2. 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.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. 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. Mechanism Private Sector Involvement Delivery of education byPrivate Schools private providers Private Tuition Private operation ofPublic Schools operated by public schoolsprivate firms Private sector supply of Supply of textbooks, Canteen- inputs into education processServices, Build & Operate Buildings Education vouchersGovernment or foundations and scholarshipsprovide funding

6. 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

8. 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. Funding:Governments can purchase goods and services for people Ownership:Governments can own the providers of services Regulation:Governments can mandate or require certain things to be or not to be done Information:Government can provide information to allow for informed choice

10.  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.  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

13.  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.  Lack of resources  Lack of sufficient knowledge base  Ideological bias  Fear of globalization

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

21. 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 State director provides priority services not “buyable” as a provider Responsibility for providing all services as a financier Poorly targeted financing, often benefiting the rich enhanced targeting for the needy Creating barriers to entry without enforcing performance standards as a regulator creating conducive environment for entry, basic quality standards

23. The goal of partnership should be clearly kept in mind: to improve pupils’ attendance, retention and the quality of learning 130 million children never attend school 872 million adults do not have the most basic skills to break their way out of poverty