Few topics in comparative and international education generate heated debates like the issue of the public versus private role in education. While everyone wants to achieve the goal of providing quality education for all, who delivers it, who is engaged, and how they are engaged is a subject of much consternation.
The 2021 version of the Global Education Monitoring Report will tackle this topic head on - to monitor the situation, inform and advance research and provide policy recommendations.
Among its objectives is to broaden the conversation on the many ways in which non-state actors are involved in education systems – providing education (private, NGO, faith-based or community schooling); providing ancillary services (school meals, technology, conducting assessments, supplementary tutoring); influencing education system functioning and financing (equity implications; influence over national policies; additional resource mobilization prospects); and the state role in the process (regulatory frameworks, accountability mechanisms).
The Report will reflect on the most recent developments in the non-state actors’ landscape. As global corporations or philanthropic foundations increase their interest in what and how education is delivered, their influence and prominence in the global education community as well as in their dealings with countries creates new challenges and opportunities for public-private interactions. Similarly, as governments grapple with providing early childhood education for all in the SDG era, many public-private arrangements are likely being developed or expanded.
An online consultation is now open calling for comments in reaction to the concept note for the Report. This was launched in December along with a call for expressions of interest to contribute research on the issue to feed into the publication.