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The Power of Public-Private Partnerships

The Power of Public-Private Partnerships. Coming Together for Secondary Education in Africa. Adriaan Verspoor. The Power of Public-Private Partnerships. Objective : Identify how PPPs can effectively contribute to the development of secondary education in SSA Methodology : Desk review of

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The Power of Public-Private Partnerships

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  1. The Power of Public-Private Partnerships Coming Together for Secondary Education in Africa Adriaan Verspoor

  2. The Power of Public-Private Partnerships Objective: • Identify how PPPs can effectively contribute to the development of secondary education in SSA Methodology: • Desk review of • Case studies prepared for ADEA biennale • SEIA documents • Other published documents

  3. Structure • Models of financing and provision • Scope of Private Involvement • Key Findings of the Review • Elements of an Emerging Policy Agenda

  4. PPPs are a dominant feature of secondary education in SSA • Private involvement in secondary education is ubiquitous. • A diverse group of private providers delivers secondary education to the most often to the wealthy and the poor • Parents provide an important share of the financing • Some governments have set up partnerships with private providers and parents Usually private involvement has taken place by policy default; integrating PPPs in the national secondary education strategy can accelerate the expansion of access to secondary education of acceptable quality

  5. Private/Household Expenditure as % of Total SE Expenditure * excludes public capital expenditure

  6. Selected Findings (1) • Demand for private schooling is strongly affected by the accessibility and performance of public schools • Much of private provision of schooling is unregistered, underfunded and of poor quality • Private contributions to the financing of government schools are increasingly important even where public education has traditionally been free

  7. Selected Findings (2) • The cost of secondary education is unaffordable for many • Public financing often is inequitable; biased to students from higher income families • Effective PPPs exist for formal and non-formal skill development programs • Implementation takes time and effort and usually lags stated policy • Contracting for services remains limited in scope

  8. Elements of an Emerging Policy Agenda Separating policies for financing and provision Recognizing parents as the third partner of PPPs Creating an enabling environment for private provision Providing subsidized access for the poor to public and private schooling Recognizing the comparative advantage of each partners as the starting point for PPPs Building capacity and creating an enabling environment are critical for effective implementation

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