Zambia Engaging the Private Sector in Education : SABER Country Report 2016
This report presents an analysis of how effectively the current policies of Zambia engage the private sector in basic (primary and secondary) education. The analysis draws on the engaging the private sector (EPS) framework, a product of the World B...
| Main Authors: | , |
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| Format: | Technical Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2017
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/665611500361178427/SABER-engaging-the-private-sector-in-education-country-report-Zambia-2016 http://hdl.handle.net/10986/28259 |
| Summary: | This report presents an analysis of how
effectively the current policies of Zambia engage the
private sector in basic (primary and secondary) education.
The analysis draws on the engaging the private sector (EPS)
framework, a product of the World Bank’s systems approach
for better education results (SABER). SABER-EPS research in
Zambia has found that despite impressive gains in
enrollment, education quality remains a serious concern, as
does equity - especially beyond the primary level. School
providers in Zambia include private schools, community
schools, and grant-aided schools. Non-government schools
account for a sizable share of education service provision
in the country. Based on a review of existing policies,
SABER-EPS offers the following recommendations for Zambia to
enhance its engagement with the non-state sector in
education and to meet the challenges of access, quality, and
equity: strengthen system accountability measures; consider
a needs-based inspection system where underperforming
schools receive greater scrutiny and support; and increase
the information available to parents on school quality,
including via school report cards. The report provides an
overview of SABER-EPS, followed by a description of the
basic education system in Zambia, with a focus on the
non-state sector and government policies related to the
private provision of education. The report then benchmarks
Zambia’s policy environment utilizing the SABER-EPS
framework and finally offers policy options to enhance
learning for all children in primary and secondary school. |
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