Can Public Private Partnerships help deliver Universal Secondary Education? The case of Uganda.

Research output: Contribution to journalArticlepeer-review

Abstract

Governments worldwide are facing pressure to increase access to secondary school. In Uganda, the government introduced a fee-free policy in 2007 to address this issue. In an effort to make it more affordable, the government partnered with non-state schools to form public-private partnerships (PPPs). PPPs are seen as a cost-effective way to increase school supply, but they have also been associated with negative equity implications. This paper uses a theory of change approach to examine how paying tuition fees for eligible students in PPP and state schools has helped extend access to secondary school in Uganda. Analysis of the Ark Secondary Schools Survey and Focus Group data reveals that the policy did not remove the financial and structural barriers for many students. Key informant interviews shed further light on the ways in which the policy has in fact reinforced existing patterns of exclusion.
Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalCompare: A Journal of Comparative and International Education
Early online date2 Feb 2024
Publication statusPublished online - 2 Feb 2024

Keywords

  • Secondary Education
  • Uganda
  • Public-Private Partnerships
  • Fee-free
  • Equity

Fingerprint

Dive into the research topics of 'Can Public Private Partnerships help deliver Universal Secondary Education? The case of Uganda.'. Together they form a unique fingerprint.

Cite this