International Call
PRIVATIZATION OF EDUCATION: ACCESS TO QUALITY DATA
While the privatization1 of education is a growing phenomenon, and the literature has widely documented its harmful consequences, such as the increase in educational and social inequalities, it remains difficult to gain access to the data that would allow an in-depth analysis of this issue. More specifically, the unavailability or poor quality of statistics, as well as other obstacles to conducting field research, prevent a detailed understanding of these processes in both Northern and Southern countries. Furthermore, many studies in this area are often funded by powerful pro-private sector lobbies, which calls into question the impartiality of the conclusions reached.2
“In the course of their work, the rapporteurs encountered the difficulty of precisely defining private for-profit higher education and the lack of public data on the topic. In fact, there is no legal definition of private for-profit higher education, and the Department’s statistical tools allow for only very partial monitoring of the sector, despite the fact that hundreds of thousands of students are involved” (French National Assembly, 2024) “Even when information on schools is publicly available, it may be irrelevant or misleading: Measures of school quality tend to be narrow, naive and subject to schools manipulating data to make themselves appealing” (GEMR UNESCO, 2021) |
Without reliable information, how can we develop policies that guarantee equitable access to quality education, as called for in many international declarations? If all those involved in education share this vision, why limit access to data? In addition to the weaknesses related to the quality of control and regulatory tools, we hypothesize that studies on this topic could closely question spheres of economic and political influence that could harm their interests. This could even lead to researchers censoring themselves or abandoning studies on these major challenges because they feel endangered.
International bodies such as UNESCO, which areis responsible for monitoring the Sustainable Development Goal (SDG) 4 on education, should encourage governments to ensure the availability of high-quality quantitative and qualitative data on the entire education sector in order to facilitate serious studies on the privatization of education. In addition, those who wish to access public information on education should be able to do so in complete safety and without being threatened or harmed.
1 The privatization of education does not simply mean the transfer of prerogatives to the private sector, but also involves a complex stratification of public-private partnerships, public subsidies to private entities, private educational initiatives supported by the state, or private mechanisms mobilized by public entities.
2 All these arguments are detailed and illustrated in the Global Education Monitoring Report, 2021/2: Non-state Actors in Education: Who Chooses? Who Loses?
Call signatories
Name | Institution |
Adrião Theresa | RELAAPPE / State University of Campinas (Unicamp) Brazil |
Barragan Juana | Global Initiative for Economic, Social and Cultural Rights |
Barratault Marion | Université de Tours |
Blasius Jacob | Global Student Forum (GSF) |
Blat Sebastien | Enfants du Monde |
Bray Mark | UNESCO Chair in Comparative Education – Hong Kong University |
D’Aquino Mathis | SciencesPo Bordeaux |
Da Silva Rui | Center for African Studies of the University of Porto |
Dorsi Delphine | Right to Education Initiative |
Douabou Aya | Global Initiative for Economic, Social and Cultural Rights |
Frisch Hannah | Results UK |
Gatesoupe Mélissa | Université de Tours |
Ghouati Ahmed | Consultant |
Giband David | Université de Perpignan Via Domitia |
Goin Bi Zamblé Théodore | Université Peleforo Gon Coulibaly |
Goudiaby Jean Alain | Université Assane Seck de Ziguinchor |
Grenier Véronique | Institut national de la recherche scientifique, Canada |
Gueto Melo Celia | Nous Cims Foundation |
Koutou N’Guessan Claude | Université Félix-Houphouët-Boigny |
Lauwerier Thibaut | eduCoop |
Locatelli Rita | Università Cattolica, Milan |
Mama Abdoulaye Djafarou | Université d’Abomey-Calavi |
Mary Kevin | Université de Perpignan Via Domitia, laboratoire Art-Dev |
Martins Erika | Universidade de Lisboa |
Moussa Almoustapha | SYNAFEN |
Ntiranyibagira Constantin | Université du Burundi |
Pérez Lara | Universitat Autonoma de Barcelona |
Pernet Corinne | Zurich University of Teacher Training |
Pilon Marc | Institut de recherche pour le développement (IRD), France |
Sharma Laxman | General Federation of Nepalese Trade Unions (GEFONT) |
Sidibe Tidiani | Consultant |
Tenret Elise | Université Paris Dauphine – PSL |
Vergnaud Camille | Unversité Grenoble Alpes |
Winton Sue | Public Education Exchange, York University |
Yabouri Namiyate | Université de Lomé |
Yacouba Djibo Issa | Alliance Globale pour l’Education et le Devellopement |
Yeboua N’Guettia Nana Adjimanne Marcelinbertelo | Institut Universitaire d’Abidjan (IUA) |
If you would like your name and institution to appear on this list, please write to info@educoop.org
First successes
ReFPE, via eduCoop, took part in the Geneva Dialogue on the Right to Education, held on June 18 and 19, 2024, and organized by the Swiss National Commission for UNESCO, the University of Geneva, UNESCO, OHCHR and the REGARD network. The call was relayed there.
Key message 3 : Education data remains limited, particularly when assessing the impacts of privatisation and non-state educational interventions/activities.
The lack of data is a critical barrier to effective policy-making and regulation in the field of privatisation. The Dialogue highlighted the opacity in the operations of private educational entities, which complicates efforts to evaluate their impact comprehensively. Comparative data between public and private providers are often lacking. This complicates a clear assessment of the pros and cons of different types of education arrangements. Some participants argued that an international call for transparency and access to quality data is imperative to inform effective and relevant educational policies.
Key recommandation 3 : Governments should ensure that all education stakeholders, including private providers, are required to report data rigorously and transparently.
