applying human rights standards to privatization of education in uganda

14
S RESEARCH AND ADVOCACY ON PRIVATISATION IN EDUCATION IN UGANDA Presentation by Ms. Namusobya Salima (ISER) CIES 2015

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RESEARCH AND ADVOCACY ON PRIVATISATION IN EDUCATION IN

UGANDAPresentation by Ms. Namusobya Salima

(ISER)CIES 2015

 Background

Uganda formally liberalised the education sector in 1993 to allow for private actors to supplement government efforts in providing education as part of the SAPs.

There is direct government support support for privatisation through the legal and policy framework, PPPs and indirectly through incentives such as tax waivers (removed this financial year),

Private sector in education is diverse and comprised of private investors, communities, civil society organizations, international NGOs and Faith Based Organizations.

Number of private schools and enrolments is increasing at a very rapid rate. Approx. 27% at primary and 66% at secondary schools are private. As of 2013, the private school enrolment as a percentage of total enrolment was 16.2% and 51.0% at primary and secondary levels respectively.

Background

9% of Children out of school (UDHS, 2011). More girls out of school than boys and the biggest percentage is of children poorest wealth quantile. More rural children out of school

Declining standards in public schools forcing parents to enroll children in private schools

There is declining state investment in public education. While spending on education has increased in absolute figures it has decreased as a share of GDP to to 3.3% from 4.2.

State of public Schools

Project

National level research on privatisation in Uganda

To inform reports to the ACHPR, , and the UN CESCR

To inform advocacy at the domestic level

Inform development of normative principles at international level

Key question around advocacy

 How do we engage in advocacy in a context where;

There are various forms of private actors with varying impacts on the right to education

Some private school owners are the policy makers

Financing and promotion of privatisation comes from big international players (multi-nationals, foreign govts and big non-profits)

There are perceptions of better quality education being delivered by private schools

Limited voice for the poor and vulnerable who suffer disproportionate impact on the right to education

The Strategies adopted

Research and documentation – ISER has conducted interviews, a survey, literature review and statistical analysis that have informed Reports to the UN, ACHPR, and is enabling evidence based advocacy

Joint Advocacy – Local and international organisations and networks

Multi-level advocacy – national, regional and international levels

Multi-layered public information – reports, short videos, photography, press statements, panel discussions, etc

Limited focus to primary and lower secondary levels

Concerns about privatisation in Uganda

Privatisation increases inequalities:

There is a widening gap between the quality of education available to rich and poor and increasing segregation.

Parents are forced to make a choice as to which of their children to send to fee-paying schools and unfortunately girls usually miss out.

Private schools are concentrated in the urban areas, while rural areas rely on very poor quality public schools – thus private schools are not necessarily increasing access or quality for the most disadvantaged

Privatisation not helping out of school children

Concerns about privatisation in Uganda

There is lack of proper regulation, supervision and monitoring of private schools In many private schools the teachers are unqualified or

poorly trained. Private Schools and Institutions Department responsible

for oversight of private schools is ill-equipped to carry out its mandate.

2012/2013 ESSAR indicates that there is no clear policy on quality assessment at all education levels, and there is inadequate school inspection services in the country.

Concerns about low fee schools

Low fees are still unaffordable for very poor families, leading to families having to make significant sacrifices to send their children to such schools. Often non-tuition fees such as school development fees and school uniforms, add to this strain.

Quality of education and value for money in these schools is frequently lacking.(Untrained teachers, poor infrastructure etc)

Limited accountability to the users (no discussion about tuition increments, rampant closure of schools)

Milestones Desk research and survey in

Aug.2014 Submitted alternative reports

to ACHPR and UN CESCR Workshop with NGOs and

Networks in Uganda Panel discussion at the

Annual National Conference on ESCRs

UNCESCR generated a list of issues for Uganda that touch on privatisation in education

Highlights from the UN CESCR List of Issues

The Committee has asked Uganda to:

Provide information on measures taken to ensure access to Universal Primary Education for all children

Provide information on the impact the growth of private education in the State party has had on the right to education of girls and children living in poverty.

Indicate steps taken to improve quality of education and qualifications and skills of teachers

Describe measures taken to address the regional disparities in the enjoyment of the right to education

Indicate if the State party intends to increase the budget allocations for the realization of economic, social and cultural rights, in particular, to health  and education sectors

Current study- Poor Urban Community

Pictures of some private schools in the area“This school was started to make money like any other business ….” –Head teacher

“This is business not charity….” - Head teacher