Low fee private schooling in India – More questions than answers? Observations from the Young Lives longitudinal research in Andhra Pradesh

Singh, Rachana; Bangay, Colin

doi:10.1016/j.ijedudev.2014.08.004

Cited by 44 publications

(27 citation statements)

References 15 publications

(14 reference statements)

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“…Qualitative studies have also highlighted that school "choice" is not a meaningful concept to many households even where alternative forms of schooling do exist. For poor households, even low-fee private schools are often prohibitively expensive or require substantial financial sacrifice (Akaguri 2014;Fennell and Malik 2012;Härmä 2013Härmä , 2016Rao 2010;Singh and Bangay 2014;Woodhead, Frost, and James 2013;Zeitlyn et al 2015). In some contexts, students may also be selected out of (preferred) public schooling due to poor performance and limited spaces (Zeitlyn et al 2015), leaving them with no effective choice between private and public education.…”

Section: Global Literature On School Choicementioning

confidence: 99%

Constrained school choice in Egypt

Krafft

Elbadawy

Sieverding

2019

International Journal of Educational Development

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This paper examines patterns of school choice in Egypt from primary through higher education. We use a mixed-methods approach that combines survey data with qualitative in-depth interviews to explore schooling decisions. Some private and religious schools exist, but we find that in most geographic areas school "choice" at the pre-university level is effectively limited to public schools-despite their inadequate quality. Although there has not been much change in the attendance of private schools at the pre-university level, we find that attendance of private higher education institutions has increased over time. Azhari (Islamic religious) school attendance at the pre-university level has increased over time as well, possibly indicating a reaction to the low quality of public schools. Overall, when choices are available, families still tend to prefer public schools due to their low cost, though private and religious schools are generally perceived to be of higher quality.

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Section: Global Literature On School Choicementioning

confidence: 99%

Constrained school choice in Egypt

Krafft

Elbadawy

Sieverding

2019

International Journal of Educational Development

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“…Nonetheless, given the magnitude of criticism towards low-fee private schools, our findings also have policy implications for promoting alternatives to the LFPS model. A wealth of literature indicates that low-fee private schools are not helping the most marginalized communities and also that they are infringing upon the right to education for all children (Härmä, 2011;Lubienski, 2013;Riep, 2017;Singh & Bangay, 2014;Tilak, 2016;Torche, 2005). Further, the growth of these types of schools can remove government accountability to educate the most disadvantaged groups across the world.…”

Section: Resultsmentioning

confidence: 99%

“…Whilst there is strong academic evidence to suggest that the expansion of low-fee private schools may have adverse effects on equity in terms of access and outcomes in India (Härmä, 2011;Singh & Bangay, 2014;Tilak, 2016), our conversations with the owners suggest that they did not have any such concerns in their mind. The owners' concerns were more tied with the local communities' needs vis-à-vis the country.…”

Section: Prioritization Of Immediate Needs On the Groundmentioning

confidence: 85%

“…Härmä (2011) studied low-fee private schools in rural areas in a state and found that the fees were screening out students from the lowest-income families. Singh and Bangay (2014) also highlighted economics played a role in the parents' ability to choose between government schools and low-fee private schools.…”

Section: Literature Review On the Emergence Of Lfps Globally And In Imentioning

confidence: 99%

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Motivations to set up and manage low-fee private schools in India

Mond

Prakash

2019

EPAA

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Low-fee private schools (LFPS) educate some of India’s poorest children. They have grown dramatically over the last decade in India and have changed the country’s educational landscape (Srivastava, 2016), yet there is little conclusive evidence that the schools significantly help their students. Our study aims to better understand why and how the schools have grown, and we use a social entrepreneurship theory – the push and pull theory – to guide our research questions. We interviewed eight owners and asked: “what are the motivations of individual actors in setting up low fee private schools?” and “how do these actors justify continuing their work when presented with empirical research on these schools’ mixed impact on the quality of education they provide? There were more pull than push factors. Owners’ distrust of government schools, and the characteristically low-income nature of the communities drove them to choose the low-fee private school model. They justified their work despite evidence of these schools’ mixed impact, arguing that their schools were different from the regular LFPS and that there is high parental support for their schools. We recommend policies to better support such individuals and provide them with an awareness of alternative paths to contribute to improving education.

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“…While the relationship between MOI and learning in low-cost private schools is only starting to be explored, evidence so far suggest that EMI is inhibiting learning, debunking these perceptions (e.g. Rubagumya 2003;Rubagumya et al, 2011 for Tanzania andWoodhead, 2014;Nair, 2015;Singh and Bangay, 2014;Singh and Sarkar, 2012 for India).…”

Section: Research Into Perceptions Of Language and Language Policymentioning

confidence: 99%

Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations

Erling

Adinolfi

Hultgren

et al. 2016

Comparative Education

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While the MDGs and SDGs seek to ensure inclusive and equitable quality education, they rarely address the issue of Medium of Instruction (MOI). Increasing attention is being paid to appropriate and feasible language-in-education policies in LMICs and evidence which demonstrates the benefits and challenges of various policy options. Research in this field, though, tends to be diversified, with a range of small-scale empirical studies scattered among a number of disciplinary contexts. There is therefore a need to consolidate and systematically identify the extent to which this diverse body of literature has evaluated the various languagein-education policy options. To this end, this paper reports on a rigorous literature review of MOI-related research on Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findings, which are discussed in two parts: The first categorises the three areas of research explored in the empirical studies reviewed, namely the effectiveness of language-in-education policies, problems hindering the implementation of these policies, and attitudes to these policies. The second provides an overview of the recommendations for how, given the obstacles in implementing the current policies, to better ensure the effectiveness of language-in-education policies in Ghana and India. Together these findings show that similar 2 issues arise that contribute to challenges of providing equitable, quality education, and similar recommendations have been put forward as a result. This paper thus provides a valuable overview of key issues in the role of language-in-education policies in improving equity and quality in education in LMICs. [283 words]

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Low fee private schooling in India – More questions than answers? Observations from the Young Lives longitudinal research in Andhra Pradesh

Abstract: The article is reproduced in accordance with the self-archiving policies of Elsevier.

Cited by 44 publications

References 15 publications

Constrained school choice in Egypt

Constrained school choice in Egypt

Motivations to set up and manage low-fee private schools in India

Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations

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