"We accept that, especially for basic education, it's a government priority. But there are different ways of achieving those goals … We [the World Bank] have a good dialogue with countries about how they can create a purchaser and provider split, how they can create a bit of freedom in the market, and still retain the government and social goals." Mr Patrinos and his colleagues examined New Zealand’s education reform of the nineties, which gave schools more autonomy and allowed funding to follow students. "They [the reforms] were quite controversial in New Zealand. Yet the overall results have been quite good, suggesting that something works." However, evaluating exactly which part of the reform was responsible for success was not always easy."I think that the difficulty that we have with countries that have a large scale reform is that they don't just do one thing. So it's hard to attribute success to one aspect of the reform." Mr Patrinos cautioned that a good result in one location does not necessarily translate into good results in another. "If you import models from other places, you should adopt them, pilot them first, and after evaluation, decide whether it needs to be changed for your model. We've been very strong on advocating that the models be piloted on a small scale first."
[Education Forum] - October 2009
http://www.educationforum.org.nz/documents/e_newsletter/10_09/Oct09_Patrinos.html "There's scope in many countries to give schools more autonomy. In some cases that might mean hiring teachers or having more leeway in how to deal with students, perhaps deciding whether to give them extra lessons or provide appropriate language training. This is something that could be relevant for public or private schools, but one of the advantages of PPP is that you can specify in contracts both results and also how to manage the school. And the programmes that we have reviewed have had significant provider autonomy in terms of the hiring function and the issues within classrooms”, Patrinos said.
[Telegraph] - September 20, 2009
http://www.telegraph.co.uk/finance/economics/6211790/Business-can-play-a-role-in-education-says-World-Bank-boss.html "Mr Patrinos said that, despite Britain pioneering PPPs to build new schools infrastructure under schemes such as the Private Finance Initiative over the past decade, real progress will only be made when private suppliers are allowed to hire and fire teachers and manage schools themselves."
Newspaper.pdf "Given the widespread state and local fiscal woes and the growing recognition that public education in the U.S. is failing to keep pace with our peers in the increasingly competitive global economy, there are a number of lessons within the WB report that U.S. school systems could stand to learn from."
[Reason Foundation] - August 24, 2009
http://reason.org/blog/show/world-bank-touts-public-privat "According to the World Bank study, the Philippines is one of the developing countries that have encouraged the expansion of the private school sector by recognizing it explicitly in legislation. The multilateral lender added that the Philippine government has been successful in using a voluntary accreditation system for private schools and higher education institutions to assure quality in both the public and private sectors."
[ABS-CBN News] - August 22, 2009
http://www.abs-cbnnews.com/print/67694 "In April this year, the World Bank published a report on the Role and Impact of Public– Private Partnerships in Education, particularly focusing on developing nations. It found that developing nations are increasingly reliant on private education groups such as for-profit and not-for-profit schools, nongovernment organizations (NGOs), faith-based groups, and local communities to provide education services. “In general, private management of public schools can be efficient and can yield improved academic performance. Despite being controversial, vouchers have also been found to improve academic outcomes, especially for the poor,” said report coauthor Harry Patrinos."
[Development Asia] - August 2009
http://development.asia/issue04/feature-02.asp "Besides philanthropic activities and high-engagement ventures, private organizations can support the public sector by constructing, managing, or maintaining infrastructure. Private organizations can also give teacher training; provide assistance in management or curriculum design, among others. The study cited the Philippines as one of the developing countries that have encouraged the expansion of the private school sector by recognizing it explicitly in legislation."
[GMA News] - August 18, 2009
http://www.gmanews.tv/story/170110/Removing-tuition-cap-to-help-boost-investments-in-RP-education "Governments can promote private involvement in education by allowing private schools to set their own tuition and other fees,” the study said, and noted that Ghana, India, the Philippines and Vietnam limit the level of tuition and other fees charged by independent private schools—private schools that do not receive government subsidies. The World Bank also said another problem occurs when tuition and other fee limits are not fully enforced. These further decreases the chance of the private sector investing in education because of the uncertainty this creates."
[BusinessMirror] - August 18, 2009
http://businessmirror.com.ph/home/top-news/14804-wb-pitches-tuition-caps-removal.html Mr. Emmanuel Jimenez, sector director for the World Bank's human development sector department, said the Philippine business sector's active involvement in solving problems in education confirms the findings of the study. "In the Philippines, you will truly sense that people understand the saying 'It takes a village to raise a child'," Mr. Jimenez said. "Improved access to quality education is an important government objective that the World Bank supports in its country assistance strategy and if the policies for private sector participation are further enhanced, I believe that goal will be reached sooner."
[World Bank] - August 18, 2009
http://go.worldbank.org/KMM6B84200 "In Chile, there have been interesting experiments on innovation and choice in schools; however, there have been costs on equity. That is why some suggest that there should be immediate measures so that 20% of the poorest students have access to the same quality education as the richest 20%. To the question on whether this goal can be accomplished, Harry Patrinos responded, that this is an important proposal and that in several developing countries the gaps in education increase during the first years of reform, therefore policies aimed at diminishing these gaps are interesting. There are reason to be optimistic, based on experiences from Poland and the state of Nueva Leon in Mexico. Poland was a low performer in 2000, even below other average for OECD countries; however, in six years advanced substantially and now it is one of the best performing countries. The state of Nueva Leon in Mexico improved significantly their performance in the PISA reading test and Mexico in general has shown positive improvements in the quality of its education system. Colombia had a very interesting experiment in which the government build new schools in the poorest areas and signed contract with private providers to operate the schools over a 15 year period."
[El Sur] - July 3, 2009
http://www.elsur.cl/base_elsur/site/artic/20090703/pags/20090703003800.html The 9th edition of the Seminar on Quality and Management in Education in Chile, counted with the participation of Harry Patrinos, lead Economist at the World Bank and co-author of the book “The Role and Impact of Public-Private Partnerships in Education”. Patrinos initiated his intervention by highlighting the role of public-private partnerships in addressing shortages in coverage and poor quality in education, as they are contractual tools that involve both sectors and in which they share risks and rewards, with an important emphasis on results.
[Libertad y Desarrollo] - June 12, 2009
http://www.lyd.com/lyd/index.aspx?channel=3793&appintanceid=9341&pubid=14429 Students in representative schools in Santiago, Chile, have demanded changes in the public education system, in particular, asking for the government to re-assume control over it. Nonetheless, there are other alternatives to improve the current management of local education authorities over public education, such as developing public-private partnerships that target quality in equitable conditions. Harry Patrinos, lead education economist at the World Bank, highlighted that the demand for quality education is global and a current study on the topic shows that systems of public finance and private delivery are one of the most promising alternatives to improve quality.
[CNN Chile] - June 10, 2009
http://www.cnnchile.com/economia/2009/06/10/banco-mundial-respalda-un-sistema-de-educacion-publicoprivado/ The recently published book “The Role and Impact of Public-Private Partnerships in Education” the authors conclude that on this topic, there is a lot of ideology but little evidence. In Chile, it is commonly said that public schools are at disadvantage relative to private subsidized schools, since, for example, they are not able to charge fees. How can fair competition be attained? Co-author, Harry Patrinos responded: “What several countries have done is to allow public schools to access additional funds, for example, creating bank accounts to receive donations from foundations or businesses. If countries want to advance in equity, they need to give more freedom to public schools”
[El Mercurio] - June 8, 2009
http://diario.elmercurio.cl/detalle/index.asp?id={5506dfc0-40fe-4c05-a368-3284f2d06dd4} "There is growing evidence that contracting with the private sector to, deliver education has benefits, including greater efficiency, increased choice, and wider access, says a new World Bank report titled The Role and Impact of Public-Private Partnerships in Education. This finding holds true particularly for households that have been poorly served by traditional delivery mechanisms. The report describes how developing countries increasingly use private education organizations-such as faithbased organizations, local communities, CSOs, private for-profit institutions, and not-for-profit schools-to help deliver education services. Such partnerships are demonstrating success in boosting education access, equality, and student learning, the study finds."
[Finance & Development, IMF] - June 2009
http://www.imf.org/external/pubs/ft/fandd/2009/06/pdf/fd0609.pdf Governments are increasingly recognizing that public-private partnerships can play a very useful role in education and governments are developing institutions, mechanisms and regulatory frameworks to leverage the private capacities and expertise to support improvements in public education. Through this channels, many governments hope to increase enrollments, school outcomes and access to education for low income families, while reducing the costs of providing education services and increase efficiency in the sue of resources.
[PREAL] - May 2009
Serie Políticas - No 32 Alianzas público-privadas en educación: una opción para enfrentar los retos de cobertura, equidad y calidad |
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