The Role and Impact of Public-Private Partnerships in Education

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96 THE ROLE AND IMPACT OF PUBLIC-PRIVATE PARTNERSHIPS IN EDUCATION private finance initiatives for infrastructure (continued) key characteristic of, 28 PPP program description, 81 private management of schools, 32t, 35, 35t empirical evidence for, 38–39, 39t private partner selection, 34, 67–68 private schools, 29, 71 enrollment, 15 establishing and registering, 45b, 47–48, 48b, 66 experiences of PPP funding, 61–63 government funding of, 18–21 more effective and higher quality, 29 PPP financing options, 18 setting tuition and fees, 46, 65–66 subsidizing, 30, 49–50 targeting low-income students, 20 vs. public schools and use of subsidies, 39–40 private sector, 3, 4, 32. See also bidding process infrastructure building, 25–28 international involvement, 57–58 operation of public schools, 24–25 private tutoring increase, 3 professional services, 9t, 10 and support services, 22–23 contracts, 60, 61 Programme for International Student Assessment (PISA), 5, 30 Programa Ampliación de Cobertura de la Educación Secundaria, 20, 36, 72 propensity and matching, 39t public education sector, financing and service provision, 3f public-private partnerships (PPPs) for education, 1, 2, 5, 64 access and quality improvement, 28–29 bringing in alternative operators, 22–28 continuum, 16–17, 16f, 61 definition and objectives of, 31–32 designing, 33, 44b, 53–58 education impacts, 33–34 empirical evidence, 7, 35–36, 37t, 38–40 endogeneity, 35, 36 evaluation methods, 83 financing, 3f, 18 flexibility, 34 framework for understanding, 59–61 funding of existing private schools, 15, 18–21 funding-based characteristics, 49–50 government promotion of, 43b impacts on education objectives, 32t implementing, 44b incentives Delivered and sanctions, by The 56–57 World Bank e-library to: international experiences, unknown 61–63 international involvement IP : 192.86.100.35 in, 57–58 Mon, 30 Mar 2009 12:16:23 levels of engagement, 17–18 management by specialized institution, 21b, 29 partner selection, 53, 67–68 programs by contract type, 71–82 promoting competition, 34 pros and cons, 4–5 recommendations for, 69 research needed on education outcomes, 41 risk-sharing, 34 schools receive decision-making power, 28 self-selection problem, 31, 35, 36 separating purchaser and provider roles, 54 teams, 55 types, 2–3, 35t Puerto Rico, PPP program description, 76 Punjab Education Foundation, 21b Q Qatar, 28, 75 Independent School Program, 24, 63, 80 quality, 21b, 35, 35t and low price, 5 incentives, 29, 69 recommendations for, 29 specifications, 20–21 through private management of public schools, 62 Quality Advancement and Institutional Development, 77 Quality Assurance Certification Program, Pakistan, 22 Quality Assurance Resource Center, Pakistan, 77 quality assurance system, 51–53, 67 Quality Education for All, Pakistan, 79 R randomization, 37t, 38, 39t randomized studies, 83 regression discontinuity analysis, 83 regulation weaknesses, 43, 45 regulatory environment, 42, 44b regulatory framework, 18, 65–67 religious schools, 8 risk allocation, 28 risk-sharing, 4, 17, 34 by PPP type, 35t S SABIS, 46, 53 scholarships, 72, 75 school choice, 7, 8, 18–20, 30 school evaluation and review services, 52 school management, 33–34 school management program, Pakistan, 79 school performance, 15, 52 school types, 2–3 school-based management, 19 (c) The International Bank for Reconstruction and Development / The World Bank
Index 97 schools. See also charter schools; concession schools; education accountability and student selection, 28 allowing profit and not-for-profit, 46, 66 contracting benefits, 63 publicly funded and privately managed, 24–25, 35 academic achievement, 63 improve efficiency and quality, 62 subsidies and private vs. public, 39–40 Schools Private Finance Initiative, United Kingdom, 55 Scotland, PPP program description, 82 secondary school, 3, 8, 20, 21 self-selection, 31, 35, 64 Senegal, scholarship program, 75 service purchasing contract, 14 Seventh Day Adventist Church, 46 Sindh Education Foundation, 29, 52–53 socioeconomic segregation, 4, 18–19 sorting, 38 South Africa, 62, 75 Standard and Poor, 52 student selection, 28, 30 subsidies, 30, 32t, 35, 35t Bangladesh, 71 empirical evidence for, 38–39, 40t enrollment increase, 32 for private schools, 66–67 Mauritius, 73 New Zealand, 74 self-selection in programs, 64 South Africa, Korea, and Thailand, 73, 75 supplemental services, 23 supplemental services’ programs, 76–77 support services, 10, 22–23, 60, 62 support services’ programs, 76–77 Sweden, 19–20, 37t, 75 T tax credits, 49 tax incentives, 47 teacher training, 22. See also support services tertiary education, accreditation, 53 testing services, 52 Thailand, subsidy program, 75 The Educators, 49 Trehoje School, Denmark, 81 tuition, 11, 46 Tutorial Voucher Initiative, Australia, 76 U Uganda, 21, 75 United Kingdom, 23, 24, 80 Assisted Places Scheme, 76 Education Action Zones, 80 private finance initiatives for infrastructure, 25–26, 63–64, 82 Schools Private Finance Initiative, 55 United States, 3, 24, 63 charter schools, 39t, 80 evidence on, 64–65 split of purchaser and provider functions, 54 vs. vouchers, 25b contract schools, 80 supplemental education services, 23–24 supplemental PPP programs, 77 voucher programs in Milwaukee and Florida, and Puerto Rico, 76 Urban Girls Fellowship, Pakistan PPP program, 74 V Venezuela, Republic Bolivariana de, 24, 39t, 76, 80 Venezuelan Association of Catholic Schools (AVEC), 76 voucher programs, 19, 32t, 35t and controversy of, 65 Belgium, 71 characteristics of, 61–62 Chile, 6, 7, 30, 65, 72 Colombia, 36 Czech Republic and Denmark, 72 empirical evidence for, 36, 38 endogeneity, 31 enrollment increase, 32 features, 19 Foundation Assisted Schools Program, Pakistan, 21, 21b Hungary, Italy, and the Netherlands, 73 oil, 7 Pakistan, 74 parent participation model, 38 Puerto Rico, Qatar, and Sweden, 75 quality and competition, 35 reducing inequity, 20 sorting, 38 targeting to the underserved, 62 vs. charter schools, 25b W World Bank, 1–2, 69, viii Balochistan Education Support Project, 49 education lending, 58 Haiti education grant, 19b World Development Report 2004, 9, 25, 63 Delivered by The World Bank e-library to: unknown Z IP : 192.86.100.35 Mon, 30 Mar 2009 12:16:23 Zimbabwe, targeting low-income students, 20 (c) The International Bank for Reconstruction and Development / The World Bank
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The Role and Impact of Public-Priva
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Contents Foreword ix Acknowledgment
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Contents vii Boxes 1.1 Sources of c
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Foreword Education is widely believ
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Acknowledgments We acknowledge the
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Abbreviations AVEC BRAC BTL CARE ES
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Introduction Despite recent increas
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Introduction 3 schools (for example
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Introduction 5 PPPs may face resist
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Introduction 7 recent (such as thos
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Understanding Public-Private Partne
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International Experience While gove
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International Experience 17 Countri
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International Experience 19 BOX 2.1
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International Experience 21 of stud
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International Experience 23 of trad
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International Experience 25 to prov
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International Experience 27 allocat
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International Experience 29 student
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What Do We Know about Public-Privat
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What Do We Know About Public-Privat
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Designing a Conducive Environment f
Page 61 and 62: Designing a Conducive Environment f
Page 75 and 76: Conclusions Despite recent increase
Page 77 and 78: Conclusions 61 for providing educat
Page 79 and 80: Conclusions 63 The United States ha
Page 81 and 82: Conclusions 65 limited data, and, t
Page 83 and 84: Conclusions 67 funding system shoul
Page 85 and 86: Conclusions 69 system is a persiste
Page 87 and 88: Public-Private Partnerships: Progra
Page 99 and 100: appendix BMethods for Evaluation of
Page 101 and 102: References Aedo, C. 1997. “Organi
Page 103 and 104: References 87 in Emerging Economies
Page 105 and 106: References 89 Discussion Paper 2003
Page 107 and 108: References 91 ———. 2003b. Par
Page 109 and 110: Index Boxes, figures, and tables ar
Page 111: Index 95 H Haiti, 18, 19b, 73 Heckm
Page 115 and 116: Delivered by The World Bank e-libra
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