International private sector entities and education reform Alexandra Draxler -- formerly UNESCO CIES Toronto March

Jomtien (1990), Dakar (2000) stressed rights- based approaches and also acknowledged the growing trend to welcome private sector into education; focus on achieving targets was enrolments; Public-private partnerships, through contract, devolution or subsidy are part of the education landscape; Post 2015 : metrics, outcomes and technologies figure prominently; private sector closely involved in developing policies and urging standardization across countries CIES Toronto March

 Is strong focus on internationally comparable data (and methods and means) a cost-effective path to quality education for all?  Will increase in private sector involvement in education reduce disparities within countries?  What are the issues for governance posed by increase in private sector involvement in education reform? CIES Toronto March

4

In-school variables account for barely over a quarter of learning outcomes; however, research by Diane Ravitch nevertheless suggests that if the lowest quintile had teachers from the upper quintile, disparities could be drastically reduced within a few years. CIES Toronto March

1. Creating new, expanding existing international comparisons and data sets 2. Opportunity costs and cost effectiveness of international comparisons 3. Why is the first step an international strategy for the data revolution recommended by the High-Level Panel? 4. Concerns are mounting about within-country equity and how to focus on that. 5. Furthermore, the predictive and policy value of PISA, for example, has been questioned by researchers CIES Toronto March

 Private sector funding for education is relatively small and scattered;  Private sector involvement is increasing: LMTF cochaired by Pearson; private sector advisors to WB, UN, several bilateral donors;  Private sector implementation is increasing as vouchers, charters, LCPS are offers of choice;  Separation between foundation and corporate interests can be blurred. CIES Toronto March

More and better international norms More and better data More and better standardized tests More and better comparisons = Equality and comprehensiveness of opportunity and learning? Solutions in search of relevant problems? CIES Toronto March

 Development of standardized tests  Sales of delivery tools for learning (textbooks, computers, phones, tablets)  Data collection and analysis (sometimes public, sometimes proprietary)  Ownership and/or management of schools and training centers  Teacher training and certification  Management tools and training CIES Toronto March

 Private sector (including foundations and new partnerships or bodies) do not have direct public accountability  Funds are not running costs so can have an inordinate influence on the direction of reform  Increasing devolution of public services (including education) poses questions of aims and governance CIES Toronto March

Only public sector, however imperfect, has the regulatory power, democratic oversight and mission to ensure:  Democratic regulation and accountability;  Focus on those most in need;  Matching processes to aims, with the burden of proof on reformers;  Yardstick of success is marrying quality with equality. CIES Toronto March

 More research needed on long-term effects of reform  More information needed on what in- school variables change learning outcomes CIES Toronto March

Thank you CIES Toronto March