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Financing Secondary Education in Developing Countries: Strategies for Sustainable Growth; 2001 Financing secondary education in developing countries: Strategies for sustainable growth Keith Lewin and Françoise Caillods A paper copy of this publication may be obtained on request from: [email protected] To consult the full catalogue of IIEP Publications and documents on our Web site: http://www.unesco.org/iiep Published by: Co-operation Agency (Sida) has provided financial assistance for the publication of International Institute for Educational Planning/UNESCO this bookle 7 - 9 rue Eugène-Delacroix, 75116 Paris ISBN: 92-803-1199-9 © UNESCO 2001 International Institute for Educational Planning Financing secondary education in developing countries: strategies for sustainable growth International Institute for Educational Planning http://www.unesco.org/iiep Financing secondary education in developing countries International Institute for Educational Planning http://www.unesco.org/iiep Financing secondary education in developing countries: strategies for sustainable growth by Keith Lewin Françoise Caillods UNESCO Publishing International Institute for Educational Planning International Institute for Educational Planning http://www.unesco.org/iiep Financing secondary education in developing countries The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The IIEP is financed by UNESCO and by voluntary contributions from Member States. In recent years the following Member States have provided voluntary contributions to the Institute: Denmark, Germany, Iceland, India, Ireland, Norway, Sweden, Switzerland. Published by the United Nations Educational, Scientific and Cultural Organization, 7 place de Fontenoy, F 75352 Paris 07 SP, France Printed in France by SAGIM Cover design by Corinne Hayworth Composition by Linéale Production ISBN 92-803-1199-9 © UNESCO 2001 IIEP International Institute for Educational Planning http://www.unesco.org/iiep Preface The focus on achieving Education for All after the World Education Forum in Jomtien (1990) has meant a singular emphasis on increasing enrolment in primary schools for many agencies and developing countries. Secondary education has been quietly neglected, squeezed as it is between primary education, the object of so much attention, and higher education, which has never really lost its supporters. Yet what to offer to young children graduating from primary school is a growing matter of concern. As the policies designed to ensure participation of all school-age children in primary education start bearing fruit, and as a larger proportion of children complete primary education, strong pressure will be felt at the higher levels of the education system. How to finance secondary education expansion, how to organize it, and what to teach at that level will be burning issues in the years to come. Secondary education is indeed a crucial stage for the education system. This is where most primary-school teachers are trained; it is also where the future students of higher education are selected and taught essential foundation skills. Students enter secondary school as children and leave it as young adults. What they experience there will influence the course of the rest of their lives. It is the level at which youngsters consolidate their basic knowledge gained in primary school, but also where they acquire the common culture that will allow them to be useful citizens in a peaceful society, where they build knowledge through experience and experiments, where essential subjects such as science, health education and technology are first taught in a formal way. Finally, this is where youngsters learn how to think, how to be, how to work, and how to co-operate with others. In the framework of its sixth Medium-Term Plan 1996-2001, the Institute launched a project on secondary education policies and strategies. This followed an earlier project on planning science education provision, which had brought to the fore several issues directly related to secondary education. In this new project an essential concern was to estimate the v International Institute for Educational Planning http://www.unesco.org/iiep Preface financial consequences of enrolment expansion at primary level for secondary schools. The results of this investigation are the subject of this publication. The book discusses first the rationale for expanding participation in secondary education, linking this to the need to remain competitive in a globalized world. It then explores the characteristics of secondary schooling in developing countries using the extensive UNESCO database. It develops a series of simulations to estimate what the costs of secondary education expansion are likely to be for different groups of countries. This global analysis is enriched by a number of detailed case studies which illustrate secondary school financing issues in a wide range of countries in Africa, Asia and Latin America. The analysis shows that several developing countries will face acute problems in financing their secondary education expansion if present conditions and cost structures continue to prevail. Several options are discussed which include expanding the share of government resources allocated to secondary education, reducing unit costs, increasing internal efficiency and developing cost-sharing mechanisms. This book has two main thrusts: first it argues convincingly in favour of the need to expand secondary education, within an Education for All perspective, in order to respond to rising demand for places, to increase the numbers in the labour force with more than basic education, and to improve the supply of those who may become teachers; second, it develops several options for financing the development of secondary education, building on the past experience of contrasted countries. It should interest a wide audience, from development partners to educational planners in different countries concerned with the ways and means to develop their education systems. This book represents an intermediate stage in the IIEP concerns for secondary education. Several issues have emerged from this research which will have to be investigated in the future: these include relevance and quality – it is not just a question of expanding access to secondary education, but also of quality of learning; the need to develop access at affordable cost which may imply the use of alternative delivery systems; and the importance of ensuring that more equity accompanies greater access. I would like to take this opportunity to express my gratitude to the Department for International Development of the United Kingdom (DFID) for the financial support given to this project. Gudmund Hernes Director, IIEP vi International Institute for Educational Planning http://www.unesco.org/iiep Acknowledgements This book benefited from sponsorship by the Department for International Development (DFID) of the Government of the United Kingdom, which made a grant available to support a proportion of the costs. The International Institute for Educational Planning contributed the additional funds needed, thanks to the support of several Member States, in particular the Swedish International Development Agency. The authors are grateful to all for their support. This book would not have been possible without the assistance of many collaborators in the different countries, who assisted in developing the case studies. These include not only the named co-authors, but many individuals who contributed insights and data to enrich the research. The authors therefore wish to acknowledge the co-operation and assistance of those in the ministries of education in each of the countries who gave freely of their time. In Malawi, the staff of the Centre for Educational Research and Training (CERT) also contributed helpful insights, as did colleagues from the National Institute of Education in Sri Lanka. Collaborators in China, in Beijing and Hanzhou, were very helpful in unravelling some of the intricacies of school financing in a rapidly changing environment. John Hedges, Anne Pawle and Suzanne Lapstun are thanked for taking on the task of proof-reading the manuscript. Collecting and analyzing planning and finance data is never easy and requires persistence, skill and tact. It is a tribute to the efforts of all those involved that this book can now present an analysis grounded in empirical data from each of the countries, which sheds new light on recent developments. vii International Institute for Educational Planning http://www.unesco.org/iiep The authors This volume includes contributions by the following : Keith Lewin is a Professor in Education and Director of the Centre for International Education of the University of Sussex. Françoise Caillods is Deputy Director of the International Institute for Educational Planning. J. Manduvi-Moyo is Education Officer in the Policy Planning Division of the Zimbabwe Ministry of Education. Sugath Mallawarachchi was, at the time of writing, Director of Policy, Planning and Review in the Ministry of Education and Higher Education of Sri Lanka. Qu Heng Chang is Professor at Beijing Normal University, where he is Director of the Institute of Comparative and International Education. Zeng Xiao Dong is Faculty Member at Beijing Normal University. Wang Zhan Rei is Faculty Member at Beijing Normal University. Wu Hua is Faculty
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