Related Papers
REPORT ON BUDGET PRIVATE SCHOOLS IN INDIA 2017
Ruhaan J
Since early 1990s, Budget Private Schools (BPS) have changed the education landscape of India in terms of access, quality and equity. Edupreneurs who set up these schools are often from the same neighbourhood, as rarely anyone from outside goes to poor neighbourhoods to set up schools. In many ways, BPS are closer to the idea of common schools; they are genuinely community schools. Over the last two decades BPS have attracted steady influx of children from communities that until recently were completely dependent on government schools. As various authors point out in this Report, BPS have infused private education sector with the hope of affordable and quality education of choice for poor households. The BPS are critical in improving education quality and access at affordable cost, especially for children from lower and middle income families in India. Need of the hour is to engage with all stakeholders to leverage upon the vast pool of social capital created by BPS, as we progress toward realising the long-cherished dream of universal, high quality education for all. CCS took a step in this direction through the formation of National Independent Schools Alliance (NISA) in 2011. Our efforts since then have been two-fold: creation of an enabling regulatory ecosystem for independent schools through policy advocacy and research, and promotion of sectoral reforms that will enhance accountability and quality of education being imparted in BPS. We are hopeful that this Report will serve toward driving advocates, sympathisers and critics of private schooling to recognise the unique value created by BPS. For regulatory purposes, it is time to treat BPS as a separate sub- sector within the unaided private schools segment. First edition of this Report aims to create a platform for informed interactions about the sector. Our aim in the years to come is to transform the nature of discourse on BPS from opinion-driven to evidence-based. We are committed to make this Report accessible to parents and experts alike. The various aspects of the BPS sector are presented through essays, interviews, case studies and info-graphics. It was a conscious decision of the editorial team to ensure that the Report is read by all individuals interested in school education in India. It is with the same objective that we are converting this Report into a micro-site to keep the discussion alive in the months to come.
International Journal of Educational Development
Low-fee private preschools as the symbol of imagined ‘modernity’? – Parental perspectives on early childhood care and education (ECCE) in an urban informal settlement in Zambia
2023 •
D. Brent Edwards Jr., Taeko Okitsu, Scott Miller
This paper explores (1) the public and private options available at the ECCE level, (2) parents’ expectation for ECCE, and (3) preferred and actual choice of preschools in an urban informal settlement in Zambia. The findings reveal strong demand for ECCE among the urban poor. This demand overwhelms low-fee private (LFP) preschool options due both to an insufficient number of public preschools as well as parents’ relative preference for the LFP options. Typically, LFP preschools offer highly academic oriented curriculum with English as a medium of instruction, divergent from the government’s play-based and mother-tongue based curriculum. By adopting critical cultural political economy approach as an analytical framework, we found that urban poor parents increasingly view investing in LFP preschools as an important household strategy to ‘transform’ their children into ‘modern’ citizens, eventually exiting from their stigmatized lifestyle and marginalized social status.
Expectations and Aspirations: A New Framework for Education in the Middle East and North Africa
2019 •
Safaa El-Kogali, Caroline Krafft
Policy Futures in Education
Privatization of early childhood education (ECE): Implications for social justice in Nepal and Kenya
2020 •
Samara Akpovo
This ethnographic study examined the (un)intended1consequences of increased privatization of Early Childhood Education (ECE) in Nepal and Kenya. Qualitative data showed overreliance on high-stakes standardized tests increased competition for ‘good grades or examination scores’, thus (un)intentionally creating ideal conditions for proliferation of for-profit private schools that predominantly taught culturally decontextualized education at all levels of schooling. Private schools in both countries served high-income families and children, while low-income families and children did not have access to ECE or attended government and not-for-profit programmes. Rather than bridging the gap between low and high-income families, these educational spaces influenced existing social divisions and inequalities. Therefore, this study concluded that private schools in Nepal and Kenya function like businesses, which (un)intentionally promoted educational injustice2against children from low-income ...
Quality Early Learning: Nurturing Children's Potential
Chapter 4. Creating Early Childhood Education Environments That Promote Early Learning
2022 •
Alejandra Cortazar
Chapter 4.
Social Sciences & Humanities Open
Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study
2021 •
Debbie Miller
British Journal of Education
Adequacy of Human Resources on the Implementation of Early Childhood Education in Public Pre-Primary Schools in Meru District, Tanzania
Adam Joseph Chidyau
This study was conducted to assess the adequacy of human resources on the implementation of early childhood education in public pre-primary schools in Meru District Tanzania. The study was guided by the system theory developed by Ludwig Bertalafy in 1971. The study employed a convergent mixed method research design whereby probability and non- probability sampling techniques were used to select the study sample which consists of 1 DPEO, 4 WEO’s, 30 head teachers of pre-primary schools and 30 pre-primary teachers. The questionnaire, interview guide and observation guide were used in data collection. The content validity of the research instruments was determined by two research experts, one expert in assessment and evaluation and the second in Management and Planning in from MWECAU, while the reliability coefficient of 0.962 was calculated by using Cronbach’s Alpha. Quantitative data were analysed by using means, frequencies, and percentages and presented in table form with the aid o...
Profiting from the poor: The emergence of multinational edu-businesses in Hyderabad, India
2016 •
Carol Anne Spreen
The Wiley Handbook of Global Educational Reform
Profiting from the Poor
Sangeeta Kamat
Abstract Book
Gender inequality in STEM education in Pakistan: A case study of female students
2024 •
Mehreen Qaisar
The emphasis on STEM education has gained the attention of activists to promote gender equality in field education in the last few years. The current research paper's objectives are: why is it necessary to address gender inequalities in STEM education in Pakistan? The second objective of the research is to highlight the obstacles that restrict women’s access to STEM education in Pakistan. This research is qualitative in nature and based on the interviews of students enrolled in the faculty of humanities at the BS level at AIOU. Research gives policymakers directions on how to increase women’s enrollment in science, technology, engineering, and mathematics (STEM). Keywords: gender, inequality, women, STEM, education
