Events
How can non-state actors drive equity in education in low- and middle-income countries?
In the Education Finance Network kick-off event, we were pleased to have over 100 attendees from around the world, representing a diverse group of organizations committed to improving educational outcomes. Participants included donors, foundations, NGOs, consultancies, investors, research organizations and networks.
Our panelists discussed: How can non-state actors drive equity in education in low- and middle-income countries?
Here’s what they said.
Technology is breaking down barriers
“Technology is truly succeeding in breaking down barriers of time, distance, and affordability.” Nirav Khambhati from Kaizenvest recounted visiting an enterprise that offers EdTech services to individuals in remote locations of India at a rate as low as $20. This is possible because of the increased availability of mobile bandwidth in India over the last 4-5 years. The spread of affordable devices with decent battery life, screen resolution and screen width will contribute to making education available for all.
However, the innovation Kaizenvest believes is necessary to increase equity in learning outcomes goes beyond technology. Governments must create conditions for non-state actors to prosper and avoid regulating in excess. Nirav pointed to the findings of the GEM Report on the role of non-state actors in education and the importance of striking the right balance between enabling innovation and regulating.
Learning about what works
“In education, it takes so long to measure what works.” Tanya Masiyiwa from the Higherlife Foundation spoke about the importance of providing flexible funding to allow local organizations to measure progress, so they can have a greater focus on outcomes rather than inputs. Local organization also need to be upskilled in this area – there are often great solutions on the ground but the organizations implementing them aren’t able to meet the monitoring and evaluation requirements of funders.
Tanya also discussed the need to get funding to local solutions and to the right people, as different communities have different needs. She gave an example of an area of Zimbabwe with a 0% pass rate in 7th grade. “We couldn’t replicate what was working in the regions that had high pass rates. You need to get funding to the people that are addressing it, almost as a hotspot.”
Non-state actors fill gaps for vulnerable people
“Non-state actors are an important bridge in addressing gaps, especially in vulnerable communities such as refugees and internally displaced people.” Shem Bodo from the Association for the Development of Education in Africa (ADEA) gave the example of school feeding, which helps keep children in schools. He also spoke about the madrasa schools (Islam-centered schools) that we see particularly in West Africa and North Africa, which address an important learner constituency.
On the topic of collaboration between public and private, Shem called for governments to extend support to private players in times of crisis. ADEA’s report on School reopening in Africa during the Covid-19 pandemic revealed that in as many as 40 African countries there were private schools that closed due to the Covid-19 pandemic and never managed to re-open.