Including Left Behind Students: PEAS' Model in Uganda and Zambia

Following substantial progress in increasing access to primary education within the MDGs, secondary education stands as the next big access gap in sub-Saharan Africa. In many countries, less than one in four young people are... [ view full abstract ]

Following substantial progress in increasing access to primary education within the MDGs, secondary education stands as the next big access gap in sub-Saharan Africa. In many countries, less than one in four young people are able to continue their education beyond the age of 11, with the problem frequently being a lack of sufficient, accessible secondary school places. While some governments have made commitments to providing universal secondary education, financing has been woefully inadequate, such that – in countries like Uganda and Zambia – even public secondary schools have to charge fees that crowd out poorer students. 

Where governments cannot afford free secondary education for all, what options are left to development partners to equitably expand access apart from pure charity?

PEAS’ model – which has been taken to scale with 30 schools currently operating in Uganda and Zambia – has shown that it is possible to complement government efforts and reach students that have been left behind, while operating on a sustainable financial model. PEAS schools in Uganda admit twice as many of the poorest students in society as do government schools at present and cater for students with worse prior attainment, helping them to close the achievement gap with their peers in as little as 1-2 years. 

The paper presents original research from a three-year evaluation of PEAS schools in Uganda led by the Economic Policy Research Centre comparing the operating models of different school types and the consequent impacts on student inclusion and achievement. It also offers insights into PEAS’ core operating principles as an example to development partners and researchers looking for system-level solutions to increase school inclusion in resource-poor settings.