Publication: Swaziland Engaging the Private Sector in Education: SABER Country Report 2016
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2017-06
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2017-09-08
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This report presents an analysis of how effectively the current policies in Swaziland engage the private sector in basic (primary and secondary) education. The analysis draws on the engaging the private sector (EPS) framework, a product of the World Bank’s systems approach for better education results (SABER). SABER-EPS research in Swaziland has found that at both the primary and secondary levels, quality, and equity are challenges. The private sector plays an increasingly significant role in education at both levels. Based on a review of existing policies, SABER-EPS offers the following recommendations for Swaziland to enhance private sector engagement in education in order to meet the challenges of access, quality, and equity: (1) empower parents to make informed educational choices, while providing additional support to disadvantaged groups; (2) strengthen accountability mechanisms to ensure that all students receive a quality education; and (3) strengthen the policy environment for the non-state sector to promote transparency and an adequate supply of school places. The report provides an overview of SABER-EPS findings, followed by a description of the basic education system in Swaziland that focuses on the private sector and government policies related to the private provision of education. The report then benchmarks Swaziland’s policy environment utilizing the SABER-EPS Framework and offers policy options to enhance access and learning for all children in primary and secondary school.
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“Chen, Callista. 2017. Swaziland Engaging the Private Sector in Education: SABER Country Report 2016. © World Bank. http://hdl.handle.net/10986/28262 License: CC BY 3.0 IGO.”
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Based on a review of existing policies, SABER-EPS offers the following recommendations for Ghana to enhance private sector engagement in education and meet the challenges of access, quality, and equity: (1) strengthen policies to ensure independent private schools are more accountable for learning outcomes; (2) provide greater incentives to support a diverse number of private school providers while ensuring equitable access; and (3) encourage innovation in schools by ensuring greater flexibility in managing schools, services, and staff. This report presents an analysis of how effectively policies in Ghana engage the private sector in basic (primary and secondary) education. The report provides an overview of the SABER-EPS tool, followed by a description of the basic education system in Ghana that focuses on the private sector and government policies related to the private provision of education. The report then benchmarks Ghana’s policy environment utilizing the SABER-EPS framework and offers policy options to enhance access and learning for all children in primary and secondary school.Publication Malawi Engaging the Private Sector in Education(World Bank, Washington, DC, 2017-06)This report presents an analysis of how effectively current policies in Malawi engage the private sector in primary and secondary education. The analysis draws on the engaging the private sector (EPS) framework, a product of the World Bank’s systems approach for better education results (SABER). SABER-EPS research in Malawi found that the net enrollment rate for primary education has increased significantly, to 89 percent, while secondary net enrollment rate remains low, at only 11 percent as of 2013 (the latest available data). At both the primary and secondary levels, quality, and equity are challenges. The private sector plays an increasingly significant role in education at both levels. Based on a review of existing policies, SABER-EPS offers the following recommendations for enhancing private sector engagement in the education sector in the country in order to meet the challenges of access, quality, and equity: (1) concentrate on improving the quality of learning outcomes by encouraging continuous improvement at the school level by means of school improvement planning and incentives; (2) empower parents by ensuring that they are given information on school quality that enables them to make informed choices and are not hindered by restrictive school selection criteria; and (3) create a regulatory environment that encourages greater supply of school places to help overcome constraints, particularly at the secondary level. The report provides an overview of SABER-EPS, followed by a description of the primary and secondary education system in Malawi with a focus on the private sector and government policies related to the private provision of education. The report then benchmarks Malawi’s policy environment utilizing the SABER-EPS Framework and offers policy options to enhance access and learning for all children in primary and secondary school.Publication Zambia Engaging the Private Sector in Education(World Bank, Washington, DC, 2017-06)This report presents an analysis of how effectively the current policies of Zambia engage the private sector in basic (primary and secondary) education. The analysis draws on the engaging the private sector (EPS) framework, a product of the World Bank’s systems approach for better education results (SABER). SABER-EPS research in Zambia has found that despite impressive gains in enrollment, education quality remains a serious concern, as does equity - especially beyond the primary level. School providers in Zambia include private schools, community schools, and grant-aided schools. Non-government schools account for a sizable share of education service provision in the country. Based on a review of existing policies, SABER-EPS offers the following recommendations for Zambia to enhance its engagement with the non-state sector in education and to meet the challenges of access, quality, and equity: strengthen system accountability measures; consider a needs-based inspection system where underperforming schools receive greater scrutiny and support; and increase the information available to parents on school quality, including via school report cards. The report provides an overview of SABER-EPS, followed by a description of the basic education system in Zambia, with a focus on the non-state sector and government policies related to the private provision of education. The report then benchmarks Zambia’s policy environment utilizing the SABER-EPS framework and finally offers policy options to enhance learning for all children in primary and secondary school.Publication Mauritania Engaging the Private Sector in Education(World Bank, Washington, DC, 2017-06)This report presents an analysis of how effectively the current policies in Mauritania engage the private sector in basic (primary and secondary) education. The analysis draws on the engaging the private sector (EPS) framework, a product of the World Bank’s systems approach for better education results (SABER). SABER-EPS research in Mauritania found that despite impressive gains in increasing enrollment and achieving gender parity at the primary level, access to post-primary schooling remains low, and ensuring equity in education is a challenge. School providers in Nepal include institutional schools, which are private, and community schools that receive government funding. Based on a review of existing policies SABER-EPS offers the following recommendations for Mauritania to enhance private sector engagement in education to meet the challenges of access, quality, and equity: (1) improve the regulatory environment to support a greater supply of post-primary schools in underserved areas; (2) strengthen accountability measures, including regularly collecting and disseminating comparable information on school performance, while increasing school autonomy; and (3) consider providing additional support to poor and marginalized students attending independent schools and post-primary schooling. The report provides an overview of SABER-EPS, followed by a description of the basic education system in Mauritania, with a focus on the private sector and government policies related to private provision of education. The report then benchmarks Mauritania’s policy environment utilizing the SABER-EPS framework, and offers policy options to enhance learning for all children in primary and secondary school.Publication What Matters Most for Engaging the Private Sector in Education(World Bank, Washington, DC, 2014-07)This paper provides an overview of what matters most for engaging the private sector in basic education. In many countries, private schools educate a substantial and growing share of the student population. The goal of this paper is not to advocate for private schooling, but to outline the most effective evidence based policies that governments can use to orient these non-state providers toward promoting learning for all children and youth. Systems approach for better education results (SABER) engaging the private sector (EPS) builds upon the framework for effective service delivery outlined in the World Bank's World Development Report 2004, making services work for the poor, as well as in the World Bank's education sector strategy 2020, learning for all. To assist countries in improving their policy frameworks for private education, SABER EPS analyzes and benchmarks four policy goals that, according to the global evidence, can strengthen provider accountability and promote learning for all. These policy goals are: (1) encouraging innovation by providers; (2) holding schools accountable; (3) empowering all parents, students, and communities; and (4) promoting diversity of supply. Each of these policy goals is benchmarked across four common models of private service delivery: (a) independent private schools, (b) government funded private schools, (c) privately managed schools, and (d) voucher schools. In its country level application of the framework and tools, SABER EPS assesses only the modes of private delivery that already exist in each country.
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