Swaziland Engaging the Private Sector in Education
This report presents an analysis of how effectively the current policies in Swaziland 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 Worl...
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| Autor principal: | |
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| Formato: | Online |
| Idioma: | inglês en_US |
| Publicado em: |
World Bank, Washington, DC
2017
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| Assuntos: | |
| Acesso em linha: | http://documents.worldbank.org/curated/en/688521500364242551/SABER-engaging-the-private-sector-in-education-country-report-Swaziland-2016 https://hdl.handle.net/10986/28262 |
| Resumo: | This report presents an analysis of how
effectively the current policies in Swaziland 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
Swaziland has found that at both the primary and secondary
levels, quality, and equity are challenges. The private
sector plays an increasingly significant role in education
at both levels. Based on a review of existing policies,
SABER-EPS offers the following recommendations for Swaziland
to enhance private sector engagement in education in order
to meet the challenges of access, quality, and equity: (1)
empower parents to make informed educational choices, while
providing additional support to disadvantaged groups; (2)
strengthen accountability mechanisms to ensure that all
students receive a quality education; and (3) strengthen the
policy environment for the non-state sector to promote
transparency and an adequate supply of school places. The
report provides an overview of SABER-EPS findings, followed
by a description of the basic education system in Swaziland
that focuses on the private sector and government policies
related to the private provision of education. The report
then benchmarks Swaziland’s policy environment utilizing the
SABER-EPS Framework and offers policy options to enhance
access and learning for all children in primary and
secondary school. |
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