91�鶹������Ʒ����

JUST RELEASED: The 2021/2 @GEMReport’s rallying call – Who chooses? Who loses? – is an invitation for policymakers to question relationships with non-state actors and to #RighttheRules of education in terms of fundamental choices bit.ly/2021gemreport

There is no part of education in which non-state actors are not involved. Put simply, without non-state actors, the education of 350 million more children would fall to the responsibility of the state @GEMReport #RighttheRules bit.ly/2021gemreport

Analysis of 211 education systems for the @GEMReport shows that regulations of non-state actors tend to focus on registration, approval or licensing, teacher certification , infrastructure and pupil/teacher ratios  rather than on equity and inclusion. #RighttheRules bit.ly/2021gemreport

Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all and should prevent them from turning their eyes away from pockets of privilege or exploitation, 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

Myths

[Myth ❓🔍 State and non-state actors can be clearly distinguished.] In practice it is far less clear-cut. Non-state actors enter the education sector for diverse reasons related to ideas, values, beliefs and interests. Read more in the 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

[Myth❓🔍 The extent of privatization is known.] Most headlines on the role of non-state actors focus only on the share of private institutions in total enrolment. Read more in the 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

[Myth❓🔍 The private sector is to blame for privatization in education.] The majority of private providers are single proprietor schools. They emerged in response to concerns about public school quality lowered by neglect. Read the 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

[Myth❓🔍 Public education is equitable.] Households often incur high education costs through hidden fees, avoidable out-of-pocket payments and additional expenditure to compensate for what public schools do not offer. Read the 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

[Myth❓🔍 Parents base school choice on robust information about quality.] Parents often schools that appeal to them for reasons other than quality: religious beliefs, convenience and students’ demographic characteristics. Read the 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

[Myth❓🔍 Competition leads to school improvement.] Studies that demonstrate system-wide effects of competition are rare, due to the complexity of the subject matter, and findings have been inconclusive. Read the 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

[Myth❓🔍 Private schools and universities are better.] When factors such as student intake and school resources are controlled for, the gap between public and private schools is usually slashed or eliminated. Read the 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

[Myth❓🔍 The private sector is a solution to the out-of-school challenge.] Private schools are booming in urban areas, where enrolment levels are already close to universal. They are largely absent in rural areas. Read 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

[Myth❓🔍 The private sector is a solution to education financing gaps.] There is no evidence so far that the private sector is willing or able to play an important role in financing education to help achieve SDG 4. Read 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

[Myth❓🔍 Regulations can address all concerns about non-state provision.] Regulations do not meaningfully address how to promote equity and quality system-wide. Read the 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

Facebook/Instagram/LinkedIn

JUST RELEASED: The 2021/2 @GEMReport’s rallying call – Who chooses? Who loses? – is an invitation for policymakers to question relationships with non-state actors and to #RighttheRules of education in terms of fundamental choices between freedom of choice and equity; between encouraging initiative and setting standards; between population groups of differing means and needs; between their immediate commitments (i.e. 12 years of free education under SDG 4) and those that are to be progressively realized (e.g. post-secondary education); and between education and other social sectors bit.ly/2021gemreport

Recommendations

#RighttheRules: Governments should ensure that households do not pay for education goods and services that their countries have committed to make available free of charge. Play #RightbytheRules Bit.ly/2021gemreport

#RighttheRules: The 2021/2 @GEMReport calls on governments to establish common monitoring and support processes that apply to all state and non-state education institutions Bit.ly/2021gemreport

#RighttheRules: The 2021/2 @GEMReport says governments need a clear vision and framework of how they want to engage non-state actors and communicate this vision through regulations so that everyone plays #RightbytheRules Bit.ly/2021gemreport

#RighttheRules: The government’s role is to create the right environment to produce and share innovation. The 2021/2 @GEMReport says education should not be seen as a market where education ‘producers’ have incentives to outcompete other providers. Play #RightbytheRules

Bit.ly/2021gemreport

#RighttheRules: Governments need to monitor and safeguard against lobbying by vested interests to prevent it from unduly influencing public policy. Play #RightbytheRules Bit.ly/2021gemreport

Additional tweets

Only 27% of countries prohibit explicitly profit making in primary and secondary schools, which runs counter to the vision of 12 years of free education for all @GEMReport #RighttheRules bit.ly/2021gemreport

Only just over half of countries globally have regulations that prevent selective student admission procedures in non-state schools @GEMReport #RighttheRules bit.ly/2021gemreport

Only 7% of countries have quotas that enhance access to schools for disadvantaged students through initiatives @GEMReport #RighttheRules bit.ly/2021gemreport

Households account for 39% of total education expenditure in low- and lower-middle-income countries compared to 16% in high-income countries @GEMReport #RighttheRules bit.ly/2021gemreport

Analysis in the 2021/2 @GEMReport of 15 low and middle-income countries shows that school uniforms and supplies accounted for almost two fifths of households’ educational expenditure #RighttheRules bit.ly/2021gemreport

In some countries, such as Uganda, Haiti, Kenya and the Philippines, 30% of families have to borrow to afford their children’s education @GEMReport #RighttheRules bit.ly/2021gemreport

Analysis of new country profiles on the @GEMReport PEER website shows that faith-based schools can be found in 124 of 196 countries bit.ly/2021gemreport 

Non-governmental organization and community schools are found in 74 of 196 countries, often in emergency contexts @GEMReport #RighttheRules bit.ly/2021gemreport

To evaluate the quality of education, parents refer to class size, teacher quality and effort, school responsiveness, discipline and safety, language of instruction, religion, ethnicity and culture, says the 2021/2 @GEMReport #RighttheRules bit.ly/2021gemreport

Only half of countries have regulations on private tutoring, including who can actually become a tutor in the first place. @GEMReport #RighttheRules bit.ly/2021gemreport

Several high-income countries mainly leave textbook production to commercial providers, with government involved in providing guidelines and approving proposals @GEMReport #RighttheRules bit.ly/2021gemreport