New Regulating market entry of low-cost private schools in Sub-Saharan Africa: Towards a theory of private education regulation
1.Introduction
Over the last two decades, a growing body of research has emerged documenting the expansion of a for-profit private school sector in de- veloping countries catering to the demand of poor families for non-state education services (Ashley et al., 2014; Hauml;rmauml;, 2011; Kingdon, 1996; Kitaev, 1999; Nguyen and Raju, 2014; Tooley and Dixon, 2006; United Nations Educational Scientific and Cultural Organization (UNESCO), 2015). These so-called lsquo;low-cost private schoolsrsquo; are educating sig- nificant shares of primary and secondary school students in South Asia and Sub-Saharan Africa. Indeed, as shown in Table 1, across Sub-Sa- haran Africa, over 11% and 19% of primary and secondary students are enrolled in private1 schools, with moderate growth in these sectors demonstrated over the last decade and a half. Within Sub-Saharan Africa, the growth and contributions of these schools have been in- vestigated in countries such as Kenya, Nigeria, South Africa, and Tan- zania, among others, highlighting issues of quality, efficiency, accessi- bility, and equity within the low-cost private school market.
As a result of this growing education subsector, there has been in- creasing interest on the part of governments, donors, and other inter- national stakeholders concerning effective inclusion of these schools within national education systems and international education com- mitments. In particular, there is great need for evidence on what con- stitutes effective regulation of private schools, to ensure that non-stateproviders are operating to enable optimal social benefit by minimizing the effects of both market and non-market failures. While a handful of studies have touched upon issues of regulation in select African coun- tries (Ashley et al., 2014; Hauml;rmauml; and Adefisayo, 2013; Heyneman and Stern, 2014), no study has yet provided a systematic and theoretically-grounded assessment of the regulatory environment of private schools. To date, understanding of private education regulation has been driven less by empirical observation than theoretical reasoning. As a result, one notion that has persisted is that stricter regulation sup- presses private sector growth and participation of students in private schools, and that restrictive regulations can be used as a mechanism for governments to constrain private sector competition, thus maintaining the role of the state in providing free education services to the majority of its student populations (Fielden and LaRocque, 2009; Hauml;rmauml; and Adefisayo, 2013; McLoughlin, 2013; Rose, 2006; Singh, 2015). For example, the World Bankrsquo;s framework for engaging the private sector in education (Baum et al., 2014) outlines a number of regulatory me- chanisms commonly understood to restrict the growth of private edu- cation, including: the financial costs of private school registration and certification; the length of the registration process; accessible in- formation on certification procedures; requirements on school land, facilities and infrastructure; and the approval of for-profit provision. Verspoor (2008) suggests that “overly complex procedures for regis- tration and licensing, exacerbated by the weaknesses of the institutionsthat administer the policy, often hamper the development of private- sector provision” (p. 35). The intuitive assumption is that restrictive regulatory environments constrain the contributions of private parties to education and thus the growth of the sector. However, these theo- retical assertions have yet to be tested empirically within the context of a low-cost private school environment. The current study presents re- sults from the first cross-country research to assess the relationship btween private sector regulation and private sector growth in education.
In an effort to extend the foundations of private school regulation theory,this studu explores existing theoretical frameworks of market entry and regulation -including state-driven,market-deiven,and regulation-driven theories -and their application to the regulatory anviroments governing non-state schooling in twenty cou
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目 录
2.Low-cost private schools in Sub-Saharan Africa 4
3.Government regulatory capacity, enforcement, and corruption 6
4.Market entry and regulation-towards a theoretical framework 6
4.1Examining state-driven and market-driven theories of regulation 7
4.2The enforcement theory of regulation 9
5.Market entry and regulation of private education providers 9
7.1 Types of private provision 14
7.3 Existing policies are not correcting for market failures or externalities 16
7.4 Do onerous regulations restrict the size and growth of private education markets? 19
7.2大多数私立学校的规章侧重于学校的投入，而不是公平获得机会或质量结果 38
7.4 繁重的监管是否限制了私立教育市场的规模和增长？ 41
英文原文
New Regulating market entry of low-cost private schools in Sub-Saharan Africa: Towards a theory of private education regulation
1.Introduction
Over the last two decades, a growing body of research has emerged documenting the expansion of a for-profit private school sector in de- veloping countries catering to the demand of poor families for non-state education services (Ashley et al., 2014; Hauml;rmauml;, 2011; Kingdon, 1996; Kitaev, 1999; Nguyen and Raju, 2014; Tooley and Dixon, 2006; United Nations Educational Scientific and Cultural Organization (UNESCO), 2015). These so-called lsquo;low-cost private schoolsrsquo; are educating sig- nificant shares of primary and secondary school students in South Asia and Sub-Saharan Africa. Indeed, as shown in Table 1, across Sub-Sa- haran Africa, over 11% and 19% of primary and secondary students are enrolled in private1 schools, with moderate growth in these sectors demonstrated over the last decade and a half. Within Sub-Saharan Africa, the growth and contributions of these schools have been in- vestigated in countries such as Kenya, Nigeria, South Africa, and Tan- zania, among others, highlighting issues of quality, efficiency, accessi- bility, and equity within the low-cost private school market.
As a result of this growing education subsector, there has been in- creasing interest on the part of governments, donors, and other inter- national stakeholders concerning effective inclusion of these schools within national education systems and international education com- mitments. In particular, there is great need for evidence on what con- stitutes effective regulation of private schools, to ensure that non-stateproviders are operating to enable optimal social benefit by minimizing the effects of both market and non-market failures. While a handful of studies have touched upon issues of regulation in select African coun- tries (Ashley et al., 2014; Hauml;rmauml; and Adefisayo, 2013; Heyneman and Stern, 2014), no study has yet provided a systematic and theoretically-grounded assessment of the regulatory environment of private schools. To date, understanding of private education regulation has been driven less by empirical observation than theoretical reasoning. As a result, one notion that has persisted is that stricter regulation sup- presses private sector growth and participation of students in private schools, and that restrictive regulations can be used as a mechanism for governments to constrain private sector competition, thus maintaining the role of the state in providing free education services to the majority of its student populations (Fielden and LaRocque, 2009; Hauml;rmauml; and Adefisayo, 2013; McLoughlin, 2013; Rose, 2006; Singh, 2015). For example, the World Bankrsquo;s framework for engaging the private sector in education (Baum e
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