Achieving better education for all: The role of non-state actors in education in developing countries

Who are non-state actors? Michael Latham This paper establishes a typology and develops a language around non-state actors in education and the ways in which they engage. It outlines current issues and poles of debate around... [ view full abstract ]

Who are non-state actors?
Michael Latham

This paper establishes a typology and develops a language around non-state actors in education and the ways in which they engage. It outlines current issues and poles of debate around engagement of non-state actors in education and provides an assessment of the depth of data and evidence currently available about non-state engagement in education. It proposes a framework for discussions around core issues of non-state engagement in education and identifies common ground around the role of non-state actors in basic education and how these actors can best contribute to the achievement of Education for All and Sustainable Development Goals. The paper argues that the issue is not one of favoring one modality at the exclusion of another, but rather establishing appropriate conditions that enhance service delivery of the whole system, for everyone and in particular the poor.

The role and impact of non-state philanthropic and religious schools in developing countries Wales J, Wild L, Day Ashley L, Mcloughlin C, Aslam M, Hines S, Rawal S, Batley R, Nicolai S, Rose P This report explores the... [ view full abstract ]

The role and impact of non-state philanthropic and religious schools in developing countries
Wales J, Wild L, Day Ashley L, Mcloughlin C, Aslam M, Hines S, Rawal S, Batley R, Nicolai S, Rose P

This report explores the current evidence base for a range of non-state philanthropic and religious providers of education in developing countries, following a rigorous review methodology. It examines a range of questions around the supply and demand for these forms of schooling – including the quality of education provided; access and equity; accountability; identity and accountability. It also maps the evidence on regulation and the relationships between these providers, the state and international actors. The review casts light on the different roles that these providers can play in educations systems, but also highlights the fragmented nature of the existing evidence base and puts forward recommendations for how to strengthen this evidence going forward.

The role and impact of non-state schools in developing countries – What do we know? Day Ashley L, Wales J This paper compares and contrasts the findings from two reviews of the evidence on non-state schools in developing... [ view full abstract ]

The role and impact of non-state schools in developing countries – What do we know?
Day Ashley L, Wales J

This paper compares and contrasts the findings from two reviews of the evidence on non-state schools in developing countries, led by each of the co-authors: the first is a review of private schools (including low-fee private schools), and the second, a review of non-state philanthropic and religious schools. A key rationale for conducting two separate evidence reviews was the recognition of the importance of not conflating user fee-dependent private schools that are compelled to follow the market to attract and retain pupils, with other forms of non-state schools that have a diverse range of purposes, funding arrangements and relationships with both governments and donors. However, it must also be recognised that in practice the boundaries between these two different types of non-state school are often blurred and current policy discourse and debate is not often evidence based. These complex issues will be addressed in this paper, along with a discussion of the comparative approach to the synthesis of evidence across the two reviews; the presentation of key findings emerging; and the identification of gaps and scope for further research in this field.

Education spending by national governments in many developing countries has increased dramatically over the past decade, but a significant financing gap remains to achieve quality basic education for all. This gap is being... [ view full abstract ]

Education spending by national governments in many developing countries has increased dramatically over the past decade, but a significant financing gap remains to achieve quality basic education for all. This gap is being filled, in part, by a growing number of non-state actors. However, the term “non-state” comprises a diverse number of actors, each with varying impacts on equity, quality, and cost-effectiveness, and definitions are further blurred by a lack of distinction between delivery and financing. This symposium will present three papers that aim to better map the landscape of non-state actors in education provision. These provide new typologies to better define the diverse actors involved, assess the current state of knowledge and evidence for their impact on equity, quality and cost-effectiveness, and look in more depth at some specific types of non-state providers, namely private providers and philanthropic or NGO providers. The symposium will support greater learning on the role these actors can play, and highlight the need for better understanding of how state and a range of non state provision can best co-exist to support better learning for all.