Scope and Limits of PPP
Scope and Limits of PPP
Scope and Limits of PPP
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Section 1 : Historical Patterns.
The Political Economy of Education
Private Partnerships are an old tested public policy instrument since 1854 in an
Imperial setting: Grants in Aid as conditional cash transfers(CTT) to educational
enterprise in urban and rural areas ..
Post-1999 : Governance Crises and Poverty Challenge. Dakar 2000 EFA Goals and MDGs:
Multiple macro-level responses including ESR and emergence of PPP Solutions ..
Globalization, markets and partnerships (developing and developed countries) seeking the
valued added from Govt, CSOs, Philanthropy and Corporate Social Responsibility (CSR)
and in Pakistan legitimacy for a managed democracy ..
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The New State and Education
Options
Three Roles of the New State
As a provider
for public &
Financier
non-state options An emerging role
Facilitator
Regulator
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ESR: Access to Quality, Improved Service Delivery
Targets 2001-2005
Provision of incentive package for the private sector
Involvement of the private sector in the management of under-utilized public
sector institutions
Provision of grants and soft loans through restructured Education Foundations
Adopt School Program replicated across the country
Community Participation Project (CPP) for school up-gradation in afternoon
shifts from primary to middle and middle to secondary and higher secondary
levels.
Introduction of IT courses in schools / college through private sector under PPP
Access to public funds – 25% utilization of funds at district level through CCBs
and PTAs
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Existing Educational Incentives for PPP and
Private Sector in Education
Income Tax Exemption for teaching faculty and researchers]
(ESR : 2004)
Limited Knowledge& dissemination. District Governments not aware about them
and do not always facilitate implementation.
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Defining PPP
PPP is a collaboration of government, communities, NGOs,
individuals and private sector, in the funding, management
and operations to support education development in
Pakistan.
A complementary role of all partners that enables them to
maintain their identities and to draw out their respective
comparative advantage.
Collaboration may be at :
a) government learning sites /institutions,
b) community sites, and
c) private sector sites
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Section III : Instruments of PPP
There are Legal Instruments – Formal MoUs of
many types :
District Governments & their Education Departments
Corporate Sector & Philanthropists
NGOs- CSOs for intermediary support
Adopted schools
IT programmes
CPP or upgradation in Afternoon Shifts
Fellowship Schools
Community Supported Schools
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Types of PPPs in education in Pakistan
Initiated by the Government … Fellowship Schools, Community Supported
Schools, CPP school upgradation in afternoon shifts
Setting up of Education Foundations
Initiated by autonomous bodies: Education Foundations; National
Commission for Human Development, Pakistan Centre for Philanthropy
(PCP)
Adopt A School, Community Supported Schools, Feeder Schools, School Improvement
of Public and Private Schools
Initiated by CSOs
(1) Home Schools
(2) Adopt A School
(2) Community Learning / Literacy Centers (using school premises / facilities)
(3) Education Extension and Enrichment Programs
(4) Creation of District Education Plans (DEPs)
(5) District Agreements between District Governments and NGOs. Agreements for
partnerships to cover capacity building, service delivery and planning/budgeting is a
post devolution phenomenon.
Initiated by the Corporate Sector
School Improvement Programs through NGOs, themselves (other social sectors too),
Scholarship merit programs for girls/women/disadvantaged (schools/colleges/universities),
Art competitions and support
Public service messages, special programs ..etc
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Emerging corporate social responsibility, vision, focussed giving,
performance and accountability driven
Types of PPPs elsewhere
Charter Schools: Leasing out govt. schools to nonprofit organizations
ation/groups or as a cooperative. .core support contd. by public sector
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Section IV : Emerging Critiques
Pseudo Legal Agreements: govt. and political leaders win, civil society and
private sector loose out in the event of violations..litigation is not feasible or
desirable
Low Institutional capacity for PPP and support for innovations by public sector
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Section V :
‘Conclusions Options for the Future
Public sector provision may continue to operate sub-optimally, drifting towards privatization
withdrawing from public responsibility of quality education to disadvantaged groups… however
examples of public sector effort such as PESRP in Punjab are emerging models of reversing
this trend where government seeks to improve public sector service delivery. This province wide
sector effort may be replicated
Major push for Capacity Building is needed to manage Public Private Partnerships ;
Dissemination of policy, tools and specific skills in interpreting PPP policy, instruments, role of
partners, conflict resolution skills, etc.
Single Point of Contact / Department in the Government to Implement PPP..
Corporate Sector, CSOs and Philanthropy have to date provided win-win solutions barring a few
exceptions. All indicators on enrolment, teachers presence, achievements show improvements
as well as quality
Exploring PPP school improvement programs more holistically and innovatively through area
based or UC based options for a larger impact regenerating schools regenerating communities
as learning communities
Resumption of Grant-in-Aid (GIA) a necessity today targeted towards the poor and under-
provisioned areas
Creation of an Oversight Committee to Supervise the Implementation of the ESR’s PPP Initiative
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Contd…
Contracting out selective services including capacity building and management
solutions to private sector/CSOs
Better Cost-Sharing for CSOs who implement PPP supported more procatively
through access to mainstream budgets and CCB grants.
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PPP – From constraints to possibilities
Transformation of the school system under decentralised conditions
(ALL FORMS INCLUDING PPP) may be an important way of improving
rather than abandoning the public education system and addressing the
rights of the poorest for quality education through innovative means.
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Introduction to Baela R.Jamil
Baela Raza Jamil educated in education with public policy, quality education management
specialisms and economic history at the Institute of Education, SOAS, University of
London, Georgia State University, and Harvard University (HIID) is based in Pakistan.
Baela served earlier as Technical Adviser to the Ministry of Education. She has
successfully advocated and facilitated policy shifts in public sector. These range from
District-based education planning, to whole school improvement programs in under-
performing government schools, extending their optimum use as ICT-based community
learning centres in the afternoon, mobilizing local communities for addressing rights based
education and lifelong learning needs. Altogether a thinker and practitioner, she is
actively contributing to education public policy and practice on multiple fronts.
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