ADB-UNICEF Workshop on

ADB-
Non--state Provision of Social
Non
Services

From Theory to Practice: Implementing

Education PPPs

Jouko Sarvi (ADB) and Cliff Meyers (UNICEF)

The views expressed in this presentation are the views of the author(s) and do not necessarily
reflect the views or policies of the Asian Development Bank (ADB), or its Board of Directors or
the governments they represent. ADB does not guarantee the source, originality, accuracy,
completeness or reliability of any statement, information, data, finding, interpretation, advice,
opinion, or view presented, nor does it make any representation concerning the same.
 Growth of Non-
Non-State Provision

Non-government primary enrolment increased

Non-
from 39 million to 62 million between 1991 and
2004 (58 percent),

While public enrolment grew from 484 million to
530 million (10 percent) during the same period
(UNESCO 2007).

Both developed and developing countries exhibit
hybrids (mixed) of public or private financing
and/or management in the provision of
education..
education
 Scale of private providers in education
(selected countries)
Percentage of students in private schools:
pre-school, primary, and secondary…

Pre-primary Primary Secondary

100

75

50

25

0
PNG

Palau

Brunei

Japan
Samoa

Marshall
Viet Nam

Rep. of

Zealand
Malaysia
Lao PDR

Thailand
Cambodia

Islands

Australia
Tonga
Indonesia

Philippines
Mongolia

Korea
Islands

Cook

New
 But From a Rights perspective, how can
we work with Private Sector?
Article 4: “…undertake such measures to the maximum
extent of available resources…”

Obligation to RESPECT

requires States to refrain from interfering directly or indirectly with the
enjoyment of the right to education.

Obligation to PROTECT

requires States to take measures that prevent third parties from interfering
with the enjoyment of the right (such as girls being forbidden to study).

Obligation to FULFILL

The Obligation to Fulfill requires States to adopt appropriate legislative,
administrative, budgetary, judicial, promotional and other measures towards
the full realization of the right, or itself directly provide assistance or
services for the realization of that right.
 Changing role of the State
to Regulator of
Services provided by
the Private Sector
from
Direct
Provider of
Basic Services
& the related to Purchaser of
Infrastructure Services/Infrastructure
provided by the Private Sector
 Finance and Provision
Provision
Finance Private Public

Private • Private schools • User fees

• Private universities • Student loans
• Home schooling
• Tutoring

Public • Vouchers • Public schools

• Contract Schools • Public universities
• Charter schools
• Contracting out
 Classification of Pro-
Pro-Poor
Education PPPs

Education Service Delivery Initiatives

Professional and Support Services

Voucher and Voucher-
Voucher-like Initiatives

Infrastructure Initiatives

Philanthropic Initiatives

7
 Approaches to Partnership –
Give and Take
Partner to support the State
Deliver teacher training for the State
Develop curriculum, textbooks and
reading materials for the State
Assist the State in inspecting and
monitoring schools
Private schools required to provide free
seats to disadvantaged children
Contractors responsible for repairing
schools and constructing toilets/water
facilities
Partner supported by the State
Receive teacher training from the State
Receive free textbooks and reading
materials from the State
Special policies to govern standards and
registration of private schools targeting
the poor/disadvantaged
Private schools receive State stipend per
poor/disadvantaged children enrolled
Private schools eligible for free
water/toilet facilities if 50% of students
are from disadvantaged groups
 Finance and Oversight

Contracts can improve service delivery when all
stakeholders are accountable to each other:

Assign clear responsibilities

Clear guidance on expected outputs, outcomes and minimum
standards of performance

Systems in place for monitoring and reporting

Flexibility from bureaucratically designed operating procedures of
traditional school based learning

Allow more autonomy in management of staff, budget and educational
planning

Means to enforce contractual provisions

non-state partners.
State supervision and capacity building of non-
 PPPs in ADB Education Sector Assistance
ADB Education Policy (2002), p. 37, 40:
“….ADB will help mobilize resources for sustainable education
delivery, in particular facilitating the role of the private sector, while
protecting access by the poor to affordable basic education.....ADB
will support private sector education institutions and education-
education-
related industries and services … when this is clearly the more
cost--effective alternative."
cost

ADB Strategy 2020 (2008), p. 20:

“….Across all these [education] areas, ADB will explore
opportunities for new approaches and instruments involving public-
public-
private partnerships.”

ADB Strategic Study - Education and Skills: Strategies for

Accelerated Development in Asia and the Pacific (2008):
Further identified scope for innovative partnerships in technical
and vocational education and training, and in higher education.

Education by 2020: A Sector Operations Plan (2010):

Operationalizes the above strategic directions
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 PPP in Education - Strategy

Guides PPPs in ADB’s operations in education:
– Reviews trends and rationale for partnerships in
education
– Explores ADB’s potential future role in PPPs
– Focuses on operational requirements and
provides guidance to support PPPs in the
various subsectors of education
– Provides specific recommendations in four
areas: (i) capacity development; (ii) project
operations; (iii) knowledge management; and
(iv) finance

11
 Current ADB Initiatives
 Study of PPP dimensions in ADB education projects -
about 40% of all projects in 2000-
2000-2009 included one or
several of the following design aspects:
– Contracting for the delivery of education services
– Private management of public schools
– Education support services/capacity development
– Vouchers/scholarships

 Case studies – Lessons from country contexts

 Preparation of a operational tool for design and assessment of

PPPs in education

 Latest lessons learned from international experience with

PPPs in education

12
 UNICEF Engagement with NSPs

UNICEF far more engaged with NGOs, Civil Society
and Faith based Organizations than with Private
Sector

UNICEF Global Education Policy (2005-
(2005-2015) clearly
identifies expanding PPP engagement, especially with
Early Childhood and adolescent education

UNICEF EAP Adolescent Education Strategy (2009)
identifies importance of supporting private sector, in
the areas of association/network strengthening, policy
13
revision, and equivalency/alternative delivery systems.
 UNICEF Engagement with NSPs:
Building Partnerships

Ensure PPP providers are Key Stakeholders in Sector
Planning and Review processes invited as members of
ESWG (esp. faith based and NGO)

Providing funds for NGO Umbrella organizations, represent PPP providers in
Sector Planning process (eg., KAPE in Cambodia)

EFA Mid Decade Reporting (UN) – 47 Countries

submitted Nat’l EFA MDA Reports on Theme:
Reaching the Unreached – Identifying Disparities.
PPP providers were members of Nat’l EFA
Committee – and data was disaggregated by PPP
14
providers.
 UNICEF Engagement with NSPs:
Building Partnerships

Corporate Social Responsibility: Strategic
engagement on many levels on behalf of children
and education.

Corporate partnership and funding of projects

Guidelines for rights based business practice

Policy advice on responsible CSR and adopt-

adopt-a-school
regulations

Emergency response support to schools through PPP

15
 Conclusions - (1)
1. Rationale for PPPs can differ – increase
access, improve service, increase
transparency, overcome public sector
operating restrictions, service innovations
2. Wide range of possible programs – can be
contextualized
3. Broad definition of private sector – NGO,
for--profit, community
for
4. Not privatization or nationalization – hybrid
 Conclusions - (2)
6. Government remains responsible for education –
but plays different role
7. Good design is key – policy, targets, roles and
responsibilities (contracts), address risks
8. Capacity of implementing body is critical –
management, staff, financial mechanisms, etc
9. More country level studies required on the impact
of PPPs on poor, disadvantaged students
10. PPPs not a panacea, but has potential for
innovation for improving access and education
outcomes