ADB-UNICEF Workshop on
Non-state Provision of Social
Services
From Theory to Practice: Implementing
Education PPPs
Jouko Sarvi (ADB) and Cliff Meyers (UNICEF)
Growth of Non-State Provision
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Non-government primary enrolment increased
from 39 million to 62 million between 1991 and
2004 (58 percent),
While public enrolment grew from 484 million to
530 million (10 percent) during the same period
(UNESCO 2007).
Both developed and developing countries exhibit
hybrids (mixed) of public or private financing
and/or management in the provision of
education.
Scale of private providers in education
(selected countries)
Percentage of students in private schools:
pre-school, primary, and secondary…
Pre-primary
100
Primary
Secondary
75
50
25
Japan
Australia
New
Zealand
Brunei
Rep. of
Korea
Palau
Cook
Islands
Malaysia
Marshall
Islands
Thailand
Samoa
Tonga
Philippines
Indonesia
Mongolia
PNG
Viet Nam
Lao PDR
Cambodia
0
But From a Rights perspective, how can
we work with Private Sector?
Article 4: “…undertake such measures to the maximum
extent of available resources…”
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Obligation to RESPECT
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Obligation to PROTECT
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requires States to refrain from interfering directly or indirectly with the
enjoyment of the right to education.
requires States to take measures that prevent third parties from interfering
with the enjoyment of the right (such as girls being forbidden to study).
Obligation to FULFILL
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The Obligation to Fulfill requires States to adopt appropriate legislative,
administrative, budgetary, judicial, promotional and other measures towards
the full realization of the right, or itself directly provide assistance or
services for the realization of that right.
Changing role of the State
to Regulator of
Services provided by
the Private Sector
from
Direct
Provider of
Basic Services
& the related
Infrastructure
to Purchaser of
Services/Infrastructure
provided by the Private Sector
Finance and Provision
Provision
Private
Finance
Private
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Public
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Public
Private schools
Private universities
Home schooling
Tutoring
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Vouchers
Contract Schools
Charter schools
Contracting out
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User fees
Student loans
Public schools
Public universities
Classification of Pro-Poor
Education PPPs
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Education Service Delivery Initiatives
Professional and Support Services
Voucher and Voucher-like Initiatives
Infrastructure Initiatives
Philanthropic Initiatives
Approaches to Partnership –
Give and Take
Partner to support the State
Partner supported by the State
Deliver teacher training for the State
Receive teacher training from the State
Develop curriculum, textbooks and
reading materials for the State
Receive free textbooks and reading
materials from the State
Assist the State in inspecting and
monitoring schools
Special policies to govern standards and
registration of private schools targeting
the poor/disadvantaged
Private schools required to provide free
seats to disadvantaged children
Private schools receive State stipend per
poor/disadvantaged children enrolled
Contractors responsible for repairing
schools and constructing toilets/water
facilities
Private schools eligible for free
water/toilet facilities if 50% of students
are from disadvantaged groups
Finance and Oversight
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Contracts can improve service delivery when all
stakeholders are accountable to each other:
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Assign clear responsibilities
Clear guidance on expected outputs, outcomes and minimum
standards of performance
Systems in place for monitoring and reporting
Flexibility from bureaucratically designed operating procedures of
traditional school based learning
Allow more autonomy in management of staff, budget and educational
planning
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Means to enforce contractual provisions
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State supervision and capacity building of non-state partners.
PPPs in ADB Education Sector Assistance
ADB Education Policy (2002), p. 37, 40:
“….ADB will help mobilize resources for sustainable education
delivery, in particular facilitating the role of the private sector, while
protecting access by the poor to affordable basic education.....ADB
will support private sector education institutions and educationrelated industries and services … when this is clearly the more
cost-effective alternative."
ADB Strategy 2020 (2008), p. 20:
“….Across all these [education] areas, ADB will explore
opportunities for new approaches and instruments involving publicprivate partnerships.”
ADB Strategic Study - Education and Skills: Strategies for
Accelerated Development in Asia and the Pacific (2008):
Further identified scope for innovative partnerships in technical
and vocational education and training, and in higher education.
Education by 2020: A Sector Operations Plan (2010):
Operationalizes the above strategic directions
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PPP in Education - Strategy
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Guides PPPs in ADB’s operations in education:
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Reviews trends and rationale for partnerships in
education
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Explores ADB’s potential future role in PPPs
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Focuses on operational requirements and
provides guidance to support PPPs in the
various subsectors of education
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Provides specific recommendations in four
areas: (i) capacity development; (ii) project
operations; (iii) knowledge management; and
(iv) finance
Current ADB Initiatives
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Contracting for the delivery of education services
Private management of public schools
Education support services/capacity development
Vouchers/scholarships
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Case studies – Lessons from country contexts
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Preparation of a operational tool for design and assessment of
PPPs in education
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Latest lessons learned from international experience with
PPPs in education
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Study of PPP dimensions in ADB education projects about 40% of all projects in 2000-2009 included one or
several of the following design aspects:
UNICEF Engagement with NSPs
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UNICEF far more engaged with NGOs, Civil Society
and Faith based Organizations than with Private
Sector
UNICEF Global Education Policy (2005-2015) clearly
identifies expanding PPP engagement, especially with
Early Childhood and adolescent education
UNICEF EAP Adolescent Education Strategy (2009)
identifies importance of supporting private sector, in
the areas of association/network strengthening, policy
revision, and equivalency/alternative delivery systems.
UNICEF Engagement with NSPs:
Building Partnerships
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Ensure PPP providers are Key Stakeholders in Sector
Planning and Review processes invited as members of
ESWG (esp. faith based and NGO)
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Providing funds for NGO Umbrella organizations, represent PPP providers in
Sector Planning process (eg., KAPE in Cambodia)
EFA Mid Decade Reporting (UN) – 47 Countries
submitted Nat’l EFA MDA Reports on Theme:
Reaching the Unreached – Identifying Disparities.
PPP providers were members of Nat’l EFA
Committee – and data was disaggregated by PPP
providers.
UNICEF Engagement with NSPs:
Building Partnerships
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Corporate Social Responsibility: Strategic
engagement on many levels on behalf of children
and education.
Corporate partnership and funding of projects
 Guidelines for rights based business practice
 Policy advice on responsible CSR and adopt-a-school
regulations
 Emergency response support to schools through PPP
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Conclusions - (1)
1.
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Rationale for PPPs can differ – increase
access, improve service, increase
transparency, overcome public sector
operating restrictions, service innovations
Wide range of possible programs – can be
contextualized
Broad definition of private sector – NGO,
for-profit, community
Not privatization or nationalization – hybrid
Conclusions - (2)
6.
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Government remains responsible for education –
but plays different role
Good design is key – policy, targets, roles and
responsibilities (contracts), address risks
Capacity of implementing body is critical –
management, staff, financial mechanisms, etc
More country level studies required on the impact
of PPPs on poor, disadvantaged students
PPPs not a panacea, but has potential for
innovation for improving access and education
outcomes