Progressing access to and delivery of better education through public and private sector initiatives.
In most countries, education is by far the biggest item in the public-sector budget. 85% of the costs are recurrent and 95% of that is teacher’s salaries, but, in almost all cases, there is considerable scope for increased efficiency.
The key issue for most governments is the trade-off between efficiency and equity. In the developing world, with its severe financial constraints, there’s a second trade-off – coverage vs quality.
Both situations demand answers to the same two questions. What is the best way to provide education? And who is best to provide it? We have no ideological agenda. There is a role for both public and private providers. Public on grounds of equity, private on grounds of efficiency. The ideal balance varies, not only country by country but also within countries.
Our role is to present and evaluate the options clearly, to develop a strategy based on our client’s decision and to drive the programme through to completion.
We have an exemplary track record in developing and implementing solutions in education and in developing human resources. In Least Developed Countries (LDCs), where data, other than basic enrolment figures, is virtually non-existent, our extensive experience has proved indispensable.
Most of our work involves assessing education and training needs at the primary, secondary and tertiary levels (including vocational training); estimating the infrastructure investment and operating costs, and implementing the plans.
But our comprehensive service ranges from sector planning to needs analysis to the design and provision of training courses. We are also highly experienced in developing institutional support and establishing and monitoring quality standards.
We are at home in remote communities with limited access to basic services and have developed innovative ways of increasing access to education using both the public and private sectors. We have developed programmes to raise school attendance levels amongst adolescent girls and to increase the capacity of basic, secondary and higher education.
We help governments and education authorities to:
We don’t drop out the moment our plans have been accepted. We don’t consider the job done until everything is up and running. And all the needs of all the stakeholders – politicians, administrators, educators and students alike – have been satisfied.
Here are a few examples: