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PPPs in education: looking out for the greater good Alexandra Draxler

PPPs in education: looking out for the greater good Alexandra Draxler. International Policy Dialogue Forum on Teacher Challenges for EFA in India 29-30 May 2012. An ideological development. Education as a public good, and public sector as guardian of equal access to that public good vs

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PPPs in education: looking out for the greater good Alexandra Draxler

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  1. PPPs in education: looking out for the greater good Alexandra Draxler International Policy Dialogue Forum on Teacher Challenges for EFA in India 29-30 May 2012

  2. An ideological development Education as a public good, and public sector as guardian of equal access to that public good vs Hard realities of public sector inadequacies and corresponding view that limiting government intervention is intrinsically good

  3. A new development fashion UN Global Compact (launched 2000 more than 600 members) World Bank and IMF (specific program, EdInvest) EFA high-level group has private sector participation UNESCO and WEF Bilateral donors (DFID, GTZ, Netherlands, USAID, among others) New initiatives such as Global Compact on Learning and Global Business Coalition for Education

  4. Contradictory development policies On the one hand, trends towards ntional development plans, including donor cooperation On the other hand, encouragement for private development efforts, that take place outside sector planning

  5. Irrational exuberance? What the business sector is unlikely to contribute without regulation and accountability • Substantial additional new funding • Disinterested contribution • Long-term commitment • Last mile/equity • Spontaneous compliance with standards for access, provision and learning outcomes • Spontaneous compliance with public sector planning and financing mechanisms • Transparent financing and management

  6. Figures and impact: financial flows There is no international standard gathering of information about private money going to education, aside from private education. Terminology varies, figures are partial or anectdotal. Overall, private giving to public education is significant in sums but not in percentages of education budgets. From US corporations to developing country education: $500 m/year Increase in philanthropy emerging countries, notably India and Brazil Teachers: no clear indicators of what PPPs do for them that have an impact on learning outomes

  7. Figures and impact: learning outcomes Results in terms of learning outcomes vary: generally, when adjusted for socio-economic background, private education is no better. Can be much worse, where controls are lax. In private education or privately-supported education, family involvement is high; Private schools attract cohorts from higher socio-economic status families; When socio-economic background is taken into account, learning outcomes not consistently different : Pisa, WB studies, etc.; Anecdotal evidence, and some statistics, show that private funds flow more to higher socio-economic cohorts, therefore potentially contributing to widening inequality

  8. No free lunch: weighing costs against benefits • Weak or non-existent regulation means weak oversight • Distortion of national plans by private sector interests • Public sector responsibility for cost overruns and TCO • Distortion of competition • Additional costs of partnership • Complex accountability:each partner with own objectives, procedures

  9. What should public sector require of informal partnerships? • Shared investment, risks and benefits • Assigned responsibility for total cost of ownership • Joint decision-making and accountability • Adherence to international norms and standards

  10. Where do public and private sector interests converge? • Positive branding: demonstrated interest in the public good • Enhancing complementary aims: private sector gain in exchange for help with the last mile • Harnessing short-term investment for longer-term goals: consider national plans • Exchange of skills:, e.g. • pedagogy ↔ innovation • Share evaluation strategies and results: understand what works

  11. From inputs to outcomes: what is required? Definition of needs Ownership by stakeholders Focus on long-term impact Transparency and democratic participation in mangement and decision-making Strong regulation and accountability Sustainability

  12. Key potential 21st century skills Innovation in uses of ICTs for distribution and new pedagogy Institutions of excellence Diversity and alternative approaches Education linked to local or regional economy Whole community development Diversification pool of teachers Motivation

  13. Thank you! a.draxler@gmail.com

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