Fruits of private sector ‘grabbing’ basic education
Fruits of private sector 'grabbing' basic education Nation
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The Role of the Private Sector in Education and its Impact on Equity
Introduction
In this report, we will discuss the increasing roles of the private sector in the provision of education and its effects on equity among the populace. Specifically, we will focus on access to, quality of, equity in, and cost of education in basic education institutions in the era of the competency-based curriculum (CBC).
Cost of Education
The introduction of the CBC has led to a reduction in the duration of primary schools from eight to six years. However, the decision to domicile Grades 7, 8, and 9 in primary schools has resulted in the need for increased infrastructure at this level. Private schools have quickly provided these facilities but have transferred the necessary costs to parents through school fees. On the other hand, the public sector is slow in addressing this issue due to resource constraints.
Government Initiatives
The Education ministry has announced a non-conditional grant of Sh3.39 billion for building classrooms for Grade 9 students. However, each of the 290 constituencies will receive a meager Sh11 million, which can only build about 11 classrooms. The ministry has also stated that it will build 15,000 classrooms with additional funding from the World Bank for another 9,000 classrooms.
Despite these initiatives, there are concerns regarding the timely release and adequacy of capitation to schools. The National Treasury provides grants to schools on a quarterly basis, which means that the money for building classrooms can only be released in July and September, while the classrooms are required in January.
Private Schools’ Response
Many private schools have applied for and obtained authority to establish junior schools within their senior schools. Some have set up stand-alone junior schools, while others have integrated them into primary schools. This initiative is commendable as it increases access to education and allows for the sharing of existing resources with senior schools.
Trooping to Public Schools
However, the increasing cost of education in private schools has resulted in students dropping out and enrolling in public schools, where they can at least access lower-quality education. This trend may give private school students better chances of accessing universities, whether public or private.
Government’s Decision
The government has decided that Grade 1-9 students, and eventually up to Grade 12, will operate from their homes as day scholars to cut costs. As a result, the disparity in quality and equity between students in private and public schools is expected to widen significantly.
It is important to note that the public system may take 10-15 years to stabilize due to the time needed to address infrastructural needs. Meanwhile, several cohorts of pioneer students will suffer the consequences of this transition.
About the Author
Mr. Sogomo, an education expert and former Secretary of TSC, contributed to this report. You can reach him at [email protected]. Follow him on Twitter: @BSogomo.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education | Not mentioned in the article |
| 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education | Not mentioned in the article | |
| 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university | Not mentioned in the article | |
| 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship | Not mentioned in the article | |
| 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations | Not mentioned in the article | |
| 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy | Not mentioned in the article | |
| 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development | Not mentioned in the article | |
| 4.a Build and upgrade education facilities that are child, disability, and gender-sensitive and provide safe, non-violent, inclusive, and effective learning environments for all | Not mentioned in the article | |
| 4.b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States, and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering, and scientific programmes, in developed countries and other developing countries | Not mentioned in the article | |
| 4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States | Not mentioned in the article | |
| SDG 10: Reduced Inequalities | 10.2 By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status | Not mentioned in the article |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
SDG 4: Quality Education
The issues highlighted in the article are connected to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education.
The article discusses the cost of education in private schools and how it affects access to education. It mentions that students are dropping out of private schools and moving to public schools due to the increasing cost of education. This indicates a lack of equitable access to quality education.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
No indicators are mentioned or implied in the article that can be used to measure progress towards Target 4.1.
4. SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education | Not mentioned in the article |
| SDG 10: Reduced Inequalities | 10.2 By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status | Not mentioned in the article |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: nation.africa
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