| Abstrakt: |
The education landscape in low-income countries (LICs) and middle-income countries (MICs) is characterised by improving levels of school enrolments, but low levels of learning and systems performance, and critical shortfalls in education financing. In asking the question "what is the role of non-state actors in basic education in LICs and MICs?," this article describes six features of the non-state sector landscape: (i) the non-state sector provides a large and growing share of basic education provision in LICs and MICs, (ii) this sector caters to the poor, but not to the extreme poor (nor probably should it without public subsidy), (iii) evidence on the performance of the non-state sector is mixed, (iv) Public-Private Partnerships (PPPs) in education are the norm rather than the exception, though regulation and PPPs are generally not done well by Governments, (v) the non-state sector has been uniquely hurt by COVID-19, but also proved to be resilient, and (vi) there are successful advocacy campaigns against the non-state sector and PPPs. Against this backdrop, we propose 10 policy measures for Governments, national actors and the international community, with a view to maximising the contribution of non-state actors to driving system-wide goals of equity, learning, and social cohesion. [ABSTRACT FROM AUTHOR] |
