Edu Policy Ch Competition
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Transcript of Edu Policy Ch Competition
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EDUCATION POLICY:CHOICE AND COMPETITION
Parth J ShahPresident
Centre for Civil Society
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Challenging the ConventionalWisdom
Myth 1: The poor need their children toearn/work
Myth 2: People are ignorant of thebenefits of education
Myth 3: People do not have money or areunwilling to spend on education
Myth 4: Government provided primary
education is free
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Female Male
Census of India
19818.8 10
National SampleSurvey 1993 7.8 6.9
NCAER Survey,
1994 3.5 4.4
Proportion (%) of children aged 5-14
who are in the workforce
Estimates of Child Labour(All-India rural)
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Work Patterns of Out-of-SchoolChildren (PROBE States)
2.2 hrs2.1 hrsExtra time of work, compared withchildren who are attending school
5.1 hrs(4.8hrs)
4.2 hrs(3.3hrs)
Average time of work on the daypreceding the survey*
1%5%Proportion who performed wage
labor on the day preceding thesurvey
GirlsBoys
* Median in bracketsSource: PROBE survey (random sub-sample of 333 out-of-school
children in the 6-12 age group)
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The PROBE survey
Inactive teachers were found engaged in avariety of pastimes such as sipping tea,
reading comics or eating peanuts.Generally, teaching activity has beenreduced to a minimum, in terms of bothtime and effort. And this pattern is not
confined to a minority of irresponsibleteachers it has become a way of life in theprofession.
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The PROBE survey
found that in only 53% of governmentschools any teaching going on at all. plain negligence: cases of teachers
keeping a school closed for months at atime; a school where the head-teacherwas drunk, a head-teacher who asks thechildren to do domestic chores, including
looking after the baby; several cases ofteachers sleeping at school; a head-teacher who comes to school once a
week.
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NCAER & NSSO Survey, 1986-87
Total HouseholdExpenditures onPrimary Education
Rs. 7388.5 million
By Rural AreasRs. 4202.5 million
Total GovernmentExpenditure onPrimary Education
Rs. 17,000 million
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Professor JBG Tilak
How Free is Free Primary Education in India?Econom ic and Pol i t ical Weekly, February 3 & 10, 1996
Households spend large sums of money on acquiringprimary education; a sizable number of students donot receive primary education free, in contrast to theclaims made by the government; a large number ofstudents pay tuition fee, examination fee and otherfees even in government primary schools in India.
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Proposed solutions:Would they be effective?
Solution 1: Make elementary educationcompulsory
Solution 2: Make education a FundamentalRight
Solution 3: Increase government spendingon education to 6 percent ofGDP
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Fundamental Right againstExploitation
Article 23: Prohibition of traffic in humanbeings and forced labourTraffic in human
beings and beggarand other similar forms offorced labour are prohibited.
Article 24: Prohibition of employment of
children in factoriesNo child below the ageof fourteen years shall be employed to work inany factory or mine or engaged in any otherhazardous employment.
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There is little evidence of a positiverelationship between per student
expenditures and enrolments of the studentsfrom the bottom 40 percent of familyincome.
Deon Filmer and Lant Pritchett, Educational Enrolment andAttainment in India: Household Wealth, Gender, Village and StateEffects,Journal of Educational Planning and Administration, April1999, p. 159 (based on the data for 1992-93)
Expenditures and Quality?
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This lack of a general effect is notsurprising, as there is a huge literature that
supports the proposition that, whileadditional spending has the potential toraise school quality, there is no necessaryconnection between school quality andschool spending
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20081827
999
0
500
1000
1500
2000
2500
Cost/Student
G PA PUA
Kingdon: Cost per Student (Rs)
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Kingdon: Cost per achievement (Rs)
80
146
176
77
133
181
38
72
78
Cost per Point
Cost per
Reading Point
Cost per math
point
G PA PUA
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Kingdons conclusion
PUA schools are unambiguouslyand substantially more cost-effectiveand internally efficient than G and
PA schools
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The Education System
3.6%2.5%Proportion of Income Spent onPrimary Education by Households inthe Lowest Income Quintile
2%60%Free Textbooks and Stationary
48%84%Fee-Free Primary Education
25%26%Share of Education in the StateBudget
NoYesElementary Education Compulsory
State BState ACharacteristics
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Educational Performance
Characteristics State A State B
Literacy Rate 57% 91%
Children (age 6-14)
Never Enrolled46% 2%
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Distribution of State EducationSpending
5.4%2.3%Transport Subsidy
10%0.5%Grant of Scholarship
48%15%Free Primary Education in PrivateSchools
48%84%Free Primary Education inGovernment Schools
60%11%Proportion of Private (aided)
Primary Schools
KeralaWestBengal
Characteristics
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Source of Funding andNature of Spending
Central
University
State
UniversityPercent of Budget form the
Government90% 50%
Percent University Budget spent
on Administration41% 18%
Percent of University Budget spent
on Academic Programms33% 55%
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Kerala Model of Education
Competition for the Soul
(get more followers of a religion)
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AGENDA FOR REFORM
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Reform 1:
Allow free entry and exit to both suppliers
and demanders of education. Permit for-profit education institutions.
Pass private university bill.
Encourage edupreneurs by loans, venturecapital funds. Do not give subsidised land.
Abolish the license-permit raj in education
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Delhi School Education Act, 1973
The school must obtain Essential Certificateby establishing that its existence serves the
public interest. The Administrator decides bytaking into account the number andcategories of recognised schools alreadyfunctioning in that locality, and general
desirability of the school with reference tothe suitability and sufficiency of the existingschools in the locality and the probable effecton them.(my emphasis)
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Delhi School Education Act, 1973
Rule 8: Terms and Conditions of Service ofEmployees of Recognised Private Schools,
Clause 2:Subject to any rule that may bemade in this behalf, no employee of arecognised private school shall be dismissed,removed or reduced in rank nor shall his
service be otherwise terminated except withthe prior approval of the Director.
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Delhi School Education Act, 1973
Rule 139: Admission on transfercertificate
No student who had previously attended anyrecognised school shall be admitted to anyaided school unless he produces a transfer or
school leaving certificate from the schoolwhich was last attended by him.
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Private Schools for the Poor
500 schools 40% recognised, 60% unrecognised School fees from Rs 50 to Rs 150 per
month Scholarships for poorest: 15-20% of
seats
Federation of Private Schools
Management,Hyderabad
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Private Schools for the Poor?
Uphill struggle against govt regulation
Where can pupils takeexaminations?
Land requirements
Endowment (Rs. 50,000)
Teacher trainingrequirements
etc.
etc.
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Edison versus Governmentschools % of school budget
8%0%Profit
6%3%Depreciation
7%27%Administration
79%70%Devolved toschool
Edison SchoolsGovernmentschools
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Reform 2:
Grant autonomy to existing schools and
colleges without reducing financial support. Link government grants with performance for
all education institution.
Convert departments of education fromproducers to financiers and supervisors.
Transfer management to local governments,communities, and NGOs
Government institutions: Autonomy andaccountability.
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Reform 3:
Urban and rural students have different
educational needs; local schools should decidesyllabus and medium of instruction.
Teachers and schools should do evaluations.Common exams, on the line of SAT, can be done
at the end of schooling. Help establish independent certification,
accreditation, and examination agencies.Competition among evaluating agencies is good
as it is in among suppliers of education.
Syllabi, Exams,and Certification: Depoliticiseand Decentralise
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Reform 4:
Scholarships
Vouchers
Loans
Empower students and parents. Moneyshould follow students, not schools.
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Conclusion
Remove the license-permit raj (private schools for
the poor)
Allow openly for-profit institutions
Let schools decide the syllabus and conduct
examinations
Introduce the voucher scheme (link government
grants with performance)
Establish independent certification agencies
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NEW EDUCATION POLICY:CHOICE AND COMPETITION
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Potato Chip Theory ofRegulation
One restriction (regulation) creates situationthat demands further restrictions, which in
turn requires more restrictions.
Once a bag of potato chips is opened, itshard to stop at one or a few chips.
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Private voucher scheme USA
Childrens Scholarship Fund (CSF)
$100 million foundation, underwritten by Ted
Forstmann and John Walton.
Awarded 40,000 four-year partial scholarships to lowincome students to attend private schools
CSF received 1,250,000 applications30 times numberof scholarships availablefrom low income families,all prepared to pay $1,000 per year.
Private voucher scheme USA
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Edison School www.edisonschools.com
Invests $1 million ineach school
Pays teachers more Share options for all
staff, from janitors toprincipals
84% of classes havestatistically significantgains
High parentalsatisfaction 85% ofparents highly
satisfiedAverage waiting list of140 students nearly10,000 nation-wide
http://www.edisonschools.com/http://www.edisonschools.com/ -
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USA vouchers
Florida A+ Plan (1999)A school accountability plan with teeth.
Schools are graded A-F based on standardised test
scores Students in schools graded F for 2 out of 4 yearsare given $4,000 vouchers to attend privateschools
1999134 families offered scholarships
2000as many as 50 schools would qualifybutthis led to improvements
Superintendent of one Tampa district said that alltop administrators would take 5% pay cut ifany school was given an F
.
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Two models: a globalphenomenon
Contracting out of stateschools
Contracting out of
curriculumareas/teaching,etc.
Vouchers Tax credits The state-funded
private school Growth of private
education for lowincome families
Contracting out: public-private partnerships(PPP)
Extending access toprivate education,especially for the
disadvantaged
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Marks by School Management, Chennai(1994-95, Higher Secondary Level)
Source:P. Duraisamy and T. P. Subramanian (1999, p. 43)
English PublicPrivate
Aided
Private
Unaided
All 47 61 77
Boys 48 62 77
Girls 47 59 77Number of Students 351 602 595
Mathematics
All 49 55 76
Boys 48 52 74Girls 51 51 79
Number of Students 192 424 470
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Chapter VI: Grant-in-Aid
Categories of aid
1.Aid shall be of two categories,
(a) maintenance grant; and(b) building grant
2.Maintenance grant shall be of two
kinds,(a) recurring maintenance grant; and(b) non-recurring maintenance grant
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Grant-in-Aid (continued)
staff grant;
provident fund grant; pension and retirement benefit grant; medical benefit grant; benefits specified in Chapter X;
grants for the purpose of books and journalswhich are essential for the library; and
grants for the acquisition of essentialequipments of the school.
The recurring maintenancegrants are
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Grant-in-Aid (continued)
(a) contingent grant;
(b) rent grant;(c) depreciation grant for school;(d) hostel grant and depreciation hostel
grant;
(e) grant for equipment, furniture, gamesand sport materials and the like;
(f) biennial or triennial grants for thepurchase of books for the library and for
the setting up of a book bank.
Non-recurring maintenance grant shall beof the following categories,
Average Cost of Sending a Child to
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Average Cost of Sending a Child toSchool(Rs. / year at constant 1996-7 prices)
Elementary Level
478NCAER estimate, 1994
318PROBE estimate, 1996
212NSS estimate, 1986-7 *
Primary Level
* Excluding clothing expensesSource:NSSO, 1993; NCAER, 1996; PROBE survey
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Average cost of sending a child to agovernment primary school:
16 99 159 159 19
Fee Textbooks and Stationary
Uniform/Clothes for School Private Tutions
Travel & other Expenditures
Source: PROBE survey (sub-sample of 831 children enrolled in government
ParentsEstimate
274TeachersEstimate
Total Expenditure Rs 318/year