EDUCATION STAFF DEVELOPMENT PROGRAM. Engaging the Private Sector. What matters most?

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1 EDUCATION STAFF DEVELOPMENT PROGRAM Engaging the Private Sector What matters most? May 8, 2014 Oni Lusk- Stover 1

2 SABER EPS Framework Empowered parents Central Central & local & governments local governmen ts Accountable schools Citizens, households & communities Provider diversity Client power Empowered parents State/ non-state service providers Provider innovation 2

3 SABER EPS 4 Policy Goals Encouraging innovation by providers Allowing local decision making and fiscal decentralization. Giving autonomy over managing resources, personnel, and educational content Ensuring schools are accountable for outputs and outcomes Holding Schools Accountable Setting standards and conducting student assessments and school inspections Outlining sanctions and rewards for schools Empowering parents, students and communities Promoting diversity of supply Ensuring parents are given information on school quality Supporting agency and voice Prohibiting selection of students based on academic ability or socioeconomic background Encouraging market entry by different providers Guaranteeing funding (amount and timeliness) for government supported private schools 3

4 SABER EPS Policy Indicators Encouraging Innovation Evidence Exemplars Policy Indicators Local school autonomy on student (Bruns et al 2011 and Gertler et al 2012). Teacher experience beyond first years and certification not linked with outcomes (Hanushek 1997) Local autonomy for school leaders over staffing and incentives(king and Ozler 2005) Not class size per se but behavior of students (Lazear 2001) Teacher standards Teacher appointment and deployment Teacher salary Teacher dismissal Curriculum delivery Budget autonomy 4

5 SABER EPS 4 Separate Questionnaires Depending on Engagement Type Independent Private Schools Government Funded Private Schools Privately Managed Public Schools Charters Voucher Schools 5

6 Holding Schools Accountable Each SABER EPS Policy Goal Is Scored By Development Levels Each indicator is scored on the basis of its status and the results classified as either Latent, Emerging, Established, or Advanced: Latent Emerging Established Advanced Reflects limited engagement Government does not require schools to undergo an inspection. Reflects some good practice, with room for improvement Government requires schools undergo an inspection but no term is specified. Reflects good practice, with some limitations Government requires schools to undergo a standard term inspection. Reflects international best practice Government requires schools to undergo an inspection, and frequency of inspection depends on results of previous inspection. 6

7 SABER Policy Goals Scoring The score for each policy goal is then computed by aggregating the scores for each of its constituent indicators. For example, a hypothetical country receives the following indicator scores for one of its policy goals: Indicator A = 2 points; Indicator B = 3 points; Indicator C = 4 points; Indicator D = 4 points. The hypothetical country s overall score for this policy goal would be: ( )/6 =3.33. The overall score is converted into a final development level for the policy goal, based on the following scale: Latent: Emerging: Established: Advanced:

8 SABER EPS Policy Intent Exercise- Thailand A Principal Investigator (PI) had started to the collect the following documentation on policies and laws: National Education Act of 1999 Private Schools Act 2007 Section 81 of the 1997 constitution of the Kingdom of Thailand The Principal Investigator has come down with an unknown illness and was unable to complete the benchmarking exercise. Their notes are included in the handout (they are not particularly structured). Please use these notes to fill out the EPS rubric for Voucher Schools and benchmark Thailand against the 4 policy goals. You have 45 minutes, please work in your team to complete the exercise. 8

9 SABER EPS Policy Intent Exercise- Thailand Answer Policy Goal Description Development Level Encouraging innovation by providers Holding schools accountable Empowering parents, students and communities Promoting diversity of supply Central government has legal authority to set: minimum standards for teachers, curriculum delivery methods and class size maximums. Schools are able to select, appoint and dismiss teachers as well as setting teacher salaries. The school also has the legal authority over the management of school operating budgets. Government sets student standards, conducts annual standardized examinations and carries out routine inspections. Schools also report on use of funds and develop school improvement plans. Regular information is provided to parents on standardized exam results and inspection reports. Compulsory parental contributions restrict choice. Schools are also able to select students. All type of providers are allowed to operate. Private voucher schools receive less funding than their public counterparts. No incentives exist to encourage new providers into the market. Schools are also unable to plan as funding allocations are only known one month in advance. 9

10 SABER EPS Policy Intent Coverage So Far East Asia SABER Pilot Cambodia, China, Indonesia, Japan, Republic of Korea, Lao PDR, Malaysia, Philippines, Thailand, Singapore, Vietnam as well as Hong Kong, China and Shanghai, China SABER Pilot Country Reports Alberta, Canada Chile, Korea, Netherlands and Thailand. Education Markets for the Poor: Sub Saharan Africa and South Asia Nepal and 4 provinces in Pakistan Burkina Faso, Ghana, Liberia, Malawi, Mauritania, Mozambique, Nigeria (3 states), Sierra Leone, Swaziland, Tanzania, Zambia, and Zimbabwe, with an additional twelve (12) countries expected to join the study by June