialist
World Bank Group
GPE/ Stephan BachenheimerSlide27
World Bank Group Education Investments
Invest Early, Invest Smartly, Invest for All
During
2000 to 2016
, the World Bank Group invested
$46 billion
in education.
The World Bank Group’s lending for education for fiscal year 2016 was
$3.4 billion.
The World Bank Group’s current active education portfolio is
$14.5 billion.Slide28
Systems Approach for Better Education Results (SABER)
Engaging the Private Sector (EPS)
Comprehensive approach that assesses policy intent, implementation, and markets for school
services to address issues of access, quality, and equity to
promote learning for all children and youth
Policy intent
Policy implementation& dialogue
In depth
studies
1
2
3
Bangladesh
Benin
Burkina Faso
Cameroon
Comoros
Cote d'Ivoire
Ghana
Kenya
Liberia
Malawi
Mali
Mauritania
Mozambique
Nepal
Nigeria
Pakistan
Senegal
Sierra Leone
Swaziland
Tanzania
Thailand
Togo
Zambia
ZimbabweSlide29
Engaging the Private Sector/Non-State
Who is the “Private Sector?”
Provider
Example
Faith-based
Madrasas
Fe y Alegría schools in Latin America
NGO
BRAC schools in Bangladesh
Community
EDUCO schools in El Salvador
Independent private
Bridge academies in Kenya
Omega schools in Ghana
Beaconhouse schools in
Asia
Private =
Non-stateSlide30
Engaging the Private Sector/Non-State
Country Example: SenegalSlide31
Engaging the Private Sector/Non-State
Senegal
Policy Options
captured through the policy intent work to be further explored with forthcoming work:
Providing parents with comparable information on school quality
Ensuring that resources are used to improve the quality of education by setting inspections on a standard term
Ensuring that certification standards are linked to education outcomes
Enhancing innovation in schools by ensuring greater flexibility in managing schools, service and staff
Considering a cash transfer or voucher system to support poor and marginalized students
Discouraging government‐funded schools from using selection criteria that may discriminate against disadvantaged or marginalized groupsSlide32
#AMCSO16
As part of the Civil Society Policy Forum of the 2016 World Bank/IMF Annual Meetings
EQUITY, INCLUSION and EDUCATION:
Examining Evidence on Low-Fee Private Schools
GPE/ Stephan BachenheimerSlide33
Questions
As part of the Civil Society Policy Forum of the 2016 World Bank/IMF Annual Meetings
EQUITY, INCLUSION and EDUCATION:
Examining Evidence on Low-Fee Private Schools
GPE/ Stephan Bachenheimer