• Non-state providers and their role

Non-state providers and their role

This paper aims examine some of the myths and realities surrounding non-state provision of education, and to shed some light on both the benefits and the issues associated with this provision. The article also examines a broad range of partnerships between the state and non-state sector and offers a synthesis of observations and recommendations that may help to determine how best to leverage the contributions of the non-state sector towards reaching EFA goals. Particular attention is given to the contributions of the non-state sector (whether through direct provision or partnerships) to reaching marginalised or excluded groups.

The report makes the following recommendations:

• keep the provision of learning opportunities for all children at the centre of discussions regarding the roles of state and non-state in ensuring EFA. This means getting clarity regarding public school enrolments, non-state enrolments and numbers of out-of-school children. It also means working together to develop plans for how they can be reached and how other EFA goals (regarding quality, etc) can be achieved
  
• recognise the complex web of public/private/community supports for education in almost all countries and create an enabling regulatory environment
  
• review non-state contributions considering both the short and the long-term
  
• improve processes and mechanisms within SWAps, FTIs, and other national planning processes to facilitate broader collaborative partnerships between the non-state sector and government
  
• integrate data on non-state provision within national EMIS and improve data collection and analysis for both state and non-state sectors
  
• conduct additional research which will allow assessment of the contributions of the non-state sector to meeting education goals and particularly the extent to which they reach marginalized children, and comparison of quality, reach, cost-effectiveness etc. of state and non-state schools
  
•  acknowledge that reaching the most disadvantaged children requires specific strategies
  
• empower communities to hold service providers accountable (state and non-state) anf have their voice heard.

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