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Achieving Education for All through Public–Private Partnerships?

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2006b
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CEF
Child UK
commission
comparative education partnerships
Complementary Education Programmes
DAC Principle
education policy analysis
Education System
eleventh
Eleventh Plan
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fragile
Fragile States
fragile states education
low
Low Fee Private Schools
National Education Sector Plans
NGO government collaboration
NGO Programme
NGO Provision
NGO Sector
NGO Service
NGO Service Provider
Non-formal Education Centres
non-state
non-state education actors
Non-state Provision
NSPs
Oxfam GB.
Panchayati Raj
plan
planning
Planning Commission 2006b
Post-conflict Fragile State
providers
Public Private Partnership
Sarva Shiksha Abhiyan
School Management Committees
sector-wide aid strategies
social justice schooling
states
SWAp

Product details

  • ISBN 9780415583718
  • Weight: 470g
  • Dimensions: 174 x 246mm
  • Publication Date: 06 Oct 2010
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Concern for achieving Millennium Development Goals (MDGs) by 2015 has led to a focus on the role that non-state providers (NSPs) can offer in extending access and improving quality of basic services. While NSPs can help to fill a gap in provision to those excluded from state provision, recent growth in both for-profit and not-for-profit providers in developing countries has sometimes resulted in fragmentation of service delivery. To address this, attention is increasingly given in the education sector to developing ‘partnerships’ between governments and NSPs. Partnerships are further driven by the expectation that the state has the moral, social, and legal responsibility for overall education service delivery and so should play a role in facilitating and regulating NSPs.

Even where the ultimate aim of both non-state providers and the state is to provide education of acceptable quality to all children, this book provides evidence from diverse contexts across Africa, South Asia, and Latin America to highlight the challenges in them partnering to achieve this.

This book was published as a special issue of Development in Practice.
About
Pauline Rose is Reader in International Education at the University of Sussex. From 2008 to 2010 she was on leave from the University, working as a Senior Policy Analyst for the UNESCO Education for All Global Monitoring Report in Paris. Her research, from a social development perspective, relates to educational policy and practice in the areas of financing and governance, democratisation, and the role of international aid in shaping the education agenda. Her work focuses on concerns for out-of-school children with respect to poverty and gender in particular, and she has published extensively in these areas.