ADB-UNICEF Workshop on Non-state Provision of Social .ppt

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1、ADB-UNICEF Workshop on Non-state Provision of Social Services From Theory to Practice: Implementing Education PPPs Jouko Sarvi (ADB) and Cliff Meyers (UNICEF),Growth of Non-State Provision,Non-government primary enrolment increased from 39 million to 62 million between 1991 and 2004 (58 percent), Wh

2、ile public enrolment grew from 484 million to 530 million (10 percent) during the same period (UNESCO 2007). Both developed and developing countries exhibit hybrids (mixed) of public or private financing and/or management in the provision of education.,Percentage of students in private schools: pre-

3、school, primary, and secondary,Scale of private providers in education (selected countries),But From a Rights perspective, how can we work with Private Sector?,Article 4: “undertake such measures to the maximum extent of available resources”Obligation to RESPECT requires States to refrain from inter

4、fering directly or indirectly with the enjoyment of the right to education. Obligation to PROTECT requires States to take measures that prevent third parties from interfering with the enjoyment of the right (such as girls being forbidden to study).Obligation to FULFILL The Obligation to Fulfill requ

5、ires States to adopt appropriate legislative, administrative, budgetary, judicial, promotional and other measures towards the full realization of the right, or itself directly provide assistance or services for the realization of that right.,Changing role of the State,Finance and Provision,Classific

6、ation of Pro-Poor Education PPPs,Education Service Delivery Initiatives Professional and Support Services Voucher and Voucher-like InitiativesInfrastructure Initiatives Philanthropic Initiatives,7,Approaches to Partnership Give and Take,Finance and Oversight,Contracts can improve service delivery wh

7、en all stakeholders are accountable to each other: Assign clear responsibilities Clear guidance on expected outputs, outcomes and minimum standards of performance Systems in place for monitoring and reporting Flexibility from bureaucratically designed operating procedures of traditional school based

8、 learning Allow more autonomy in management of staff, budget and educational planning Means to enforce contractual provisions State supervision and capacity building of non-state partners.,10,PPPs in ADB Education Sector Assistance,ADB Education Policy (2002), p. 37, 40: “.ADB will help mobilize res

9、ources for sustainable education delivery, in particular facilitating the role of the private sector, while protecting access by the poor to affordable basic education.ADB will support private sector education institutions and education-related industries and services when this is clearly the more c

10、ost-effective alternative.“ ADB Strategy 2020 (2008), p. 20: “.Across all these education areas, ADB will explore opportunities for new approaches and instruments involving public-private partnerships.” ADB Strategic Study - Education and Skills: Strategies for Accelerated Development in Asia and th

11、e Pacific (2008): Further identified scope for innovative partnerships in technical and vocational education and training, and in higher education.Education by 2020: A Sector Operations Plan (2010): Operationalizes the above strategic directions,11,PPP in Education - Strategy,Guides PPPs in ADBs ope

12、rations in education: Reviews trends and rationale for partnerships in education Explores ADBs potential future role in PPPs Focuses on operational requirements and provides guidance to support PPPs in the various subsectors of education Provides specific recommendations in four areas: (i) capacity

13、development; (ii) project operations; (iii) knowledge management; and (iv) finance,12,Current ADB Initiatives,Study of PPP dimensions in ADB education projects - about 40% of all projects in 2000-2009 included one or several of the following design aspects: Contracting for the delivery of education

14、services Private management of public schools Education support services/capacity development Vouchers/scholarships Case studies Lessons from country contextsPreparation of a operational tool for design and assessment of PPPs in education Latest lessons learned from international experience with PPP

15、s in education,UNICEF Engagement with NSPs,UNICEF far more engaged with NGOs, Civil Society and Faith based Organizations than with Private Sector UNICEF Global Education Policy (2005-2015) clearly identifies expanding PPP engagement, especially with Early Childhood and adolescent education UNICEF E

16、AP Adolescent Education Strategy (2009) identifies importance of supporting private sector, in the areas of association/network strengthening, policy revision, and equivalency/alternative delivery systems.,13,UNICEF Engagement with NSPs: Building Partnerships,Ensure PPP providers are Key Stakeholder

17、s in Sector Planning and Review processes invited as members of ESWG (esp. faith based and NGO) Providing funds for NGO Umbrella organizations, represent PPP providers in Sector Planning process (eg., KAPE in Cambodia) EFA Mid Decade Reporting (UN) 47 Countries submitted Natl EFA MDA Reports on Them

18、e: Reaching the Unreached Identifying Disparities. PPP providers were members of Natl EFA Committee and data was disaggregated by PPP providers.,14,UNICEF Engagement with NSPs: Building Partnerships,Corporate Social Responsibility: Strategic engagement on many levels on behalf of children and educat

19、ion. Corporate partnership and funding of projects Guidelines for rights based business practice Policy advice on responsible CSR and adopt-a-school regulationsEmergency response support to schools through PPP,15,Conclusions - (1),Rationale for PPPs can differ increase access, improve service, incre

20、ase transparency, overcome public sector operating restrictions, service innovations Wide range of possible programs can be contextualized Broad definition of private sector NGO, for-profit, community Not privatization or nationalization hybrid,Conclusions - (2),Government remains responsible for ed

21、ucation but plays different role Good design is key policy, targets, roles and responsibilities (contracts), address risks Capacity of implementing body is critical management, staff, financial mechanisms, etc More country level studies required on the impact of PPPs on poor, disadvantaged students PPPs not a panacea, but has potential for innovation for improving access and education outcomes,