New research papers on low-fee private education


To contribute to current international debates about low-fee private schooling in developing countries, the Open Society Foundations? Privatisation in Education Research Initiative (PERI) has commissioned a number of policy-oriented research papers on the topic, using school survey data from the Young Lives school survey.

The seven papers, published this week, have been written by researchers from Ethiopia, India, Peru and Vietnam and reflect on the extent to which different types of school provision and private tutoring influence education development. 

New research papers on low-fee private education in developing countries 

In Impact of Different Types of Schooling on Achievement in the School System: Evidence from Ethiopia, Obiageri Bridget Azubuike examines how achievement varies by school type and the role that school inputs play in pupils' educational achievement.

Does Medium of Instruction Affect Learning Outcomes? Evidence using Young Lives longitudinal data from Andhra Pradesh, India analyses the potential link between medium of instruction and student performance at the primary school level, exploring the impact of early introduction of English-medium teaching on learning outcomes.

Understanding the Sorting Hat: The Role of Family and Caste Network in School Choice Decision identifies factors which are responsible for 'sorting' of students by socio-economic groups across different types of schools and examines the role played by caste, gender and other socio-economic parameters in different school choice decisions.

Gaps in Cognitive and Socio-Emotional Development between Public and Private School Children in Peru's Urban Areas determines that differences in these elements of child development cannot be attributed to school choice alone.

Undisclosed Effects Of Privatisation: School Choice and Out Of School Educational Investments In Urban Peru evaluates the relationship between private school attendance and the time spent by students on educational activities outside school.

Does Full-day Schooling Reduce Educational Inequality in Vietnam? specifically looks at whether the transition from private supplementary tuition to full-day schooling has a positive effect on educational outcomes.

Lastly, Examining the Relation between Socialisation Practices and the Quality of Primary School Student Learning In Vietnam explores the education 'socialization' policy in Vietnam, the broader context within which the policy has been developed and implemented, and the equity and quality impacts of institutionalised practices of 'socialization'.

The papers, first presented this week by their authors at the UKFIET :Learning for Sustainable Futures conference in Oxford will be combined into a publication in 2016.