1st Edition

Achieving Education for All through Public–Private Partnerships? Non-State Provision of Education in Developing Countries

Edited By Pauline Rose Copyright 2011
    168 Pages
    by Routledge

    166 Pages
    by Routledge

    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.

    1- Introduction: Achieving education for all through public–private partnerships?  Pauline Rose, Centre for International Education, University of Sussex

    2- Basic Education, Civil Society Participation and the New Aid Architecture: Insights from Tanzania, Kenya, Burkina Faso and Mali  Karen Mundy with Megan Haggerty, Suzanne Cherry, Richard Maclure and Malini Sivasubramaniam, University of Toronto

    3- Marching to different rhythms: International NGO collaboration with the state in Tanzania  Sheila Aikman, School of Development Studies, University of East Anglia

    4- The Roles of Non-State Providers in Ten Community Based Complementary Education Programmes  Audrey-marie Schuh Moore, Academy for Educational Development and Joseph DeStefano, Center for Collaboration and the Future of Schooling

    5- Reaching underserved populations with complementary education: lessons from Ghana’s state and non state sector  Leslie Casely-Hayford, Director, Change Associates and Ash Hartwell, Adjunct Professor, Center for International Education, University of Massachusetts

    6- Public–Private Partnerships in Education in India: questioning the role of the state  Prachi Srivastava, University of Ottawa

    7- Madrasas as partners in education provision: The South Asian experience  Masooda Bano, University of Oxford

    8- The Struggle for Memory and Social Justice Education: Popular Education and Social Movements Reclaiming Latin American Civil Society  Lauren Jones and Carlos A. Torres

    9- Collaboration in delivering education: relations between governments and NGOs in South Asia  Richard Batley, International Development Department, University of Birmingham and Pauline Rose, Centre for International Education, University of Sussex

    10- How development programmes can work with non-state actors to more effectively deliver aid to basic education in fragile states  Chris Berry

    11- Non-state providers, the state and health in fragile states  Stephen Commins, Department of Urban Planning, UCLA

    12- * Do low-fee private schools benefit the poor? [tbc]  Pauline Rose and Kevin Watkins

    13- Free Primary Education still excludes the poorest of the poor: evidence from Urban Kenya  Moses Oketch, Institute of Education University of London, and Moses Ngware, African Population and Health Research Center, Nairobi

    14- The evolution of NGO roles in education: Action Aid’s experience from 1972–2008  David Archer, Head of Education, Action Aid


    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.