Swaziland Engaging the Private Sector in Education : SABER Country Report 2016
This report presents an analysis of how effectively the current policies in Swaziland engage the private sector in basic (primary and secondary) education. The analysis draws on the engaging the private sector (EPS) framework, a product of the Worl...
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| Format: | Technical Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/688521500364242551/SABER-engaging-the-private-sector-in-education-country-report-Swaziland-2016 http://hdl.handle.net/10986/28262 |
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okr-10986-282622021-05-25T09:03:07Z Swaziland Engaging the Private Sector in Education : SABER Country Report 2016 Chen, Callista PRIVATE EDUCATION SCHOOL ACCOUNTABILITY DIVERSITY COMMUNITY ENGAGEMENT This report presents an analysis of how effectively the current policies in Swaziland engage the private sector in basic (primary and secondary) education. The analysis draws on the engaging the private sector (EPS) framework, a product of the World Bank’s systems approach for better education results (SABER). SABER-EPS research in Swaziland has found that at both the primary and secondary levels, quality, and equity are challenges. The private sector plays an increasingly significant role in education at both levels. Based on a review of existing policies, SABER-EPS offers the following recommendations for Swaziland to enhance private sector engagement in education in order to meet the challenges of access, quality, and equity: (1) empower parents to make informed educational choices, while providing additional support to disadvantaged groups; (2) strengthen accountability mechanisms to ensure that all students receive a quality education; and (3) strengthen the policy environment for the non-state sector to promote transparency and an adequate supply of school places. The report provides an overview of SABER-EPS findings, followed by a description of the basic education system in Swaziland that focuses on the private sector and government policies related to the private provision of education. The report then benchmarks Swaziland’s policy environment utilizing the SABER-EPS Framework and offers policy options to enhance access and learning for all children in primary and secondary school. 2017-09-08T20:37:47Z 2017-09-08T20:37:47Z 2017-06 Technical Paper http://documents.worldbank.org/curated/en/688521500364242551/SABER-engaging-the-private-sector-in-education-country-report-Swaziland-2016 http://hdl.handle.net/10986/28262 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Working Paper Africa Swaziland Eswatini |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
PRIVATE EDUCATION SCHOOL ACCOUNTABILITY DIVERSITY COMMUNITY ENGAGEMENT |
| spellingShingle |
PRIVATE EDUCATION SCHOOL ACCOUNTABILITY DIVERSITY COMMUNITY ENGAGEMENT Chen, Callista Swaziland Engaging the Private Sector in Education : SABER Country Report 2016 |
| geographic_facet |
Africa Swaziland Eswatini |
| description |
This report presents an analysis of how
effectively the current policies in Swaziland engage the
private sector in basic (primary and secondary) education.
The analysis draws on the engaging the private sector (EPS)
framework, a product of the World Bank’s systems approach
for better education results (SABER). SABER-EPS research in
Swaziland has found that at both the primary and secondary
levels, quality, and equity are challenges. The private
sector plays an increasingly significant role in education
at both levels. Based on a review of existing policies,
SABER-EPS offers the following recommendations for Swaziland
to enhance private sector engagement in education in order
to meet the challenges of access, quality, and equity: (1)
empower parents to make informed educational choices, while
providing additional support to disadvantaged groups; (2)
strengthen accountability mechanisms to ensure that all
students receive a quality education; and (3) strengthen the
policy environment for the non-state sector to promote
transparency and an adequate supply of school places. The
report provides an overview of SABER-EPS findings, followed
by a description of the basic education system in Swaziland
that focuses on the private sector and government policies
related to the private provision of education. The report
then benchmarks Swaziland’s policy environment utilizing the
SABER-EPS Framework and offers policy options to enhance
access and learning for all children in primary and
secondary school. |
| format |
Technical Paper |
| author |
Chen, Callista |
| author_facet |
Chen, Callista |
| author_sort |
Chen, Callista |
| title |
Swaziland Engaging the Private Sector in Education : SABER Country Report 2016 |
| title_short |
Swaziland Engaging the Private Sector in Education : SABER Country Report 2016 |
| title_full |
Swaziland Engaging the Private Sector in Education : SABER Country Report 2016 |
| title_fullStr |
Swaziland Engaging the Private Sector in Education : SABER Country Report 2016 |
| title_full_unstemmed |
Swaziland Engaging the Private Sector in Education : SABER Country Report 2016 |
| title_sort |
swaziland engaging the private sector in education : saber country report 2016 |
| publisher |
World Bank, Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/688521500364242551/SABER-engaging-the-private-sector-in-education-country-report-Swaziland-2016 http://hdl.handle.net/10986/28262 |
| _version_ |
1764466374312198144 |