Transcript Colegios en Concesion

Contracting for the Delivery
of Education Services
Suzanne Roddis, EdInvest
www.ifc.org/edinvest
EdInvest
• Started at the World Bank in 1998
• A joint venture with CfBT now located in
the IFC Health and Education unit
• CfBT is a non-profit education services
company based in the UK with
international offices
EdInvest - Mission
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Consultancy
Research
Training
Conferences
Information Provision
Financing and Provision
Provision
Financing
Private
Public
Private
Private schools
Home schooling
User fees
Public
Vouchers
Charter schools
Contracting out
Traditional public
schools
Four Types
1. Private management of public schools
2. Government contracting with private
schools for delivery of education services
3. Private finance initiatives
4. Private sector administrative and
curriculum support
Two Forms of Contracting
• Management Contracts: Government
contracts with provider to manage existing
service using government infrastructure and
staff (example: contract schools in USA)
• Service Delivery Contract: Government
contracts with provider to deliver specified
services (example: Educational Service
Contracting Scheme in the Philippines)
Benefits
• More efficient because it harnesses
competitive forces, brings the pressure of
market
• Allows government to take advantage of
specialized skills that might not be available
in government; overcomes obsolete salary
limitations, antiquated civil service restrictions
• Permits quicker response to new needs and
facilitates experimentation with new programs
Evidence
• There is considerable evidence that
contracting leads to lower costs and large
performance improvements – providing it is
done right
• But little evidence on the experience of
contracting with private sector for education
• Near absence of rigorous evaluations on
education contrasts even with health
Private Management
of Public Schools
• Colegios en Concesion in Bogota
• Fe y Alegria, Latin America
Colombia: Concesiones
• Turned over management of some
public schools to high quality private
schools
• Began in 2000 with 25 schools, aprox.
2 % of total public schools
• Contractors bid to manage 1 or +
schools
Colombia: Concesiones
• Schools receive $506/year/student
• Provide services to all, including poor
• Contracts for 15 yearsf
• Specify standards, hours, meals,
Performanced-based
Colombia: Concesiones
Monitoring
• Private inspection of facilities
• MoE review of standards
• Independent evaluation of academic objectives
Results
• Budget for HR reduced from 90-55%
• Teacher and community satisfaction = high demand
LAC: Fe Y Alegria
• NGO run by Jesuit order
• Operates pre-school, primary,
secondary, technical programs
• Began in 1955, now in 14 regional
countries
• Provides quality education to poor
LAC: Fe Y Alegria
• MoE pays teachers and principal
• Foundations/international agencies/
Community pays for land, construction
and maintenance
• Community requests FyA
• FyA trains and supervises teachers,
manages school
LAC: Fe Y Alegria
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National offices, HQ in Venezuela
Schools mostly rural, some near urban slums
Public or private
Can appoint director/teacher w/out union
Parental participation
Central curriculum which is supplemented
97% are lay people
Higher cost with community contribution
LAC: Fe Y Alegria
Results
Main indicator is retention
• Enrollment 1.2 million in 2003, from
220,000 in 1980
• Lower repetition and dropout rates than
public schools
• Progression and retention rate 44 and 11
percent higher than in pubic schools
Possible Performance Measures: Private
Management of Public Schools
Student performance on standardized achievement tests
Literacy rates
Nutritional indicators (meals served)
Individual student learning gains
Proportion of students performing at/+/- grade level in a given curriculum area
Student performance in areas that can’t be readily measured w/ standardized tests
Student attendance
Student motivation
Suspension/expulsion/drop-out
Graduation rates
Parent and student
Teacher satisfaction
Parent and community engagement with school
School climate
Relationship with contracting agency
Guiding Principles in
Contracting for Education
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Enabling policy, regulatory, strong legal
Split the purchaser/provider roles within government
Ensure the capacity of the contracting agency
Transparent, competitive process for selection
Staged process for selection of providers
Establish appropriate performance measures
Performance incentives and sanctions
Effective contract monitoring framework
Give providers maximum flexibility to operate
Introduce longer-term contracts with providers
Secure independent entity to evaluate