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- Convenor:
-
Pauline Rose
(University of Cambridge)
- Stream:
- Books, writing and education
- Location:
- G60
- Start time:
- 12 September, 2006 at
Time zone: Europe/London
- Session slots:
- 1
Short Abstract:
none
Long Abstract:
The contribution non-state provision can make to achieving the education Millennium Development Goal (MDG) has become a matter of widespread debate. Growth in private schooling at relatively low fee levels has been encouraged by state failure in providing access to schooling at acceptable levels of quality as a result of Education for All (EFA) programmes. At the same time, service delivery by NGOs, funded by international donor agencies, is seen as an appropriate means to filling the gap in provision for the most ‘hard-to-reach’. As such, concern for achieving MDGs has led some to argue that non-state providers can offer further opportunities to extend access, implying a changing role for the state in education service delivery. Papers in the session will consider these issues with respect to contextual realities that shape the future development of non-state provision of primary and secondary schooling, drawing on evidence from recent research in Ghana, Malawi, Nigeria, Rwanda and South Africa in particular.
Accepted papers:
Session 1Pauline Rose (University of Cambridge)
Paper long abstract:
While basic education is commonly seen as primarily a state responsibility, non-state providers (NSPs) are now being seen as playing an important role in expanding access to children underserved by public provision. The paper draws on experience from Malawi and Nigeria, which indicates that collaboration between governments and NSPs is closest when different forms of engagement interact (for example, facilitation or contracting of education services necessitating regulation which can lead to greater involvement in policy dialogue). However, more intense forms of engagement can result in tension, mistrust and even antagonism, particularly where dominant but ineffective centralised ministries of education attempt to maintain control over the sector, even where they are unable to support their own provision effectively. In such contexts, collusion between NSPs through umbrella associations is apparent, often with the aim of challenging restrictive government practices. However, evidence suggests that these associations tend to favour more established NSPs serving élite populations. There is a need both to recognise the complexities of collaboration amongst a diverse group of NSPs, as well as between them and governments, to support the achievement of Education for All.
Keith Lewin (Sussex University)
Paper long abstract:
This paper explores the limits to growth of private schooling in Sub Saharan Africa. First, attention is drawn to the diversity of non-government private provision and some fundamental issues that shape its possible contribution to enhanced access to schooling in the context of EFA. Second estimates are presented of the numbers currently out of school and their location. Third, data is discussed which illustrates the extent to which exclusion is related to wealth, location and gender, focusing on economic constraints. Fourth, costs related to teachers are modelled to indicate likely minimum operating costs for unsubsidised schooling. Fifth, an analysis is offered of the underlying demographic realities of expanded enrolment. This to reinforces the need to understand the magnitude of the task of achieving the MDGs and to identify mechanisms that expand services to large numbers of school age children drawn from the poorest households. Finally some concluding remarks draw together the arguments and evidence.
Kwame Akyeampong (Sussex University)
Paper long abstract:
This paper examines the extent to which non-state schooling at the basic school level addresses issues of access and participation in Ghana and Rwanda. Based on the analysis in both countries it explores the policy and practice implications of expanding non-state schooling.