Spotlight 3: Leveraging Private Schools in South Asia

No AccessMar 2020Spotlight 3: Leveraging Private Schools in South AsiaAuthors/Editors: Tara Béteille, Namrata Tognatta, Michelle Riboud, Shinsaku Nomura, Yashodhan GhorpadeTara BéteilleSearch for more papers by this author, Namrata TognattaSearch for more papers by this author, Michelle RiboudSearch for more papers by this author, Shinsaku NomuraSearch for more papers by this author, Yashodhan GhorpadeSearch for more papers by this authorhttps://doi.org/10.1596/978-1-4648-1327-6_sp3AboutView ChaptersFull TextPDF (0.5 MB) ToolsAdd to favoritesDownload CitationsTrack Citations ShareFacebookTwitterLinked In Abstract: Explains the multiple types of private schools in South Asia and finds little evidence of greater learning among students in private schools than among those in government schools. Multiple factors explain the rapid rise in demand of private schools, including parents who see private schools as increasingly attractive and affordable. At the primary school level, the share of private school enrollment in total enrollment rose from 27 percent in 2007 to 38 percent in 2015 in India; from 13 percent to 17 percent in Nepal; and from 30 percent to nearly 40 percent in Pakistan. Teacher salaries are higher in government schools, though salaries are based on characteristics that do not correlate with teacher value added; teacher turnover rates are also higher in private schools than in government schools. South Asian governments could leverage private schools to enhance educational opportunities for all children by addressing high barriers to entry, lack of monitoring of learning, and inequity. ReferencesAEPAM (Academy of Education Planning and Management). 2017. Pakistan Education Statistics 2015–16. Islamabad: AEPAM. Google ScholarAEPAM (Academy of Education Planning and Management). 2009. Pakistan Education Statistics 2007–08. Islamabad: AEPAM. Google ScholarAzam, M, A Chin, and N Prakash. 2013. “The Returns to English-Language Skills in India.” Economic Development and Cultural Change 61 (2): 335–67. CrossrefGoogle ScholarAzam, M and G G Kingdon. 2015. “Assessing Teacher Quality in India.” Journal of Development Economics 117: 74–83. CrossrefGoogle ScholarBloom, N, R Lemos, R Sadun, and J Van Reenen. 2015. “Does Management Matter in Schools?” Economic Journal 125 (584): 647–74. CrossrefGoogle ScholarBau, N and J Das. 2018. “Teacher Value-Added in a Low-income Country.” Working paper. American Economic Journal: Economic Policy. Google ScholarDavies, E 2017. “A Past Without a Future: Using a Difference-in-Difference Design to Understand the Private School Response to Public School Expansion in India.” Working paper. Harvard University. Google ScholarKingdon, G and T Béteille. 2018. “The Extent of Private Schooling in India and Pakistan.” Background note. Washington, DC: World Bank. Google ScholarMuralidharan, K and V Sundararaman. 2015. “The Aggregate Effect of School Choice: Evidence from a Two-Stage Experiment in India.” Quarterly Journal of Economics 130 (3): 1011–66. CrossrefGoogle ScholarSingh, A 2015. “Private School Effects in Urban and Rural India: Panel Estimates at Primary and Secondary School Ages.” Journal of Development Economics 113: 16–32. CrossrefGoogle ScholarWorld Bank. 2016a. Bangladesh SABER: Engaging the Private Sector. Washington, DC: World Bank. Google ScholarWorld Bank. 2016b. Nepal SABER: Engaging the Private Sector. Washington, DC: World Bank. Google Scholar Previous chapterNext chapter FiguresreferencesRecommendeddetails View Published: March 2020ISBN: 978-1-4648-1327-6e-ISBN: 978-1-4648-1339-9 Copyright & Permissions Related RegionsSouth AsiaRelated CountriesIndiaNepalPakistanRelated TopicsEducation KeywordsPRIVATE EDUCATIONLEARNING ENVIRONMENTEDUCATIONAL OUTCOMESQUALITY OF EDUCATIONPRIMARY EDUCATIONTEACHER SALARIESENROLLMENT RATESEDUCATIONAL EQUALITYACCESS TO EDUCATION PDF DownloadLoading ...