{ "docId": "019dd923-5de0-76bd-a168-a3737f540343", "docSlug": "d791b7fba79d000b", "documentTitle": "Education: Mega Trends and Opportunities in Africa", "authorId": "LEK", "authorName": "Center for Global Development", "documentKindSlug": "consulting-deck", "documentKindLabel": "Consulting deck", "sourceTypeSlug": "strategy_consulting", "sourceTypeLabel": "Strategy consulting", "presentationDate": null, "orientation": "portrait", "aspectRatio": 0.773, "pageNumber": 23, "pageCount": 101, "prevPage": 22, "nextPage": 24, "slideType": "appendix_methodology", "function": "summarize", "density": "balanced", "nDataPoints": 0, "notes": "This appears to be a page from a research paper or report, specifically page 21.", "elementsJson": [ "paragraph" ], "metadataConfidence": 0.9, "imagePath": null, "slideHref": "/slides/019dd923-5de0-76bd-a168-a3737f540343/23", "deckHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343", "deckJsonHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343.json", "deckAnchorHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343#slide-23", "components": [ { "bbox": null, "kind": "callout", "text": "Ultimately, private management of public schools proved to be a mixed bag.", "attrs": null, "subkind": null, "toolName": "Visual emphasis", "toolSlug": "visual-emphasis", "confidence": null, "componentId": "019dd952-2e33-71c7-81af-9939dd3eb8c8", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.585, "w": 0.648, "x": 0.176, "y": 0.322 }, "kind": "paragraph", "text": "Recent studies seek to compare student outcomes in private and public schools in African countries. Wamalwa and Burns (2018) compare public school versus private school siblings within the same household (i.e., household fixed effects) in Kenya and identify literacy and numeracy gains in attending private schools. Despite efforts to gauge the potential extent of bias, the challenge remains of unobserved child characteristics determining whether a child is sent to private or public school. Also in Kenya, Zuilkowski et al. (2020) compare student scores over two academic years in low-cost private schools and government schools in Nairobi and find that, in general, the low-cost private schools do not produce better student outcomes over time. However, private schools yielded more learning gains when they received an instructional improvement intervention than did public schools. Lipcan et al. (2018) compare test scores, costs, and management practices across public and private schools in Lagos, Nigeria, and find that one international chain of private schools has higher student test scores relative to other private schools and public schools in literacy and relative to public schools only in mathematics. Adjusting for a set of observed student characteristics reduces the gains by a small amount. The authors make no claim to causality, as unobserved characteristics of students may still play a role in the results. A third study does not find any differences in management practices between public and private schools in Uganda, although it does find a significant association between the quality of management and student performance overall (Crawfurd, 2017). Two randomized controlled trials examine the impact of public-private partnerships, one for primary schools in Liberia and another for secondary schools in Uganda. In Liberia, the management of 93 randomly selected schools was delegated to one of eight different private organizations (Romero et al., 2020). Government teachers taught in both publicly and privately managed schools, but privately managed schools received more funding, and some raised additional funding independently. Ultimately, the privately managed schools achieved significantly higher test scores but at a significantly higher cost per student. In general, management of teachers was better at privately managed schools, but one chain kicked out students when their enrollment cap was reached and transferred less effective teachers to non-evaluated schools. Three years after implementation, the learning gains in privately managed schools failed to compound over time (Romero and Sandefur, 2019). Ultimately, private management of public schools proved to be a mixed bag.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "33ac835f-8669-4df6-8772-74137e4cd380", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.304, "w": 0.648, "x": 0.176, "y": 0.094 }, "kind": "paragraph", "text": "many parents to be of higher quality: in Kenya, even poor families were willing to undergo financial hardship to pay for so-called “low cost” private schools (Zuilkowski et al., 2018). Distinguishing the impact of private schools on student learning is generally difficult because of student selection effects: often, students with better off parents or parents more invested in education may be more likely to attend private schools. Beyond purely private schools, many African governments are entering into agreements with private school chains where they receive public resources to educate students at no charge. These public-private partnerships often seek to leverage the physical and human capital of private schools to increase access and learning. The last several years have seen some new work on private schools and public-private partnerships in Sub-Saharan Africa (Appendix Table 15). Most previous work on private schools has taken place in other regions, and to our knowledge, this topic is not covered in previous reviews focused on Africa.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "82d08778-1416-445a-9bff-4129497c39f7", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.018, "w": 0.022, "x": 0.489, "y": 0.938 }, "kind": "source-note", "text": "21", "attrs": null, "subkind": null, "toolName": null, "toolSlug": null, "confidence": null, "componentId": "e1c08c1b-b4ff-44d7-8538-3dab81286f5e", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [], "frameworks": [], "arcBeats": [ { "to": 24, "from": 6, "beatId": "c5b8f4ec-2ddd-4073-8d6a-63f019ccbfbd", "arcName": "The Consultant's Gambit", "arcSlug": "consultants-gambit", "beatName": "Problem & Complication", "beatSlug": "consultants-gambit-problem-complication", "evidence": "The document's analysis of challenges in education in Africa, including low learning outcomes and access issues.", "position": 1, "confidence": 0.8, "parentBeatName": "Complication", "parentBeatSlug": "complication" } ], "loops": [], "imagePathAlt": null, "thumbSrc": null, "thumbSrcAlt": null, "locked": true }