1 / 21

Praveen Mohadeb mohadeb@intnet.mu

THE PROVISION AND FINANCING OF QUALITY SECONDARY EDUCATION THROUGH PPP IN MAURITIUS – A SUCCESS STORY. Praveen Mohadeb mohadeb@intnet.mu. The Problem. Pressures for free and compulsory secondary education Need to reform the provision and financing of secondary education

tomasini
Download Presentation

Praveen Mohadeb mohadeb@intnet.mu

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THE PROVISION AND FINANCING OF QUALITY SECONDARY EDUCATION THROUGH PPP IN MAURITIUS – A SUCCESS STORY Praveen Mohadeb mohadeb@intnet.mu

  2. The Problem • Pressures for free and compulsory secondary education • Need to reform the provision and financing of secondary education • PPP as an alternative

  3. Objectives of the study • To share the experiences of Mauritius on PPP provision and financing of secondary education • To expose a successful PPP model in the development of secondary education • To demonstrate how a policy on private provision and PPP can affect access to and equity in post primary education • To identify lessons that can be learnt from this experience which can guide to other SSA countries that are considering similar reforms.

  4. Research methodology • Basically desk research • Review of national policies, regulatory frameworks and strategies for private provision and of public-private partnerships • Analysis of information, data, reports and publications • Latest data - 2005.

  5. Structure of the Mauritian Education System LABOURMARKET 4 Higher Education Grade Upper Secondary 2 · NTC Level II IVTB 3 · LABOUR MARKET NTC Level III Form VI Cambridge Higher School Upper Certificate (HSC) Others - LCC, City & Guilds, · Pitman, etc... (Private Education / Training Institutions) Form VI Upper Secondary Lower Vocational Training Lower Secondary Form V Cambridge School Certificate (SC) Pre-Vocational Form IV 1 Education (3 years) Form III Lower Secondary Education Form II Form I CPE Failed or by Choice CPE Passed Primary Std VI Certificate of Primary Education (CPE) Std V Std IV Primary Education Std III Std II Std I Pre-Primary Pre-Primary Education

  6. Main findings/ results Primary Education has always been free in Mauritius The Government extended free education to the secondary level in 1977 for all students up to the age of 20 It made education compulsory up to age 16 in 2005.

  7. Main findings/ results The private sector plays a key role in the provision of education: At independence in 1968, the State provision = 6% and Private sector = 94% (private-aided 16% and private non- aided 78%) In 2005 83% for pre-primary; 25% primary; 66% secondary; 58% pre-vocational and + 50% for tertiary

  8. Main findings/ results • The private secondary schools opened up access to secondary education to many students from lower income groups, for whom no other avenues were available. • Education is not just the concern of the Government in Mauritius. The system of education comprises several partners -private schools (aided and non-aided); -non governmental organisations; -education authorities; -religious bodies; -parastatal institutions; -parents and -the community at large.

  9. Main findings/ results The Private Secondary Schools Authority (PSSA) was created to channel assistance to, and exercise control over, private secondary schools supplemented by a range of incentive grants which are provided to encourage the managers of private secondary schools to improve infrastructure facilities for teaching, learning and sports.

  10. Main findings/ results Main objectives of PSSA: 1. Promoting and encouraging education in secondary schools; 2. Paying grants properly accruing to private secondary schools; 3. Registration and inspection of private secondary schools, the Principals, Rectors, Managers and teachers. PSSA has a vital and decisive role to play both as a regulator and a vehicle to upgrade the quality of services provided by private secondary schools so as to ensure that: 1. Government gets value for money invested in the Sector 2. The goals set by the Government in providing a World Class Quality Education for All are achieved.

  11. Main findings/ results PSSA Grant Formula 1. Operations Grant Personnel Expenses Teaching Staff Costs; Non-teaching Staff Costs Other Operational Expenses Per Capita Grant; Per Student-Subject Element 2. Management Grant Basic Element Fixed Element = Percentage of other operational expenses Incentive Elements = Academic Facilities; Sports and recreational facilities; Academic Performance; Participation and Performance in Sports & Extra Mural Activities

  12. Main findings/ results Despite wide disparity in unit costs, differences in pass rates between State and Private schools are not significant taking into account that private schools enrol students whose performances are generally lower at the CPE level than of State schools. In 2005 pass rate At SC = 73.3% for private against 89.9% for State (Avg.78.4%) At HSC = 73.8% for private against 82.8% for State (Avg.78.2%)

  13. There has always been a high social demand for education in Mauritius Mauritians place a high value on education Different national development plans since independence n had similar objectives for education mainly laying stress on broadening access, equality of opportunity, diversified curriculum, promotion of science and technology, technical and vocational education, improvement of the quality of education and strengthening management of the education system. Strong political commitment to education on the part of successive Governments and Ministers and hence continuity in implementation of major education policies

  14. Main findings/ results Cost and Efficiency (ADEA, CODESRIA -2001) • Lower Average Unit Cost in private secondary schools • Higher Average PTR in private secondary schools than State schools • Higher Average Class Size in private secondary schools. • Lower Average Teacher Class ratio in private secondary schools. • Teachers in private schools are “licenced” to teach several subjects • Lower costs in private secondary schools - substantial savings

  15. Private tuition • The costs of extra tuition represent a significant investment that increases as more tuition is taken. A study carried out on the subject by the MIE (T R Morisson, 1997) revealed that the percentage of income depending on the number of subjects taken as private tuition could range from 5 percent up to 83 percent (for up to five subjects at SC level and up to four subjects at HSC level). • Private tuition is an integral part of the provision of education in Mauritius. Seen in this perspective, it can be argued that private tuition is a parallel system of education and an informal form of PPP.

  16. Main findings/ results • The most favoured schools in Mauritius are State schools • Private schools are generally less well funded and cater mostly for the children of the families at the lower rungs of the socio-cultural ladder. • The Mauritian elite is formed and produced by a State-sponsored schooling. • Such schools receive a full measure of State support and are not schools of any particular community. Their children may come from all strata of the society and all ethnic groups.

  17. Conclusion • The Mauritian experience shows that access, equity, quality, and relevance have on the whole improved significantly through this innovative PPP delivery system • Government has always honoured its contractual obligations towards private schools • It has made special concessions so that they may continue to offer efficient educational services to Mauritian children. • Government has never taken any action with a view to reduce the importance or to close or nationalise private schools. • It has believed more in a PPP approach to the provision of education but reserving the right to regulate and intervene to ensure access, equity and quality.

  18. Conclusion • Government has taken a series of measures to eliminate disparities within the Secondary Education Sector. • Develop and upgrade infrastructure and physical facilities in private secondary schools. • Rationalised assessment criteria for academic and sports facilities to provide better incentives to Managers of schools to invest more in educational and recreational facilities. • Improved salaries and conditions of service of staff in the private secondary schools bringing parity of esteem in the system.

  19. Conclusion • The public-private participation ratio is likely to change in Mauritius • The public share will increase although the private share will grow for pre-vocational schools • With the projected decline in enrolment in primary and secondary, the Government plan may not necessarily lead to the closure of private schools but would bring about a potentially positive effect by implementing quality measures such as decreasing class sizes • The closure of schools, however, could happen but most private schools that have been “long identified as substandard” have not ceased to exist.

More Related