Developing world education is failing, it’s time to open up to the private sector

This article appeared in the Guardian newspaper on 25th September 2015 – on the day the Sustainable Development Goals were approved by all UN member states:

There have been some real achievements in global education following the establishment of the millennium development goals (MDGs) by the UN in 2000. In sub-Saharan Africa, for example, the proportion of children enrolled in primary school has risen from 52% in 1990 to 80% this year.

However, in the dash to get children into the classroom, there was too little focus on the quality of the education once they were there. UNESCO estimates that of the world’s 650 million primary school children, at least 250 million lack even basic literacy and numeracy skills.

The new sustainable development goals (SDGs), which will replace the MDGs at the end of this year, address this issue of standards, calling for “inclusive and quality education for all” by 2030. But these will remain empty conference room sentiments if the $16bn (£10.5bn) per year required to achieve good quality universal education throughout the world is not met.

However well-intentioned, governments in the developing world cannot raise the sums needed to provide high-quality education on their own. If they could, they would have done so decades ago. Education spending must be balanced against budgets for other essential infrastructures such as hospitals, roads and sanitation.

Too often government schools leave education in the hands of teachers who haven’t been adequately trained. Even worse, according to UNESCO, many countries – including Cameroon, Ethiopia and Senegal – are only meeting the goal of universal primary education by employing untrained teachers.

Low state teacher salaries, which are often paid sporadically, discourage people from entering (and staying in) the profession. In rural Zambia it can cost teachers up to half their wages to cover the costs of transport and accommodation needed to simply collect their pay from district offices each month. In Malawi, one in 10 teachers reported that they were often not in school because they were travelling to collect their salaries or make loan payments.

To build the schools and train the teachers needed to meet these new SDG targets, we cannot rely on governments alone. Parents in the developing world, even those on low incomes, are voting with their feet and opting for private education because of shortcomings in state provision.

World Bank data shows that the number of primary school pupils attending private schools is on the rise, with some costing as little as a dollar a week. In rural India in 2013, 29% of elementary school pupils were educated privately, up from 19% in 2006.

Though NGOs do vital work, only the private sector can provide the scale of investment necessary, unencumbered by political and bureaucratic obstacles. Bridge International Academies, a chain of low-cost private schools, for instance, has created 400 nursery and primary schools in Kenya and Uganda using standardised classrooms. Large-scale providers, with international reputations to nurture, can be better guarantors of quality and consistency than individual schools in the community that lack the deep pockets to invest over many years.

The notion that private business must be involved in this process has gone some way to being accepted. From the start of negotiations on the SDGs, UN officials have sought to formally bring the private sector into the dialogue, but some still see private sector involvement as a threat. Just last year the UN special rapporteur on the right to education, Kishore Singh, warned that the costs associated with private schools were exacerbating inequality and said that, “for-profit education should not be allowed in order to safeguard the noble cause of education”.

In my experience, the worlds of business and education too often speak entirely different languages. An ideological distaste for the private sector means that even where business could help philanthropically, it is rarely approached for help.

There are some notable exceptions. Aviva, through its Street to School community project, has helped more than one million children receive support and education in 17 countries. Deutsche Bank has helped more than five million school children through its support of literacy initiatives in Brazil and provided shipping container classrooms in China.

However, these great efforts pale in comparison to the scale of business philanthropy in global health. The Brookings Institution estimates that corporate giving to global health is 16 times the amount given to global education. Last year, a report by the Varkey Foundation found that the Fortune 500 companies spend just $2.6bn (13%) of their total annual CSR budget of $19.9bn on education-related projects. Fewer than half provide any spending on education-related CSR at all.

The cultural divide between business and education is particularly unnecessary given that business is deeply concerned about the impact of poor education on organisations and the future prosperity of markets. A PWC global survey of more than 1,200 CEOs found more than half were concerned that skills shortages would stunt growth, particularly in emerging economies. A better-educated population would add rocket fuel to economic growth in the developing world. According to the OECD, if all 15-year-olds achieved a basic level of education, Ghana could increase its GDP by 3,881% and South Africa by 2,624%.

As more than 150 world leaders meet in New York for the U N Sustainable Development Summit 2015, they must recognise that to have any chance of meeting the new SDGs on education, business must be seen as part of the solution.

Vikas Pota is Chief Executive of the Varkey Foundation

Teachers’ pay must be at the heart of global education reform

This piece was printed in the Guardian on 29th January 2014:

Progress in global education – especially in the poorest regions of the world – remains painfully slow. The latest Unesco Education for All global monitoring report, published Wednesday, underlines how far we still are from guaranteeing a good quality education for every child. While many pupils are now attending school, the quality of the education is often so poor that they are failing to learn the most elementary skills. Around 175 million young people in poor countries – equivalent to one quarter of the youth population – cannot read all or part of a sentence.

The situation for girls is particularly dire. If current trends continue, it will take until 2072 for all the poorest young women in developing countries to become literate. In other words, it will only be the grandchildren of today’s pupils in sub-Saharan Africa that can expect to learn the skills that the developed world takes for granted.

Though the subject of improving education in the region could keep conference organisers in business for years, the overwhelming problem outlined in the report is simple: the availability of teachers and the quality of teaching.

Over the last few years, there has been much excitable talk about Africa being on the cusp of an economic renaissance. But this will amount to another lost opportunity if the number of teachers is not increased to cope with the continent’s exploding young population. Worldwide, 8.2 million new teachers need to be recruited by 2015 (pdf). If they are not, then Sub-Saharan Africa will be the worst affected region.

The quality of teachers is equally important. In a third of countries analysed by the report, less than three-quarters of primary school teachers are trained to national standards. In West Africa, where the teaching of basic skills is particularly poor, over half the teachers have little formal training and are on low-paid temporary contracts.

Poor pay results in many teachers earning supplementary income through second jobs, or running family businesses, when they should be in the classroom. This culture has been allowed to develop because there is little accountability: independent observers do not regularly inspect schools, and teachers do not have to prove their competence in the classroom after they have been hired.
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There is, of course, no simple solution to this litany of problems. But the Education for All report is right that developing countries must attract the best candidates into teaching and incentivise them to stay. When governments have to choose whether to spend education budgets on new facilities or the salaries of teachers, there’s a good argument that spending on attracting teachers will yield the most tangible results. Peter Dolton from LSE has proven that there’s a clear link between the level of teachers pay and the quality of a country’s educational outcomes. Those countries that are in the upper-reaches of the Pisa rankings – South Korea, Finland, Singapore – all make an effort to recruit the best graduates and often demand that entrants to the profession have a second degree.

With many competing demands on fragile states – to build roads, provide healthcare and provide a welfare safety net – it’s unrealistic to expect that governments can provide the additional education provision required by Africa’s youth bulge alone. If managed well, partnerships with the private sector can bring in the investment to build schools quickly and import international expertise. For instance, entrepreneur James Tooley has pioneered school places in Ghana for 65 cents per day – including a school uniform, a hot lunch and work books – which is within reach of regular families.

Most importantly, we must raise the status of teaching. This isn’t just a problem in developing countries. In a survey in 21 different countries on which profession the public thought was comparable with teaching, it was only in China that people thought that the status of teachers was similar to that of doctors. Unsurprisingly, with such attitudes towards teachers, Shanghai topped the 2012 Pisa rankings. And it’s not just about teacher pay. We must culturally value teaching – seeing it not simply as a worthy vocation but as a job for the highly skilled that is essential to our future.

Without that, we will condemn more generations to leave school unable to read to the end of a sentence.

Vikas Pota is Chief Executive of the Varkey Foundation