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This book is about the threats to education quality in the
developing world that cannot be explained by lack of resources. It
reviews the observed phenomenon of service delivery failures in
public education: cases where programs and policies increase the
inputs to education but do not produce effective services where it
counts - in schools and classrooms. It documents what we know about
the extent and costs of such failures across low and middle-income
countries. And it further develops the conceptual model posited in
the World Development Report 2004: that a root cause of low-quality
and inequitable public services - not only in education - is the
weak accountability of providers to both their supervisors and
clients. The central focus of the book, however, is a new story. It
is that developing countries are increasingly adopting innovative
strategies to attack these problems. Drawing on new evidence from
22 rigorous impact evaluations across 11 developing countries, this
book examines how three key strategies to strengthen accountability
relationships in developing country school systems have affected
school enrollment, completion and student learning. The book
reviews the motivation and global context for education reforms
aimed at strengthening provider accountability. It provides the
rationally and synthesizes the evidence on the impacts of three key
lines of reform: (1) policies that use the power of information to
strengthen the ability of clients of education services (students
and their parents) to hold providers accountable for results; (2)
policies that promote school-based management that is increase
schools autonomy to make key decisions and control resources, often
empowering parents to play a larger role; (3) teacher incentives
reforms that specifically aim at making teachers more accountable
for results, either by making contract tenure dependent on
performance, or offering performance-linked pay. The book
summarizes the lessons learned, draws cautious conclusions about
possible complementarities across different types of
accountability-focused reforms if they are implemented in tandem,
considers issues related to scaling up reform efforts and the
political economy of reform, and suggests directions for future
work."
While public-private partnerships in education in the United States
have received a lot of attention, research on such partnerships
elsewhere has been limited-even though such partnerships have been
steadily gaining prominence, particularly in developing countries.
Aiming to fill this gap, this book presents fresh, technically
sound empirical evidence on the effectiveness and cost of various
public-private education partnerships from around the world,
including voucher programs and faith-based schools. The evidence on
the impact in terms of school performance, targeting, and cost of
public-private partnerships is mixed. Some evidence suggests that
voucher schools outperform public schools, but the difference
between both types of schools is not as large as one might think,
and is often smaller than simple statistics suggest. Evidence on
faith-based schools tends to show slightly better performance than
public schools, but this is not the case in all countries. While in
some countries faith-based schools reach the poor better than
public schools, in other countries the reverse is observed. As for
the private costs of education, evidence shows that costs depend on
the systems in place in each country, but that when school choice
is limited, parents can still influence the performance of their
children through private expenditure for tutoring. More rigorous
studies on such partnerships, particularly in developing countries,
are necessary.
Governments around the world, and particularly those in developing
countries, face significant educational challenges. Despite
progress in raising education enrollments at the basic education
level, much remains to be done. Today, about 77 million children in
developing countries are not in school, particularly in Sub-Saharan
Africa and South Asia. Higher education participation rates remain
low in many developing countries, and public higher education
institutions (HEIs) struggle to absorb growing numbers of secondary
school graduates. Public universities face ongoing challenges,
including a lack of teaching and research resources, and the loss
of qualified staff to developed countries. The inability of public
sector educational institutions, particularly in developing
countries, to absorb growing numbers of students at all levels of
education has seen the emergence of private schools and HEIs. This
paper briefly examines the international experience concerning the
regulation of private education at the school and higher education
level. It begins with an overview of the private school and higher
education sectors and a short discussion of the potential benefits
of increased private participation in education. The remainder of
the paper focuses on the following questions and sets out
propositions for governments to consider.
Enhancing the role of private sector partners in education can lead
to significant improvements in education service delivery. However,
the realization of such benefits depends in great part on the
design of the partnership between the public and private sectors,
on the overall regulatory framework of the country, and on the
governmental capacity to oversee and enforce its contracts with the
private sector. Under the right terms, private sector participation
in education can increase efficiency, choice, and access to
education services, particularly for students who tend to fail in
traditional education settings. Private-for-profit schools across
the world are already serving a vast range of users-from elite
families to children in poor communities. Through balanced
public-private partnerships (PPPs) in education, governments can
leverage the specialized skills offered by private organizations as
well as overcome operating restrictions such as salary scales and
work rules that limit public sector responses. ""The Role and
Impact of Public-Private Partnerships in Education"" presents a
conceptualization of the issues related to PPPs in education, a
detailed review of rigorous evaluations, and guidelines on how to
create successful PPPs. The book shows how this approach can
facilitate service delivery, lead to additional financing, expand
equitable access, and improve learning outcomes. The book also
discusses the best way to set up these arrangements in practice.
This information will be of particular interest to policymakers,
teachers, researchers, and development practitioners.
This book documents poverty systematically for the world's
indigenous peoples in developing regions in Asia, Africa and Latin
America. The volume compiles results for roughly 85 percent of the
world's indigenous peoples. It draws on nationally representative
data to compare trends in countries' poverty rates and other social
indicators with those for indigenous sub-populations and provides
comparable data for a wide range of countries all over the world.
It estimates global poverty numbers and analyzes other important
development indicators, such as schooling, health and social
protection. Provocatively, the results show a marked difference in
results across regions, with rapid poverty reduction among
indigenous (and non-indigenous) populations in Asia contrasting
with relative stagnation - and in some cases falling back - in
Latin America and Africa.
This is the first book that documents poverty systematically for
the world's indigenous peoples in developing regions in Asia,
Africa, and Latin America. The volume compiles results for roughly
85 percent of the world's indigenous peoples. It draws on
nationally representative data to compare trends in countries'
poverty rates and other social indicators with those for indigenous
sub-populations and provides comparable data for a wide range of
countries all over the world. It estimates global poverty numbers
and analyzes other important development indicators, such as
schooling, health, and social protection. Provocatively, the
results show a marked difference in results across regions, with
rapid poverty reduction among indigenous (and non-indigenous)
populations in Asia contrasting with relative stagnation and in
some cases falling back in Latin America and Africa. Two main
factors motivate the book. First, there is a growing concern among
poverty analysts worldwide that countries with significant
vulnerable populations such as indigenous peoples may not meet the
Millennium Development Goals, and thus there exists a consequent
need for better data tracking conditions among these groups.
Second, there is a growing call by indigenous organizations,
including the United Nations Permanent Forum on Indigenous Peoples,
for solid, disaggregated data analyzing the size and causes of the
development gap. "
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