| Grant Profile: |
| Project Title: |
Public-Private Partnership for Education |
| PCF/LICUS/SPF: |
LICUS |
Status: |
Closed |
| File Number: |
14
| Region: |
LAC |
| Sector: |
Education |
Country: |
Haiti |
| FY approved: |
2005 |
Grant Theme : |
Human development |
| Keyword(s): |
Children and youth |
Approved Amount: |
$500,000.00 |
| Related Documents |
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Grant Recipient:
UNESCO
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Grant Purpose:
The main purpose of this grant is to improve the governance and performance of the education sector through:
(1) Establishment of an operational partnership with the private sector and of a funding mechanism that would reduce the cost of private education for poor families, improve the access and quality of primary education and promote community-based schools;
(2) Establishment of criteria and standards for the evaluation and accreditation of private schools within an accountability framework;
(3) Preparation of a credible strategy for Education For All (EFA) in Haiti that could attract additional external financing and re-direct funds to basic education, for both public and private schools.
The overall objectives of the program are to:
(i) Increase access to primary education, by lowering the costs of schooling for poor Haitian families who currently have no option but to send their children to private school;
(ii) Develop a long term strategy for Education For All so that all Haitian children may attend primary school.
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Grant Activities:
Component 1: Partnership with the private sector
This component would finance the technical assistance necessary to:
(i) bring key stakeholders together to finalize and endorse the concept of the Office de Partenariat;
(ii) define roles and responsibilities of each primary stakeholder in the Office de Partenariat;
(iii) elaborate the organizational chart, legal framework and business plan of the “Office de Partenariat”;
(iv) develop a five-year budget for the Office, recurrent and investment;
(v) design the public funding mechanism for private schools and prepare its Operational Manual;
(vi) enhance the standards and criteria for evaluation and accreditation of private schools in the perspective of a contractual relationship with the Ministry of Education (MENJS), as well as to increase the capacity of MENJS to enforce these standards.
Component 2: Education For All strategy
This component would finance the technical assistance necessary to undertake:
(i) the projections and computer simulations to elaborate policy options for the achievement of Education For All by 2015;
(ii) the programming of the human resources and investments and the 10-year financing plan; and (iii) the consultation process (workshops and document sharing) with various stakeholders, the civil society and the donors to finalize the Education For All Strategy.
Component 3: Program administration and evaluation
This component would finance incremental cost of project coordination and administration including supervision and evaluation, which would be implemented by UNESCO’s office in Port-au-Prince.
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Results:
For many years, the World Bank has committed considerable resources for projects focused on education in Haiti. The projects are part of the broader Education for All initiative which aims to help the Government of Haiti strengthen its educational policies, improve the institutional capacity of the Ministry of Education, increase access to education by poor families, and create sustainable capacity for providing young people in the country with quality educational programs. The Public-Private Partnerships for Education project supported by the Bank’s Low Income Countries Under Stress fund has contributed to these objectives significantly in the past years. Its approach in strengthening the relationships among public and private institutions working in the field of education has been employed successfully by other programs worldwide and has proved effective in improving access to private education which is the main alternative to public schools.
Key outcomes of the Public-Private Partnerships for Education project in Haiti include:
• The establishment of an operational partnership with the private sector and a funding mechanism that would reduce the cost of private education for poor families, improve the access and quality of primary education, and promote community-based schools.
• The preparation of a National Education for All Strategy in Haiti that could attract additional external financing and re-direct funds to basic education, for both public and private schools. The “Education for All”strategy is the first national, sector-wide plan that brings together public and private actors working on education challenges in the country, and allows the Ministry of Education to assemble its international partners around one coherent medium-term plan.
• The establishment of criteria and standards for the evaluation and accreditation of private schools within an accountability framework.
• The establishment of the National Office for Partnership in Education (ONAPE)) through sector-wide dialogue and collaboration.
• Haiti’s access to the global Education for All Fast-track Initiative partnership.
• Strengthening of policy development within the Ministry of Education, primarily focusing on teacher training, and the capacity of the Ministry working on the national Education for All strategy.
• The development of an effective curriculum for teacher training.
• The development of procedural manuals for the management of resources within the Ministry of Education.
• The engagement of the legislative branch in Haiti in making critical decisions on education in the country.
• The development of an effective curriculum for teacher training.
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Lessons Learned:
Main lessons learned during the implementation of the Public-Private Partnerships for Education initiative include:
• The climate of instability in Haiti caused a significant delay of the implementation of the project.
• The implementing partner needs to be a trusted, experienced and well resourced policy dialogue facilitator.
• Public- private partnerships are an untapped potential for improving education in Haiti.
• Governance is a major issue in improving the quality and access of education in the country.
• The project time-frame needs to allow for a participatory approach.
• Legislating the “National Office for Partnerships in Education (ONAPE)” is an important step forthe durability of the project.
• A communication plan is essential to keep key stakeholders informed on ONAPE and the Education for All initiative.
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News:
World Bank President Robert Zoellick visited young participants in the Public-Private Partnerships for Education Project developed in Haiti, in October, 2008. The project aims at reducing the cost of private education for poor families, improving the access to and quality of primary education, promoting community-based schools, and establishment of an “Education for All” strategy in the country.
The project, implemented in partnership with UNESCO on the ground, contributed to the establishment of the National Organization for Partnership in Education (ONAPE) as the official institution managing the Haitian education system, with the objective of creating a systematic policy toward public-private partnerships in education. ONAPE was launched as a result of sector-wide dialogue, which marked the first step in the establishment of an operational partnership among public and private actors in Haiti united around the goal of improving education in the country.
The establishment of ONAPE was complemented by the development of a strategy for Education for All (EFA) which made Haiti part of the global Education for All Fast-track Initiative (EFA-FTI) partnership. The strategy serves as an action plan for addressing challenges identified in the education system in the country, and is expected to attract additional external financing and re-direct funds to basic education, for both public and private schools. It is the first national, sector-wide plan in Haiti that re-groups both public and non-public actors working on education challenges, providing the Ministry of Education with the opportunity to assemble its international partners around one coherent medium-term plan for improving access to and the quality of education in the country.
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