Public-Private Partnerships in Education. Allah Bakhsh Malik
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Public–Private Partnerships in Education
Lessons Learned from the
Punjab Education Foundation
Allah Bakhsh Malik
Asian Development Bank
©2010 Asian Development Bank
All rights reserved. Published 2010.
Printed in the Philippines.
ISBN 978-92-9092-078-6
Publication Stock No. RPT101591
Cataloging-In-Publication Data
Asian Development Bank
Public–private partnerships in education: lessons learned from the Punjab Education Foundation Mandaluyong City, Philippines: Asian Development Bank, 2010.
1. Public–private partnership.2. Education.3. India.I. Asian Development Bank.
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Note:
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| Tables | |
| Table 1: Annual Budget of the Punjab Education Foundation, 2004–2009 | 4 |
| Table 2: Budgetary Allocation of the Punjab Education Foundation by Program | 5 |
| Table 3: Number of Students and Schools in Foundation-Assisted Schools, 2005–2009 | 7 |
| Table 4: Results of the Quality Assurance Tests, 2006–2009 | 9 |
| Table 5: Number of Teachers Trained through the Continuous Professional Development Program, 2005–2009 | 17 |
| Table 6: Number of Principals and Vice Principals Trained through the School Leadership Development Program, 2007–2009 | 19 |
| Table 7: Number of Subject Specialists Employed in Teaching in Clusters by Subject Specialists and Districts Covered, 2006–2008 | 22 |
| Table 8: Number of Students Benefiting from the Education Voucher Scheme, 2006–2009 | 23 |
| Figures | |
| Figure 1: Distribution of Families Benefiting from the Education Voucher Scheme by Monthly Income | 25 |
| Figure 2: Distribution of the Occupations of Parents of Students Benefiting from the Education Voucher Scheme | 25 |
ABOUT THE AUTHOR
Allah Bakhsh Malik, PhD, is an academic, researcher, senior manager, and economist. Mr. Malik earned a bachelor of arts in law from the University of the Punjab, in Pakistan, and a doctorate in development economics from Cambridge University, in England. He was a visiting scholar at the National Center for the Study of Privatization in Education at Columbia University’s Teachers College, in New York, in 2006–2008.
He started his career with the Central Superior Services of Pakistan in 1985. He has worked at the grassroots level, leading community-driven development teams, and has held senior positions in the public and private sectors.
Mr. Malik is the author of eight books and regularly contributes to Pakistani and international journals. He is currently a visiting professor at Government College University, Iqra University, the Civil Services Academy, and the Aga Khan University Institute for Educational Development, all in Lahore, and at the National Institute of Management, National School of Public Policy, in Lahore and Karachi. He is also a consultant with an extensive domestic and international clientele.
His research interests include resource mobilization, educational management, social protection, economic management, strategic planning and policy formulation, public–private partnerships, women empowerment and sustainable development.
FOREWORD
Developing member countries face the twin challenges of increasing access to, and improving the quality of, education. Despite considerable progress in lifting enrollments at the primary education level, a number of countries are at risk of not achieving the universal primary education Millennium Development Goal (MDG) by 2015.
A number of governments have responded to these challenges by making greater use of the private sector and public–private partnerships (PPPs) as a means of improving both the financing and delivery of education. Research by the Asian Development Bank and the World Bank, among others, has documented the wide range of education PPP models in place in both developing and developed countries, including voucher and scholarship programs, the private management of public schools and post-secondary institutions, contracting with private providers for the delivery of educational services, public–private infrastructure partnerships and contracting with the private sector for the delivery of professional or ancillary services.
While PPPs are no panacea, they do offer governments a range of innovative mechanisms for expanding access to education, as well as for improving the quality and efficiency of education at all levels. In an MDG context, PPPs can particularly benefit countries that already have a significant private education sector, as they