Engagement of private actors in education
Education is at the heart of Agenda 2030 — it is a basic human right, as a transformational force for poverty eradication, as an engine for sustainability, and as a force for dialogue and peace. This vision is embodied in Sustainable Development Goal 4, which requires States to “ensure inclusive and quality education and promote lifelong learning for all” with its 7 outcome targets and 3 means of implementation.
Obtaining a quality education is an essential part of achieving sustainable development. In comparison to previous years, significant progress has been made in increasing access to education at all levels, as well as increasing enrolment rates in schools, especially for girls. Even though basic literacy skills have improved, yet more effort is needed to achieve universal education goals.
According to a Global Education Monitoring Report Policy Paper, spending on education has been stagnant since 2010. The assumptions of the paper suggest that even though governments of low and lower middle income countries have tried to increase their spending on education, they would still face an annual financial gap of about US$39 billion. Governments and donors have lagged behind in financing the global education goals.
Funding for education and for sustainable development in general is becoming more diversified with increasing private sector contributions. This has resulted in greater private sector involvement in the areas that were traditionally under public sector control/dependence, which is true not only within a specific country context, but also outside these boundaries. These private flows include the financial support coming from remittances and philanthropic contributions that are transforming the image of the education.
The Education 2030 Framework for Action (FFA) also highlights the importance of the involvement of the private sector in the implementation of SDG4. It suggests that they can:
- mobilize additional resources for public education;
- help education and skills training planners perceive market trends and skills needs;
- increase inclusive education opportunities by providing additional services and activities in order to reach the most marginalized.
(You can consult my blog in NORRAG on Multifaceted Interdependence between Philanthropy and Sustainable Development, showcasing Russia experience: https://www.norrag.org/multifaceted-interdependence-between-philanthropy-and-sustainable-development-by-gunay-faradova/)
However, the engagement of these so called ‘new actors’ in education shift the priorities of education, but making them more to the expectations and strategies of these actors. These education priorities reflect their interests and their proper agenda. Moreover, analyzing the Russian experience, namely involvement of the philanthropic foundations in education, I have realized that the donations of these foundations are coincidentally aligned with the national education policies and strategies.
This leads to the shifting of the role of governments from being mainly provider of education to more as regulator and coordinator of this field, giving the private sector some flexibility and freedom either through legislative instruments or through standard setting. Thus, the role of the state is to assure a quality education for all.
