The following is all of the research that has been supported by PERI to date. We will update this page as new research is published. Do subsribe to our newsletter if you would like to receive a notification when new research is published.
Published in 2015
Authors: Andreu Termes, Xavier Bonal, Antoni Verger and Adrián Zancajo; in collaboration with Lizeth López, Yenny C. Ramírez and Angélica Sierra
Charter Schools are an iconic model of Public-Private Partnership (PPP) in education, but what impact does this form of provision have on students in Colombia?
Authors: Cristian Bellei and Victor Orellana
This report looks at policies in Latin America and the Carribean, exploring the importance of social and political contexts in understanding various forms of explicit and implicit privatisation in education.
Published in 2013
Authors: Joseph Chimombo, Elizabeth Meke, Benjamin Zeitlyn and Keith M. Lewin
This research addresses important questions about the development of private schooling in Malawi at secondary level.
Authors: Joel Samoff and Margaret Irving
With a focus on Africa, this paper reviews the research on the Education for All funding gap and the alternative funding strategies most widely discussed. The analysis suggests that efforts to close the funding gap must start at home.
Author: Civil Society Network for Education Reforms
This paper investigates Public Private Partnerships in education and how they are affecting access to quality education for the poor and marginalized groups in the Philippines.
Authors: Dr. Govind Subedi, Madan Gopal Shrestha, Raju Maharjan and Mukti Suvedi
This study explores the magnitude and dimensions of privatisation of schools education in Nepal, especially focusing on disparities in attendance and parents’ perceptions of private schools.
Author: Parth Shah
This study highlights and reviews the impacts and challenges in the implementation of Clause 12 of the Right of Children to Free and Compulsory Education Act in India through a perception analysis of the various stakeholders in four districts of Delhi.
Authors: Ta Van Tuan and Duong Thi Viet Anh
The government of Vietnam has adopted the socialization “xã hoˆ.i hóa” policy to mobilize resources from the entire society. Socialization means that all sectors of society would be expected to contribute to ﬁnancing and delivery of social services and the responsibility for paying for social services is shifted on to households. This study examines impacts of this policy on access of the rural poor to education service in Vietnam.
Author: Christine Sommers
This paper examines the quality and access dimensions of primary education providers in a poor rural area of northwest Bangladesh, with a focus on the social justice implications of a multi-tiered and poorly regulated system.
India’s Right to Education Act: Household Experiences and Private School Responses
Authors: Claire Noronha & Prachi Srivastava
This study aimed to shed light on the early phase of implementation of India’s landmark Right of Children to Free and Compulsory Education Act, 2009 (RTE Act), effective as of April 2010, with special attention on the role of the private sector (i.e. private unaided schools).
Authors: Marie Lall & Ashley South
This paper addresses the research question “How has the agreement of a ceaseﬁre between an armed ethno-nationalist group and the military government affected the provision of non-state education for the Mon community, and how does this compare to the situation in Mon and Karen-populated areas not affected by a ceaseﬁre?”
Author: Center for Research in Economics and Business
This study explores why Pakistani parents in rural Punjab choose to send their children to low-fee private schools when free public schools are available. The study is based on a 2011 survey of a representative sample of 1,024 households in rural Punjab.
Authors: Zhou Yong and He Shanyun
Over the last decade, there has been an increasing number of private NGOs dedicated to educational equality in China. This study explores NGOs’ role in educational social justice, as well as the structural defects and difﬁculties involved in expanding the movement within the complex Chinese educational context.
Authors: Pramod Bhatta and Shak B. Budathoki
This paper focuses on the various impacts that the entry of private schools can have in areas/communities that until recently relied exclusively on public schools. The aim is not to assess why or how private schools are more effective than their public counterparts in terms of the quality of teaching and learning but to understand why they have become the universally preferred choice of schooling.
Published in 2012
Authors: Karen Mundy and Francine Menashy
This study explores the World Bank’s position on private sector participation in education and finds that it is characterised by several stark disjunctures between policy and practice.
Authors: William C. Brehm, Iveta Silova, Tuot Mono
This report directly addresses some of the quality and equity implications of private tutoring in the broader context of the privatisation of public education in Cambodia. It argues that in Cambodia the main form of private tutoring is not a shadow separate from mainstream schooling. Rather, it may be best understood as a key element in a hybrid arrangement between public schooling and complementary private tutoring, which operates as one single system and casts its own shadow.
Authors: Monazza Aslam and Paul Atherton
This research explores key aspects of the shadow education sector in India in Pakistan. It asks: What is the extent of the private tuition industry in India and Pakistan? Who exactly takes private tuition in the two countries? And what are the equity implications of this phenomenon?
Author: Mohomodou Boncana
This study provides a critical analysis of how madrasas, as privately-funded, Islamic teaching institutions in Mali cope with government policies and practices. It also explores the extent to which the intersection of religion, politics and schooling in education affects the relationship between policymakers and their constituents.
Authors: Baela Raza Jamil, Kiran Javaid and Baladevan Rangaraju
This two-country study investigates the role, nature and spread of non-state actors in the education sector of Pakistan and India and the impact on social justice in terms of exclusion/ inclusion, choice and equity along various dimensions.
Authors: Caine Rolleston and Modupe Adefeso-Olajetu
Low-fee private schools enrol a growing proportion of children in Ghana and Nigeria, including among the poor. This trend raises questions about the quality of provision in the public sector as well as in relation to equity and social justice in the distribution of educational opportunity. This paper examines the phenomenon of de facto privatisation in comparative perspective, drawing on secondary data and on purposively conducted interviews among parents and teachers in two peri-urban communities where both private and public schools are available.
Authors: James H. Williams, Yuto Kitamura, Thomas Zimmermann
Drawing on surveys of teacher-trainees, trainers, and higher education/post-secondary school administrators in Cambodia, this paper explores the complex inter-relationships among private-public provision, socio-economic backgrounds of teachers to be, and funding of teacher education.
Author: Laura J. Quaynor
This study examines the civic education curriculum and young people’s understandings of citizenship in both private and public schools in Liberia. The study found that respondents from private schools were more likely to report a strong sense of national identification and a future intention to vote.