Primary Education; Cultural Policy; Teaching and Learning; Tertiary Education; Education For All
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Summary: Within the context of millennium development goals (MDGs), donors and governments in developing countries have made improvements in human development a key priority. Public sector service providers continue to have a leading role in efforts to improve education outcomes, but private providers, including faith-inspired schools (FISs), may also contribute. Empirical assessments of the role that FISs have played or can play in improving education outcomes and providing services have not been conducted to-date. Such assessments are especially needed at the national and local levels where development policies and interventions are negotiated and implemented. The purpose of the study is to provide an empirical assessment of the role that FISs play in the supply of education services in Sub-Saharan Africa, with more detailed work conducted for Ghana and Burkina Faso. In this context, the report is organized as follows: chapter one gives introduction. Chapter two provides information on the conceptual framework that informs the study. Chapter three describes the methodology and data used for the study, with a focus on nationally representative household surveys that provide new evidence on the market share, reach to the poor, cost, and performance of FISs in comparison with other service providers. Chapter four deals with the market share debate. Chapter five looks at whether FISs reach the poor in priority when providing services, and at whether they make special efforts to do so. Chapter six considers the cost of the education services provided by FISs. Chapter seven deals with satisfaction and preferences and chapter eight gives conclusion.
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