ACHIEVING PUBLIC PRIVATE PARTNERSHIP

1
ACHIEVING PUBLIC PRIVATE PARTNERSHIP IN THE
EDUCATION SECTOR
Presenter Michael Latham
16th March 2002 London
2
Agenda
1. INTRODUCTION 2. THE ROLE OF GOVERNMENT A
CONCEPTUAL FRAMEWORK 3. PARTNERSHIP SOME
CONCEPTUAL ISSUES 4. NEED FOR A NEW
FOCUS 5. SOME CASE STUDIES
3
1. 1 DEFINITION OF "PRIVATE
1. Possession and management lies in the hands of
the owners or managers in the case of NGOs or
religious institutions 2. Income and
expenditure are the responsibility of the
owners (I.e., Income revenue generated
from fees Expenditure payment
of salaries and
capital costs responsibility of the owner)
4
1.2 CLASSIFICATION OF SCHOOLS
There are four types within the basic education
arena Community emerged when communities
wished to complement insufficient provision of
public education Religious developed for
historical reasons, often before arrival of
public education Spontaneous arose to meet
particular demands of the rural and urban
poor Profit making arose out of
diversification/unmet demand
5
1.3 SUMMARY OF PRIVATE PARTICIPATION IN
EDUCATION
Mechanism Private Sector Involvement
Delivery of education by Private Schools
private providers Private Tuition
Private operation of Public Schools operated by
public schools private firms Private
sector supply of Supply of textbooks, Canteen-
inputs into education process Services, Build
Operate Buildings Education
vouchers Government or foundations and
scholarships provide funding
6
1.4 WHY PARTNERSHIP ?
1. Same client background 2. Common
failings 3. Common characteristics
4. Increasingly similar degrees of funding
5. Similar definition of value from the
client/beneficiary 6. Need for an
integrated response regulation cost sharing
7
2. THE ROLE OF GOVERNMENT
8
2.1 OBJECTIVES FOR GOVERNMENT IN EDUCATION
Access/equity concerns people with varying
financial resources and needs have access to
education Quality concerns appropriate
quality standards are attained Agency
concerns ensure that parents act in best
interests of their children Social/economic
concerns public resources are used to support
realization of a well-educated community
9
2.2 POLICY INSTRUMENTS
Funding Governments can purchase goods and
services for people Ownership Governments can
own the providers of services Regulation Governm
ents can mandate or require certain things to
be or not to be done Information Government can
provide information to allow for informed choice
10
2.3 PRINCIPAL QUESTIONS R.E. EXPENDITURE

• The appropriate level of funding
• Whether public funding is targeted or generally
  available (targeting)
• Whether public funding is directed at students or
  institutions (demand side vs. supply side)
• Whether public funding is available at public or
  private institutions (neutrality)

11
2.4 MAIN RULES OR REGULATIONS

• How providers are established
• The level and manner in which providers are
  resourced
• The taxation and customs treatment of providers
• How providers are governed and managed
• The operational flexibility that providers have
• Information disclosure requirements on providers
• Regulation of the teacher market
• The process of review and quality assurance of
  providers

12
3. PARTNERSHIP- CONSTRAINTS TO IMPLEMENTATION
13
3.1 CONSTRAINTS - GOVERNMENT

• Political sensibilities
• (Publicly employed teachers redirection from
  government of its resources from institutions to
  consumers)
• Need for an overall strategy
• (Need for a holistic approach capacity of the
  government to develop the partnership ability
  of the private sector to collaborate in tandem)

14
3.2 CONSTRAINTS- THE LENDING AGENCY

• Lack of resources
• Lack of sufficient knowledge base
• Ideological bias
• Fear of globalization

15
3.3 CONSTRAINTS- THE PRIVATE SECTOR

• Access to capital
• Lack of skilled staff
• Access to buildings and land
• Demand side impediments
• Parental awareness
• Bureaucracy

16
4. NEED FOR A NEW FOCUS
17
4.1 ISSUES, PROBLEMS AND NEEDS
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
4.2 IMPLICATIONS OF CHANGE
Too much time has been spent debating the
respective merits of public versus private
education. This distinction becomes of less
significance if there is agreement that 1. The
overall goal is to attain the public good for
all 2. The rules of the endeavor shall be equal
for all the actors 3. The result is contingent
upon all the actors inputting their
respective strengths being measured on their
outcomes by their clients, the consumers.
22
Changing Role of the State
23
130 million children never attend
school 872 million adults do not have the most
basic skills to break their way out of poverty
The goal of partnership should be clearly kept in
mind to improve pupils attendance, retention
and the quality of learning