Zambia SABER Country Report Engaging the Private Sector in Education 2016 Policy Goals for Independent Private Schools Status 1. Encouraging Innovation by Providers The school has the legal authority to appoint, deploy and dismiss teachers as well as set teacher salaries without review by central authorities. Schools can set their own curriculum but final review of their operational plan is carried out by the Ministry of Education. The Education Board has the legal authority over how resources are allocated to classrooms with final review from central authorities. 2. Holding Schools Accountable The government sets standards for what students need to learn and also indicates by when or how well they need to be learned. Standardized exams are administered annually. The government requires schools to undergo a standard term inspection. Inspections reports outline priorities for improvement. Sanctions are not administered based on the results of school inspections or performance on standardized exams. 3. Empowering All Parents, Students, and Communities No information is provided to parents on the results of standardized exams or inspection reports. Neither students nor parents are surveyed as part of an inspection process. The government does not provide tax subsidies or cash transfers for families attending private schools. 4. Promoting Diversity of Supply The government allows all of the following types to operate a school: Community, not for profit, faith based and for profit. Certification standards require schools to own the land. Registration/certification guidelines are made public and from multiple sources. Schools are required to pay a registration fee and renewal fee in order to operate. Policy Goals for Government-Funded Private Schools (Grant- aided and Community Status schools) 1. Encouraging Innovation by Providers Schools have legal authority to appoint, deploy and dismiss teachers with the final review from central authorities. The central government has the legal authority over how the curriculum is delivered. The school (school principal, school council, parent association etc.) has the legal authority to manage school operating budgets without review by central authorities. The Education Board has the legal authority over how resources are allocated to classrooms with final review from central authorities. 2. Holding Schools Accountable The government sets standards for what students need to learn and also indicates by when or how well they need to be learned. Standardized exams are administered annually. The government requires schools to undergo a standard term inspection. Inspections reports outline priorities for improvement. Sanctions are not administered based on the results of school inspections or performance on standardized exams. The government requires schools to report on the use of public funds as a condition for the continuation of funding during a standard term. 3. Empowering All Parents, Students, and Communities Ad hoc information is provided to parents on standardized exam results or inspection reports / available on demand. Neither students nor parents are surveyed as part of an inspection process. Schools are allowed to select students based on both academic performance and geography. Parental choice is restricted by voluntary non-monetary parent contributions i.e. in kind labor or goods. 4. Promoting Diversity of Supply The government allows all types of providers to operate. Aided schools must pay a fee to apply for aided status. All budgets academic and additional budgets (facilities and transport) are equivalent to per student amounts in public schools. ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Table of Contents Introduction ............................................................................................................................................................................ 1 Overview of SABER-Engaging the Private Sector .................................................................................................................... 2 Benchmarking Education Policies: The SABER-EPS Methodology .......................................................................................... 4 Education in Zambia................................................................................................................................................................ 5 Private Education in Zambia ................................................................................................................................................... 6 Benchmarking Zambia’s Private School Policies ..................................................................................................................... 8 Goal 1: Encouraging Innovation by Providers ..................................................................................................................... 8 Goal 2: Holding Schools Accountable ................................................................................................................................. 9 Goal 3: Empowering all Parents, Students, and Communities ......................................................................................... 11 Goal 4: Promoting Diversity of Supply .............................................................................................................................. 12 From Analysis to Action: Policy Options for Zambia ............................................................................................................. 15 Policy Option 1: Strengthen the inspection system and follow-up actions in Zambia ..................................................... 15 Policy Option 2: Ensure information is easily accessible to parents by using school report cards and prohibit schools from using inequitable entrance selection criteria for students ............................................................................................... 18 Acknowledgments................................................................................................................................................................. 19 References ............................................................................................................................................................................ 19 Annex I: SABER-Engaging the Private Sector Rubrics………………………………………………………………………………………………………..22 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 collects and analyzes policy data on education systems Introduction around the world, using evidence-based frameworks to In recent years, private sector engagement in education highlight the policies and institutions that matter most —which includes a vibrant mix of non-profit, for-profit for promoting learning for all children and youth. and faith-based organizations—has grown significantly SABER-EPS research in Zambia has found that despite around the world. In the last two decades, the impressive gains in enrollment, education quality percentage of students in low-income countries remains a serious concern, as does equity—especially attending private primary schools doubled, from 11 beyond the primary level. School providers in Zambia percent to 22 percent (figure 1). This growth in private include private schools, community schools, and grant- provision is closely connected to the boom in access that aided schools. Non-government schools account for a has taken place in low-income countries over the same sizable share of education service provision in the two decades: primary net enrolment increased from 55 country. In 2009, roughly 22 percent of students in percent to 80 percent between 1990 and 2010. grades 1–9 were enrolled in private schools, with As countries redouble their efforts to achieve learning community schools making up the largest share. Based for all at the primary and secondary levels, the private on a review of existing policies, SABER-EPS offers the sector can be a resource for adding capacity to the following recommendations for Zambia to enhance its education system. By partnering with private entities, engagement with the non-state sector in education and the state can provide access to more students, to meet the challenges of access, quality, and equity: particularly poor students who are not always able to  Strengthen system accountability measures; access existing education services (Pal and Kingdon 2010; consider a needs-based inspection system Patrinos, Barrera-Osorio, and Guáqueta 2009; Hossain where underperforming schools receive greater 2007). Additionally, evidence shows that governments scrutiny and support. have been successful at improving education quality and  Increase the information available to parents on student cognitive outcomes in many countries through school quality, including via school report cards. effective engagement with private education providers (Barrera-Osorio and Raju 2010; French and Kingdon The remainder of the report provides an overview of 2010; Barrera-Osorio 2006). SABER-EPS, followed by a description of the basic education system in Zambia, with a focus on the non- Figure 1. Private enrollment as a percentage of total state sector and government policies related to the primary enrollments, by country income level private provision of education. The report then benchmarks Zambia’s policy environment utilizing the Low-income countries SABER-EPS Framework and finally offers policy options to enhance learning for all children in primary and secondary school. Middle-income countries High-income countries Source: Baum et al. (2014). This report presents an analysis of how effectively the current policies of Zambia engage the private sector in basic (primary and secondary) education. The analysis draws on the Engaging the Private Sector (EPS) Framework, a product of the World Bank’s Systems Approach for Better Education Results (SABER). SABER SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 1 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Overview of SABER-Engaging the Box 1. Key private sector engagement policy goals Private Sector 1. Encouraging innovation by providers. Local decision making and fiscal decentralization can have positive effects on school and student outcomes. Most high- In many countries, the extent and activity of the private achieving countries allow schools autonomy in sector in education is largely undocumented and managing resources (including personnel) and unknown. SABER-EPS is working to help change that. educational content. Local school autonomy can SABER-EPS assesses how well a country’s policies are improve the ability of disadvantaged populations to oriented toward ensuring that the services of non-state determine how local schools operate. providers promote learning for all children and youth. 2. Holding schools accountable. If schools are given autonomy over decision making, they must be held The aim of SABER-EPS is not to advocate private accountable for learning outcomes. Increases in schooling. The intention is to outline the most effective autonomy should be accompanied by standards and evidence-based policies specific to each country’s interventions that increase access and improve quality. current approach toward non-state provision of The state must hold all providers accountable to the education. SABER-EPS assesses the extent to which same high standard. policies facilitate quality, access, and equity of private 3. Empowering all parents, students, and communities. education services. Data generated by SABER-EPS can When parents and students have access to information further the policy dialogue and support governments in on relative school quality, they can have the power to engaging private providers to improve education results. hold schools accountable and the voice to lobby governments for better-quality services. For Four policy goals to engage the private sector empowerment to work equitably, options for parents and students should not depend on wealth or student SABER-EPS collects data on four key policy areas that ability. international evidence has found effective for 4. Promoting diversity of supply. By facilitating market strengthening accountability mechanisms among entry for a diverse set of providers, governments can citizens, policymakers, and providers (box 1). These increase responsibility for results, as providers become policy goals were identified through a review of rigorous directly accountable to citizens as well as to the state. research and analysis of top-performing and rapidly improving education systems. Figure 2. Relationships of Accountability for Successful Service Delivery The four policy goals enable a government to increase innovation and strengthen accountability among the critical actors in an education system (figure 2). Empowering parents, students, and communities enhances the ability of parents to express their voice and hold policymakers accountable for results. Additionally, when parents are empowered, in most contexts they can have greater influence over provider behaviors. Increasing school accountability strengthens the quality- and equity-assurance mechanisms between the state and education providers. Encouraging innovation and promoting diversity of supply can allow providers to respond to local needs. Increasing school-level autonomy in critical decisions improves the services provided to students. Allowing a diverse set of providers to enter the market can increase client power and enable citizens to choose from a wider range of models. By developing these policy goals, a government can Source: Adapted from the World Bank (2003). improve the accountability of all providers in an SABER-EPS recognizes that the four policy goals outlined education system and, subsequently, have a positive in box 1 can assist governments in raising accountability impact on educational outcomes. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 for the education services provided in their countries. The tool allows governments to systematically evaluate their policies and implement practices that are effective across multiple country contexts. Four types of private provision of education Across the world, governments can implement numerous strategies to improve educational outcomes by supporting non-state education provision. SABER-EPS benchmarks key policy goals across the four most common models of private service delivery: 1. Independent private schools: schools that are owned and operated by non-government providers and are financed privately, typically through fees. 2. Government-funded private schools: schools that are owned and operated by non- government providers, but receive government funding. 3. Privately managed schools: schools that are owned and financed by the government, but are operated by non-government providers. 4. Voucher schools: schools that students choose to attend with government-provided funding; these schools can be operated by the government or non-government providers or both, depending on the system. SABER-EPS analyzes laws and regulations to: (1) identify the types of private engagement that are legally established in each country and (2) assess each education system’s progress in achieving the four policy goals. The aim of the SABER-EPS Framework is to provide policy guidance to help governments establish strong incentives and relationships of accountability among citizens, governments, and private education providers, with the goal of improving education results. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Benchmarking Education Policies: The The hypothetical country’s overall score for this policy goal would be: (2+3+4+4)/4 = 3.25. The overall score is SABER-EPS Methodology converted into a final development level for the policy goal, based on the following scale: The World Bank has developed a set of standardized questionnaires and rubrics for collecting and evaluating Latent: 1.00 – 1.50 data on the four policy goals for each type of private Emerging: 1.51 – 2.50 school engagement established in a given country. Established: 2.51 – 3.50 Advanced: 3.51 – 4.00 The policy goals are benchmarked separately for each The ratings generated by the rubrics are not meant to type of private engagement. A point of emphasis here is be additive across policy goals. That is, they are not that these tools only assess official and established added together to create an overall rating for engaging policies governing private education provision. the private sector. Additional tools determine on-the-ground implementation of these policies. The SABER-EPS Use of the SABER-EPS tool information is compiled in a comparative database that interested stakeholders can access for detailed reports, SABER-EPS is not intended to be used as a prescriptive background papers, methodology, and other resources; policy tool, but rather, as a tool to generate an informed the database details how different education systems assessment of a country’s policies vis-à-vis current engage with the private sector. knowledge about effective approaches. The results of this benchmarking exercise serve as a good starting point For each indicator associated with the respective four to discuss potential policy options that could be policy goals, the country receives a score between 1 and considered, based on the nuances of the local context 4 (figure 3), representing four levels of private sector and national education system. Education systems are engagement: 1 (latent), 2 (emerging), 3 (established), or likely to be at different levels of development across 4 (advanced). indicators and policy goals. While intuition suggests it is probably better to be as developed in as many areas as Figure 3. SABER Rubric Benchmarking Levels possible, the evidence does not clearly show the need to be functioning at the advanced level for all policy goals. National education priorities lay at the center of recommended policy options; countries may prioritize higher levels of development in areas that contribute most to their immediate goals. For more information on the global evidence underlying EPS and its policy goals, see the SABER framework paper, “What Matters Most for Engaging the Private Sector in Education” (Baum et al. 2014). Source: Baum et al. (2014). The overall score for each policy goal is computed by aggregating the scores for each of its constituent indicators. For example, a hypothetical country receives the following indicator scores for one of its policy goals: Indicator A = 2 points Indicator B = 3 points Indicator C = 4 points Indicator D = 4 points SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 4 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Education in Zambia in Sub-Saharan Africa (SSA). The literacy gap between men (72 percent literate) and women (52 percent Zambia is a lower-middle income country in Sub-Saharan literate) in the country is large, although the gap is again similar to the SSA average: 51 percent of women and 69 Africa.1 GDP per capita in Zambia is (current) US$ 1,469. The country’s average annual growth rate from 2004 to percent of men are literate across Sub-Saharan Africa 2012 was 6.3 percent, with stable growth between 6 and (Edstats). 7 percent throughout the recent global financial crisis (World Development Indicators). However, as noted in Access to basic education services in Zambia has Zambia’s Sixth National Development Plan 2011–2015 improved dramatically in the past decade. Following the (Zambia MOFNP 2011), the economic growth introduction of free basic education (grades 1–7) in 2002, experienced by the country has neither sufficiently participation in government primary and secondary impacted poverty reduction nor improved general living schools grew exponentially. Between 2002 and 2005, net conditions for most Zambians. primary school enrollment grew from 73 percent to 94 percent (Zambia MOE 2010). During this three-year There is a high incidence of financial deprivation in period, 1.6 million new students enrolled in government Zambia, with roughly 75 percent of the population living primary and secondary schools—an increase of 48 percent (Edstats). Implementation of free basic below the international poverty line of US$ 1.25 per day in 2010 (World Development Indicators). Zambia scores education in Zambia reflects both high demand and the “low” on the UN’s Human Development Index (HDI), potentially detrimental effects of education costs. Prior which benchmarks countries based on a composite of life to the 2002 abolition of school fees, over 28 percent of expectancy, years of education, and income: Zambia primary-age children in the country were out of school; ranked 141st among 187 countries in 2014 (UNDP 2014). in 2001, one-half of the parents of these children reported that school costs were a substantial barrier to In its efforts to improve the living conditions of its accessing educational services (Wiener 2010). citizens, the government of Zambia has made improving the current state of education in the country one of its Since 2005, enrollments have increased at a nearly constant rate of 3 percent per year, consistent with key objectives. The government has the responsibility of ensuring that education is available to all citizens. Due to national population growth. The primary net enrollment limited resources, there is not adequate provision for rate was 89.0 percent in 2015. Currently, of greater everyone, although this remains a key objective for the concern than initial entry into school are issues of education system. The Ministry of Education, Science, student persistence and learning. Although schools have and Vocational Training and Early Education (MOE) is the maintained high rates of primary student enrollment primary provider of education services in the country, since the abolition of school fees, only 57.3 percent of including primary, secondary, and higher education. students reach grade 9 and only 30.8 percent reach grade 12 (Zambia MOE 2015). The net enrollment rate Education expenditures in Zambia between 2006 and for Zambia’s secondary level in 2015 was 28.1 percent 2013 ranged from 15.3 to 20.5 percent of total (Ibid). government expenditures, which translates into 3.7 to 4.4 percent of the gross domestic product (GDP) (World After experiencing rapid growth in school enrollment, a Bank 2016). country’s education system naturally faces the challenge of insufficient infrastructure and teaching and learning The adult (ages 15+) literacy rate at the national level was materials. The government has been addressing these 61 percent in 2007, on par with the 60 percent average issues gradually, with measurable levels of success. The 1 incorporated into the background and context sections at the This report presents country data collected in 2014 using the SABER-EPS policy intent data collection instrument. It thus request of the government, following the data collection offers a specific snapshot in time. Additional data was exercise. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 5 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 pupil-teacher ratio for grades 1–7 has improved from receive government funding as an “aided” school. There 70:1 in 2007 to 41:1 in 2013 (World Bank 2016). The are three types of non-government schools in Zambia, as pupil-textbook ratio has improved from 3:1 in 2007 to defined by the state: nearly 2:1 in 2010 (Zambia MOE 2007, 2010). In 2015, the 1. Private schools. These schools are owned and pupil-textbook ratio for the primary level was 0.86, and managed by religious institutions, private for the secondary level, 0.59 (Zambia MOE 2015). individuals, or groups. They receive no subsidies from the government and collect user fees from Students’ learning levels could benefit from targeted and parents. sustained interventions proven to increase learning levels. Grade 6 students in Zambia perform roughly 0.75 2. Community schools. These schools are run by standard deviations below their regional peers on the parents, teachers, and local communities. They SACMEQ (Southern and Eastern Africa Consortium for began primarily in rural areas as the result of Monitoring Educational Quality) assessment (table 1). insufficient government school supply or the previous high cost of public schooling. Some Table 1. Mathematics and Reading Achievement of community schools receive grants from the Grade Six Students (Zambia, SACMEQ Regional government. These schools have been Average)2 recognized by the government since 1998. The government has a collaborative relationship with Zambia Regiona Difference the community schools’ umbrella organization, Mathematics 435.1 507.1 -0.72 SD the Zambia Community Schools Secretariat (Std. Err.) (1.39) (0.42) (ZCSS) (DeStefano 2006). Reading 434.5 509.3 -0.75 SD 3. Grant-aided schools. These schools are owned (Std. Err.) (1.50) (0.45) and managed by private individuals or groups. They receive subsidies from the government in Source: SACMEQ 2012. a. See.www.sacmeq.org for a description of participating the form of cash, teaching staff, and learning countries. materials. Non-government schools account for a sizable share of Private Education in Zambia educational service provision in Zambia (table 2). In 2009, roughly 22 percent of grade 1–9 students were enrolled in private sector schools, with community Zambia’s National Policy on Education (Zambia MOE schools making up the largest share (table 3). 1996) expresses a national policy objective of establishing new partnerships with all types of education Table 2. Number of Schools by Type (Grades 1–9) providers, including private sector providers, nongovernmental organizations (NGOs), local Total Schools Percentage communities, and religious groups. The Sixth National Government 8,111 70.3 Development Plan 2011–2015 (Zambia MOFNP 2011) Grant-aided 296 2.6 outlines the government’s desire to enhance public- Private/church 381 3.3 private partnerships (PPPs) for effective delivery of social Community 2,747 23.8 services. Total 11,535 100.0 Source: Zambia MOFNP 2011. Any person, community, or organization in Zambia is free not only to apply to set up a school, but also to apply to 2 SACMEQ. 2012. “Zambia Reading & Math Achievement Scores.” http://www.sacmeq.org/?q=sacmeq- members/zambia/sacmeq-indicators. Accessed in 2013. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 6 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Table 3. Enrollment in Grades 1–9, by School Type Total enrollment Percentage Government 2,724,923 77.6 Grant-aided 114,217 3.2 Private/church 116,740 3.3 Community 554,408 15.8 Total 3,510,288 100.0 Source: Zambia MOE 2010. There is still much to be known about the performance of the non-state education sector in Zambia. To date, empirical research on the learning outcomes of non- government schools is not extensive. Private school students outperform their public counterparts in both reading and mathematics on the SACMEQ assessment (table 4). These results show only raw differences in student scores without accounting for student background differences; however, it is worth noting, these students are statistically equal in terms of family socioeconomic status (as measured by a SACMEQ composite score of parent education level and home possessions). Table 4. Comparison of Mathematics and Reading Achievement of Grade 6 Students3 Public Private Difference Mathematics 434.1 451.8 -0.17 SD (Std. Err.) (1.43) (5.71) Reading 432.9 459.6 -0.27 SD (Std. Err.) (1.52) (7.07) According to the SABER-EPS Framework, Zambia’s private and faith-based institutions are considered independent private schools while grant-aided and community schools are considered government-funded private schools. As such, community and grant-aided schools will be integrated into the section on government-funded private schools and discussed in tandem. 3SACMEQ. 2012. “Zambia Reading & Math Achievement Scores.” http://www.sacmeq.org/?q=sacmeq- members/zambia/sacmeq-indicators. Accessed in 2013. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 7 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Benchmarking Zambia’s Private School Development level: Policies Independent private schools: This section of the report presents the results of the Government-funded private schools: SABER-Engaging the Private Sector analysis of laws, policies, and regulations governing independent and government-funded private schools, as Zambia has decided to involve these providers in offering basic The overall score is established for independent private education services. The report discusses the schools in Zambia, suggesting good practice in allowing benchmarking results against established recommended school autonomy via critical decision making. The overall practices. For more information on the global evidence score for government-funded private schools is underlying these policy goals, see the SABER Framework emerging. paper, “What Matters Most for Engaging the Private Sector in Education” (Baum et al. 2014). Independent private schools have the legal authority to appoint, deploy, dismiss, and set the salaries of teachers. Goal 1: Encouraging innovation by providers The central government outlines in the Education Act of The highly particular and contextualized nature of 2011 that by 2015, community school teachers shall be education delivery necessitates decision making at the required to have a basic school teacher's qualification. school level. To be aware of and adapt to changing The level of personnel autonomy given to two different student needs, school leaders require autonomy in the types of government-funded private schools, grant- most critical managerial areas. aided schools and community schools, varies. The board of management in grant-aided schools appoints the The methodologically rigorous studies assessing the school’s own teachers, determines teacher salaries, and impacts of local school autonomy on student learning dismisses teachers. In community schools, the ministry outcomes generally find a positive relationship of education may appoint and deploy some teachers (Hanushek and Woessmann 2010; Bruns, Filmer, and where qualified teachers are lacking. These teachers may Patrinos 2011). A few studies find evidence that local also work under different terms and conditions. autonomy for school leaders is associated with increased student achievement, as well as reduced student In independent private schools, the minister specifies the repetition and failure rates (King and Özler 2005; Jimenez curriculum, syllabi, books, and other materials to be and Sawada 2003; Gertler, Patrinos, and Rubio-Codina used; however, the school is responsible for setting out 2012). its operational plan, including modes of delivery. In government-funded private schools, the central Box 2. International Best Practice – Encouraging government has even more control over: Innovation by Providers The following decisions/processes are made at the school (a) the annual academic calendar, the duration of level: any academic year, and the terms of an academic  Establishment of teacher qualification standards year for educational institutions;  Appointment and deployment of teachers (b) the minimum number of days in a year in which  Teacher salary levels  Teacher dismissals instruction shall be given;  The way in which the curriculum is delivered (c) the minimum hours of instruction that  Class-size decisions educational institutions must provide;  Management of the operating budgets (d) the total learning time with respect to each study area in the curriculum; (e) the number of working days and holidays during any given academic year; and (f) textbooks used. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 8 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 In government-funded private schools, the schools’ C. Policies particular to government-funded private schools operational budgets are controlled by school management boards. Item Score Justification Table 5. Goal 1: Encouraging Innovation by Providers Schools have the legal Who has the legal Emerging authority to set teacher A. Common policies for independent private schools and authority to set  standards, with review teacher standards? government-funded private schools by central authorities. Item Score Justification Schools have the legal The Education Board has Who has the legal Emerging authority to appoint and the legal authority to authority to appoint deploy teachers, with  Who has the legal decide how resources are and deploy teachers? review by central Emerging authority to determine allocated to classrooms, authorities.  maximum class size? with final review by central authorities (on Schools have the legal class size). Who has the legal authority to determine authority to Emerging teacher salary levels, determine teacher  with review by central B. Policies particular to independent private schools salary levels? authorities. Item Score Justification Schools have the legal Who has the legal Emerging authority to dismiss The school (school authority to dismiss  teachers, with review by principal, school council, teachers? central authorities. Who has the legal Advanced parent association, etc.) authority to set teacher has the legal authority to  Who has the legal standards? appoint teachers without The central government authority to Latent review by central has the legal authority to determine how the  authorities. determine how the curriculum is curriculum is delivered. The school (school delivered? principal, school council, Who has the legal parent association, etc.) The school (school Advanced authority to appoint and has the legal authority to principal, school council,  Who has the legal deploy teachers? appoint teachers without parent association, etc.) authority to manage Advanced review by central has the legal authority to school operating  authorities. manage school operating budgets? The school (school budgets without review principal, school council, by central authorities. Who has the legal parent association, etc.) Advanced authority to determine has the legal authority to  teacher salary levels? determine teacher Based on the benchmarking results for goal 1, the salaries without review suggested policy options for Zambia include the by central authorities. following: The school (school principal, school council,  Increase the flexibility of schools to use additional Who has the legal parent association, etc.) resources and choose curriculum delivery methods Advanced authority to dismiss has the legal authority to  that meet the needs of the local community. teachers? dismiss teachers without review by central  Ensure that community schools are able to make authorities. decisions on the appointment and dismissal of Who has the legal Schools can determine teachers, even if those teachers are centrally authority to determine Emerging how the curriculum is how the curriculum is  delivered, with review by deployed by the ministry of education. delivered? central authorities. Goal 2: Holding schools accountable As previously noted, students perform better, on average, in schools with higher levels of accountability to SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 9 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 the state (Abdulkadiroğlu et al. 2011; Carnoy and Loeb inspected at least three times a year. The inspection 2002; Woessmann et al. 2007; Hanushek and Raymond report does not explicitly outline the strengths and 2005). For non-state providers, when government weaknesses of a school, but does offer suggestions for funding is tied to accountability standards, schools are improvement. Schools are also required to submit an incentivized to perform more efficiently (Barrera-Osorio improvement or operational plan. There are no sanctions and Raju 2010; Patrinos 2002). A strong accountability based on the results of school inspections or school system requires that the government, parents, and performance on standardized exams. educational professionals work together to raise outcomes. The government must play a role in ensuring Government-funded private schools are required to that higher education quality is delivered by schools. The report to the government on the use of public funds as a SABER-EPS Framework assesses multiple policy condition of continued funding. A public, aided, or indicators to determine the accountability of non-state community educational institution must submit audited providers. A list of the key indicators is provided in box 3. accounts to the minister of education within 90 days of the end of the institution’s financial year. Box 3. International Best Practice—Holding Schools Accountable Table 6. Goal 2: Holding Schools Accountable  The central government sets standards regarding A. Common policies for independent private schools and what students need to learn, including deadlines for government-funded private schools meeting these standards.  Students are required to take standardized Item Score Justification examinations; exam results are disaggregated by The government does school, socioeconomic status, gender, etc. set standards for what  Schools are required to report on the use of public Does the government set students need to learn. funds as a condition of continued funding. standards on what Established It also indicates EITHER  The central government or an external agency students need to learn  by when OR how well and by when? performs school inspections as determined by they need to be school need. learned.  Schools produce school improvement plans.  School performance is tied to sanctions and/or Are students required to rewards. take standardized exams, Established Standardized exams are with results  administered annually. disaggregated? Development level: The government Are school inspections Private independent schools: Established requires schools to performed as determined  undergo standard-term by school need? inspections. Government-funded private schools: Does the inspection Priorities for report outline the Emerging improvement are In Zambia, policies for holding independent and strengths and  outlined in the government-funded private schools accountable are weaknesses of the inspection report. school? emerging. Are sanctions or rewards Sanctions are not The Education Act outlines the programs of study and administered based on administered based on assessment arrangements at the foundational level of the results of school Latent either the results of education and each key stage thereafter. National inspections or school  school inspections or performance on school performance on examinations have been conducted annually in grades 7, standardized exams? standardized exams. 9, and 11 since 1997. B. Policies particular to government-funded private schools The Education Act also specifies that the role of the B. Policies particular to government-funded private schools inspection system is to vet and approve the registration of aided, community, and/or private educational Item Score Justification institutions, as well as to ensure that all schools are SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 10 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 The government and Schady 2008; Lewis and Lockheed 2007; Patrinos Are schools required to requires schools to 2002; Barrera-Osorio 2006). Effective policy practices for report to the government Established report on the use of non-state providers include some of the indicators listed on the use of public public funds as a in box 4.  funds as a condition of condition of continued continued funding? funding for a standard term. Box 4. International Best Practices—Empowering All Parents, Students, and Communities  Information on standardized tests and school Informed by the benchmarking results for goal 2, the inspections is made available by multiple sources. following suggested policy options could help Zambia  Parents and students are included in the inspection increase the accountability of private schools: and improvement-planning processes.  Admission processes for entry into publicly funded  Ensure that new schools go through a rigorous schools are not based on student background; a certification process based on criteria related to lottery is used in cases of oversubscription. student outcomes.  School choice is not hindered by mandatory  Use a more needs-based inspection system that financial contributions. gives greater scrutiny to underperforming schools.  Tax subsidies, scholarships, and/or cash transfers Follow-up inspection visits can then focus on are available to families whose children attend independent private schools. underperforming schools and their progress against their own school improvement or Development level: operational plans. Private independent schools:  Consider administering sanctions and/or rewards for poorly performing and high-performing schools, respectively. These tools could be Government-funded private schools: targeted in rural areas or areas with severe underperformance. In Zambia, the policies to empower parents, students, and communities for independent private schools are Goal 3: Empowering all parents, students, and latent, while those for government-funded private communities schools are emerging. Additional policy strategies could increase the client power of parents and better allow Empowering parents, students, and communities is one them to hold providers accountable for results. of the foundations for creating quality learning opportunities for all students. Poor and marginalized In the case of independent private schools, a law requires children, together with youth, disproportionately lack publication of the list of registered schools in a daily access to quality education services in Zambia. To newspaper, as well as admissions guidelines for those overcome this obstacle, the government needs to schools. However, it does not require the publication of increase providers’ accountability to all clients, information on school quality, such as examination particularly underserved groups. results or school inspection reports. For government- funded private schools, parents can request the Educational access and the performance of schools and information from the government directly. students can be substantially impacted by openly disseminating comparable school performance Government-funded private schools are allowed to information (Andrabi, Das, and Khwaja 2009; Pandey, select students based on both academic performance Goyal, and Sundararaman 2009; Björkman 2007; and geography. This may lead to marginalization of Reinikka and Svensson 2005); increasing parental students from lower-income households or influence in schools (Skoufias and Shapiro 2006; King and disadvantaged backgrounds. The 2011 Education Act Özler 2005; Jimenez and Sawada 1999; Gertler, Patrinos, mandates that all learners, including poor and vulnerable and Rubio-Codina 2012; Di Gropello and Marshall 2005); children, shall have equal access to quality education. It and implementing demand-side interventions—such as also stipulates that no head of a public, aided, or scholarships, vouchers, or cash transfers—to help the community educational institution shall refuse to admit most vulnerable students (Orazem and King 2007; Filmer SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 11 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 an applicant to the institution on grounds that the C. Policies particular to government-funded private schools applicant or the applicant’s parent: (a) is unable to pay, or has not paid, the school fee Item Score Justification determined by the educational institution; Ad-hoc information is (b) is unable to provide the applicant with the items of Are standardized exam provided to parents on results and inspection Emerging standardized exam clothing or other basic necessities determined by the reports provided  results and/or inspection head of institution; or regularly to parents? reports are available on (c) does not subscribe to the mission of the educational demand. institution or its religious practices. Schools are allowed to Are schools allowed to This policy could be strengthened to ensure that apply selective Latent select students based on selection criteria are removed. both academic admission criteria when  performance and admitting students? Table 7. Goal 3: Empowering all Parents, Students, and geography. Communities Parental choice is Are schools allowed to A. Common policies for independent private schools and Established restricted by voluntary charge additional fees government-funded private schools non-monetary parent or accept contributions  contributions (i.e., in-kind from parents? Item Score Justification labor or goods). Are parents and Neither students nor students interviewed as Emerging parents are surveyed as Informed by the benchmarking results for goal 3, the part of the inspection  part of the school following suggested policy options would help Zambia process? inspection process. empower parents and students to influence the quality of education services provided by private schools: B. Policies particular to independent private schools  Increase parents’ access to information on school Item Score Justification quality, including examination and school inspection Are standardized exam No information is reports, to allow them to make informed decisions provided to parents on the on their children’s schooling. results and inspection Latent results of standardized reports provided  regularly to parents? exams or inspection  Remove the ability of schools to use selection criteria reports. that may discriminate against marginalized groups. Does the government The government does not provide tax subsidies or provide tax subsidies or Goal 4: Promoting Diversity of Supply cash transfers to families Latent cash transfers to families whose children attend  whose children attend By opening education to a more diverse set of providers, independent private private schools. governments can increase client power and make schools? providers directly accountable to students and parents for results. Although the public sector will always remain an important (and, in most cases, the predominant) provider of education services, educational choice can be used as part of a package of reforms to improve access and quality in both the public and private education sectors (Hoxby 2003; Levin and Belfield 2003; De la Croix and Doepke 2009; Carnoy and McEwan 2003; Himmler 2007; Angrist et al. 2002; World Bank 2003). In order to facilitate quality improvements through increased school competition and choice, governments can: (i) allow multiple types of providers to operate; (ii) promote clear, open, affordable, and unrestrictive certification standards; and (iii) make government funding (and other incentives) available to non-state schools. This policy SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 12 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 goal aims to increase the ability of diverse providers to (b) the provision of materials; provide education services. In order to do so, a number (c) operational and capital development costs; of policy indicators are suggested, as outlined in box 5. (d) the provision of teachers who are staff members of the ministry of education; and Box 5. International Best Practice—Promoting Diversity of Supply (e) any other form of aid determined by the  The central government allows different types of minister. providers to operate schools.  Certification standards do not prohibit market However, schools do not receive funding targeted to entry. specific student needs. Furthermore, no start-up funding  Information on market-entry requirements is is available for government-funded private schools. available from multiple sources.  Regulatory fees do not prohibit market entry. Independent private schools are required to pay a  Publicly funded non-state schools and public registration and renewal fee. Government-funded schools receive equivalent student funding; private schools must pay a fee to apply for aided status. funding is increased to meet specific student needs.  The central government provides incentives for Government-funded private schools are provided market entry, such as access to start-up funding, information on the budget allocations to be transferred public land, and public buildings. to them one to three months before the start of the  Schools are able to plan budgets six months in academic year. advance of the academic year.  Privately managed schools are not restricted by student numbers, school numbers, or location.  The central government does not restrict tuition levels at private independent schools. Development level: Private independent schools: Government-funded private schools: In Zambia, the policies in place to promote diversity of supply for independent and government-funded private schools are established—representing systematic good practice. There are no restrictions on the type of provider who can operate private independent and government-funded private schools in Zambia. Certification standards require schools to provide evidence of land ownership. Standards for registration and certification are available from multiple sources. For government-funded private schools, academic and additional budgets (e.g., facilities and transport) are equivalent to per-student amounts funded in public schools. For example, grant-aided schools may be entitled to: (a) a subsidy; SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 13 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Table 8. Goal 4: Promoting Diversity of Supply C. Policies particular to government-funded private schools A. Common policies for independent private schools and Item Score Justification government-funded private schools Are schools able to Established Aided schools must Item Score Justification operate without pay a fee to apply for  paying fees? aided status. The government allows all of the All budgets, academic Does the government Advanced following types to and additional (e.g., allow multiple types operate a school: facilities and of providers to  Does the government community, not for transport), are operate a school? provide equivalent profit, faith based, equivalent to per- budget funding to Established and for profit. student amounts public and  funded in public Certification government-funded schools. Schools do standards that are not private schools? not receive funding linked to education targeted to specific outcomes restrict student needs. entry, including one of Do registration the three following Do government- standards for private criteria: funded private Latent No start-up funding is Established schools promote 1. land (undulating, schools receive any  available.  rather than inhibit distance from public start-up funding? market entry? venues, etc.) 2. facilities (separate Schools are provided science labs, weather information on the vanes, etc.) Is information on the budget allocations to 3. assets (ownership amount of Emerging be transferred to of land or buildings) government funding  them between 1 and 3 provided in a timely months before the Are guidelines that manner? Registration and/or start of the academic outline the year. certification requirements for Advanced guidelines are made school registration  public by multiple clearly publicized by Informed by the benchmarking results for goal 4, the sources. multiple sources? following suggested policy options could help Zambia better promote diversity of supply of independent B. Policies particular to independent private schools private schools: Item Score Justification  Review the fees paid by private independent and Are schools able to Schools are required government-funded private schools to ensure that Emerging these fees are not barriers to entry for future operate without to pay registration  paying fees? and renewal fees. providers.  Consider providing initial funding for government- funded private schools in areas where the number of out-of-school children is high.  Ensure that government-funded schools are provided information on the budget allocations to be transferred to them at least six months before the start of a new academic year to facilitate planning. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 14 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 From Analysis to Action: Policy continually improve school performance. A review of quality assurance and school monitoring systems across Options for Zambia eight Asian Pacific countries found that a number of countries exceed basic minimum standards and Zambia has done much to open educational effectively use accountability mechanisms to ensure opportunities to all students over the last 12 years.4 With continual improvement (Mok et al. 2003). The Office for the abolition of school fees in 2002, the country Education Standards in Education (Ofsted) in England, substantially increased access to education at the the Education Review Office in New Zealand, and the primary level, reaching a primary net enrollment rate of National Inspectorate in the Netherlands have all moved 89 percent in 2015. However, primary schools are to a risk-based inspection approach, which allows hindered by insufficient infrastructure and materials, and schools that are performing well and continually access to secondary education remains low. The quality improving to have less frequent inspections, while of learning outcomes also requires improvement. The schools performing below standard are inspected more non-state sector plays a significant role in providing frequently and rigorously (Dutch Inspectorate of education services in Zambia, enrolling approximately 22 Education 2013). This approach reinforces accountability percent of primary and secondary students nationally. relationships at two levels: it provides autonomy to The majority of non-state schools are community-run higher performers and targets monitoring activities to institutions, with grant-aided and independent private schools in greatest need. schools making up a smaller share. An effective inspection process, including appropriate Based on the results of the benchmarking exercise, two follow-up, can be an important means of school suggested policy options are offered to strengthen the improvement. Inspection frameworks should outline the government’s engagement with independent and strengths and weaknesses of schools and priorities for government-funded private schools to ensure learning their improvement. Improvement planning can facilitate for all: positive change as a school strives to deliver better 1. Strengthen system accountability measures; educational outcomes for all students. Incentives such as consider a needs-based inspection system that sanctions and rewards can then be used to reinforce the gives greater scrutiny and support to accountability mechanism. underperforming schools. A. Move to a more needs-based inspection system 2. Increase the information available to parents on To improve the accountability of private schools, Zambia school quality, including via school report cards. could ensure that inspections are focused on schools that need greater scrutiny. Currently, inspections are These policy options are supported by international scheduled for three times a year. This schedule could be evidence, best practices, and examples of countries that revised so that underperforming schools are visited more have used innovative interventions to improve from a frequently and high-performing schools are only variety of starting points. inspected on a longer term basis. Policy Option 1: Strengthen the inspection system and follow-up actions Country examples. In Malawi, the inspection framework covers private independent schools, religious schools, Strong accountability systems consist of more than and public schools. Schools are inspected once every two minimum standards; they also require mechanisms that 4 As previously noted, data collection for this report took Consequently, potential policy options may have diminished place in 2014. The report was updated in January 2017 to or have varying relevance, depending on current reflect available country statistics, as applicable. circumstances in Zambia and its education sector. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 15 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 years. Malawi also has inspections based on need, using The inspection report prepared in Malawi includes the the following criteria: type of school visited, total enrollment, staffing, a rating of school performance in various operational aspects, a) Schools with poor examination results and general strengths and weaknesses of the school. b) Schools that are poorly managed After the inspection, members of school staff and the c) Schools that have not been inspected for more head teacher are briefed on its findings. This discussion than two years gives them a chance to start working on the weaknesses d) High-performing schools (to learn good practices). identified in the school. Malawi also has four different types of inspections (table In the Netherlands, a new risk-based inspection 9). framework was introduced in 2007. The new inspection mechanism aims to reduce the burden felt by schools Table 9. Malawi: Types of School Inspections and makes inspections more effective. Schools delivering a good education (i.e., no risks detected) with good Who results do not require inspection, allowing the Type of carries it Inspectorate to focus on the rapid improvement of inspection Objective out Duration schools that are delivering a poorer quality education Evaluation of all Team of Full day (i.e., risks detected) and get unsatisfactory results (Dutch aspects of the school: inspectors: Inspectorate of Education 2009). Figure 4 illustrates the curriculum, 3–6 Dutch approach. organization of inspectors, teaching and depending Figure 4: Risk Based Inspections in the Netherlands Full learning, general on size of inspection school administration school. 1. Data gathering and documentation, 2. Student outcomes: final test CITO, exam results, etc. provisions of 3. Signals: complaints, questions, newspaper articles buildings and 4. School documents: annual report, school guide, grounds, equipment. funding information 5. Evaluation of extent 1–2 2 hours to which advisors recommendations Risk Follow-up 2A. Risk analysis 2B. Quality study made in the full inspection inspection report have been No risk No risk Risk implemented. Examination and 1–2 Depends 4. Tailored 3. Basic inspection evaluation of one or advisors on inspection a limited number of gravity of Partial aspects of school life. aspect Source: Based on Dutch Inspectorate of Education 2009. See: inspection being http://bit.ly/2sNM28B (accessed February 2014). inspecte d B. Use school improvement plans to improve quality Improve inspection 6–8 1–2 Inspection reports outline priorities for improvement. coverage of schools supervisor weeks These priorities could be more closely linked to school Block improvement plans. Additionally, the role of inspectors during a specific s from inspection period of time. different should be strengthened to ensure that school action districts and/or improvement plans are submitted and enacted, thus facilitating change at the school level. Source: Authors’ rendering based on discussions with the Ministry of Education, Science, and Technology, Government of Malawi. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 16 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 School improvement plans have been an important piece their examinations in the mentor schools until the new of multiple successful education programs in developing schools meet certain criteria, a practice that acts as a countries (Bruns, Filmer, and Patrinos 2011). Their quality assurance mechanism (Government of introduction of school improvement plans must be Mozambique 1990). accompanied by the empowerment of school leaders as facilitators of change. That is, school leaders must ensure U.S. charter schools have both direct and indirect that improvement plans are meaningful to all influence on their public school counterparts. A recent stakeholders and that purposeful actions are taken study found that the presence of charter schools in 8 out throughout the school (Fullan 2007). of 12 states led to the following actions by public schools:  Replication of charter practices Country examples. Western Cape, South Africa requires  Collaboration with charters schools to submit individual school improvement plans. Particular attention is given to those schools that did not  Piloting new innovations in their own schools achieve the required pass rate on state examinations.  Increased information to students and families The number of underperforming schools has declined  Expanded school offerings every year since the requirement was instituted, from 85 in 2009 to 26 in 2012 (Western Cape Government 2013).  Partnering with charter school operators Western Cape is also cited in a study that reviewed how (Holley, Egalite, and Lueken 2013) the most improved schools continue to improve (Mourshed, Chijioike, and Barber 2010). D. Provide incentives and/ or sanctions for school improvement In Brazil, the Ministry’s Plano de Desenvolvimento da Escola (PDE) project required schools to identify their Incentives at the school level can also help strengthen most serious problems and develop their own school buy-in and improve accountability. As noted earlier, improvement plans. PDE also required schools to focus when government funding (in the form of vouchers or their plans on two or three effectiveness factors (EFs), subsidies) is tied to accountability standards, it creates one of which had to be effective teaching and learning; an incentive for non-state schools to perform more the other EFs were chosen from a list of general efficiently (Patrinos 2002). This sort of accountability operational areas detailed in the PDE manual. Students mechanism could work in Zambia in areas where in PDE schools saw greater increases in grade passing multiple schools exist or in cases where the government rates than students in non-PDE schools (Carnoy et al. wishes to enter into new funding arrangements with 2008). previously independent private schools. Consideration should be given to using such incentives in community C. Create networks that share best practices to schools on a case-by-case basis. facilitate school improvement Country example. In Pakistan, the Punjab Education The government of Zambia could create a network of Foundation’s Assisted Schools (FAS) program uses school-to-school learning in order to deliver higher- sanctions and rewards to improve student outcomes. quality education to all students. The country could The FAS program provides monthly per-student cash leverage high-performing schools to mentor low- subsidies and free textbooks to low-cost private schools. performing schools. Peer-to-peer learning often benefits The program grew exponentially, from 8,573 students both the mentor and the mentored. Many other and 54 schools in 2005 to over 1 million students and countries are leveraging school-to-school learning in 3,000 schools in 2012. Participation in FAS requires that order to raise educational standards in all schools. These schools achieve a minimum student pass rate on a semi- relationships are sometimes facilitated by the annual multi-subject exam, the Quality Assurance Test government, while in other cases, schools themselves (QAT). At least two-thirds of tested students must score take the initiative to learn from their peers. In still other above 40 percent on the QAT. If a school fails to achieve cases, schools compete against each other. the minimum pass rate on two consecutive QATs, it is permanently disqualified from funding. Country examples. In Mozambique, new non-state schools are mentored by public schools for their first two years of operation. Students in these new schools sit SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 17 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 A rigorous evaluation of the program found that the improvement process. Report cards were disseminated threat of program expulsion had a positive causal impact to a wide range of stakeholders, including all schools, on student learning. Schools threatened with losing parent teacher associations, municipal education access to subsidies were nearly always successful in authorities, and all 70,000 state education employees raising student scores to meet the minimum pass rate on (including 46,000 teachers). Overall results were subsequent exams: where only 49 percent of schools in reported in the state education secretariat’s monthly the study met the minimum pass rate in November 2007, newsletter, used in teacher and PTA workshops, and nearly 100 percent of these same schools met it in March disseminated via press releases and press conferences 2008. (EQUIP2 2013). The program also offers two cash bonus benefits. The In the Dominican Republic, El Salvador, Guatemala, first is a teacher bonus for high student performance on Honduras, and Nicaragua, a USAID-funded program— exams. Once every academic year, a maximum of five Civic Engagement For Education Reform in Central teachers in each program school where at least 90 America (CERCA)—implemented a school report card percent of students scored 40 percent or higher on the that focused on indicators in four areas: QAT receive an award of 10,000 rupees (US$ 118) each. 1. Context: basic profile information (e.g., number of The second cash benefit is a competitive school bonus students in each grade, etc.) and access to services for top exam performance. Once every academic year, at the school (e.g., sanitation, electricity, etc.) the FAS school in each of the seven main program 2. Inputs: class size, access to resources (e.g., districts with the highest share of students who scored notebooks, pens, etc.), and access to social 40 percent or higher on the QAT is awarded 50,000 services (e.g., school meals, health programs, etc.). rupees (US$ 588) (Barrera-Osorio and Raju 2010). 3. Processes: student and teacher attendance, school plan implementation, and parent Policy Option 2: Ensure information is easily participation. accessible to parents by using school report cards. Prohibit schools from using inequitable entrance 4. Results: coverage and efficiency (repetition and retention rates). selection criteria for students. The results of the school report card are used by Based on current policies, the government of Zambia communities to develop and monitor implementation of could increase the information provided to parents on school action plans (CERCA 2006). school quality. Central governments ought not be the only monitors of school performance. Access to In Andhra Pradesh, India, the Vidya Chaitanyam comparative information could enable parents and intervention used citizens to monitor and advocate for students to influence school quality through increased higher-quality service delivery by government and non- choice and direct voice to providers. Information on government basic education providers. The program was school report cards could include: school demographic intended to strengthen the oversight function in the data, classroom assessment results, examination results, state, where local education offices lack the capacity to and inspection reports. Evidence from Pakistan found carry out school inspections. The program included that school report cards improved learning by 0.1 members of women’s self-help groups, who were often standard deviations and reduced fees by almost 20 illiterate and semi-literate, to assess the quality of basic percent. The largest learning gains (0.34 standard education provision through the use of school deviations) were for initially low-performing (below scorecards. The results of the scorecards were shared median baseline test scores) private schools, with the with district officials, the local school management worst of these more likely to close (Andrabi, Das, and committee, and local women’s self-help groups at their Khwaja 2009). meetings (Galab et al. 2013). Country example. Parana state in Brazil was an early adopter of school report cards. Between 1999 and 2002, this tool was introduced to inform school communities and stimulate greater involvement in the school SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 18 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Education: A Framework Paper.” SABER Working Paper 8. Acknowledgments Education Global Practice, World Bank, Washington, DC. Björkman, M. 2007. “Does Money Matter for Student This SABER-EPS Country Report was initially prepared by Performance? Evidence from a Grant Program in Donald Baum and Laura Lewis at World Bank Uganda.” IGIER (Innocenzo Gasparini Institute for headquarters in Washington, D.C., with inputs from Economic Research) Working Paper 326. Bocconi Hugo Wesley and Oni Lusk-Stover. Updates were University, Italy. incorporated in consultation with the country team by Bruns, B., D. Filmer, and H. A. Patrinos 2011. Making Schools Minju Choi. The report presents country data collected Work: New Evidence on Accountability Reforms. by Mr. Geoff Mulenga using the SABER-EPS policy intent Washington, DC: World Bank. data collection instrument. The report was prepared in consultation with the Government of Zambia and in Carnoy, M., A. K. Gove, S. Loeb, J. H. Marshall, and M. Socias. 2008. “How Schools and Students Respond to School collaboration with the Zambia World Bank and DFID Improvement Programs: The Case of Brazil's education teams. PDE.” Economics of Education Review 27 (1): 22–38. The SABER-EPS team would like to thank the United Carnoy, M., and S. Loeb. 2002. “Does External Accountability Kingdom’s Department for International Development Affect Student Outcomes? A Cross-State Analysis.” Educational Evaluation and Policy Analysis 24 (4): 305–31. (DFID) for their support of the Education Markets for the Poor research study, which enabled this research and Carnoy, M., and P. J. McEwan. 2003. “Does Privatization report. Improve Education? The Case of Chile’s National Voucher Plan.” In Choosing Choice: School Choice In International Perspective, ed. D. N. Plank and G. Sykes), 24–44. New References York: Teachers College Press. Abdulkadiroğlu, A., Angrist, J. D., Dynarski, S. M., Kane, T. J., & CERCA (Civic Engagement for Education Reform in Central Pathak, P. A. 2011. “Accountability and Flexibility in Public America). 2006. “CERCA School Report Card: Communities Schools: Evidence from Boston's Charters and Pilots.” The Creating Education Quality.” Academy for Educational Quarterly Journal of Economics, 126(2): 699-748. Development, Washington, DC. Available at Andrabi, T., J. Das, and A. Khwaja. 2009. “Report Cards: The http://files.eric.ed.gov/fulltext/ED520080.pdf. Impact of Providing School and Child Test Scores on Educational Markets.” Policy Research Working Paper De la Croix, D., and M. Doepke. 2009. “To Segregate or to 7226. Human Development and Public Services Team, Integrate : Education Politics and Democracy.” The Review Human Development Network, World Bank, Washington, of Economic Studies 76 (2): 597–628. DC. DeStefano, J. 2006. “Meeting EFA: Zambia Community Angrist, J., E. Bettinger, E. Bloom, and E. King. 2002. “Vouchers Schools.” Case Study. EQUIP2, Washington, DC. for Private Schooling in Colombia: Evidence from a Randomized Natural Experiment.” American Economic Di Gropello, E., and J. H. Marshall. 2005. “ Teacher Effort and Review 92 (5): 1535–58. Schooling Outcomes in Rural Honduras.” In Incentives to Improve Teaching, ed. E. Vegas, 307–56. Washington, DC: Barrera-Osorio, F. 2006. “The Impact of Private Provision of World Bank. Public Education: Empirical Evidence from Bogotá’s Concession Schools.” World Bank Policy Research Edstats (database). World Bank, Washington, DC. Working Paper 4121. Education Unit, Human www.worldbank.org/education/edstats. Development Network, World Bank, Washington, DC. EQUIP2. 2013. “Increasing Accountability in Education in Barrera-Osorio, F., and D. Raju. 2010. "Short-Run Learning Paraná State, Brazil.” Policy Brief. EQUIP2, Washington, Dynamics under a Test-Based Accountability System: DC. http://www.epdc.org/sites/default/files/documents/ Evidence from Pakistan." World Bank Policy Research Increasing%20Accountability%20in%20Parana%20State% Working Paper 5465. Education Unit, South Asia Region, 20Brazil.pdf. and Education Unit, Human Development Network, Filmer, D., and N. Schady. 2008. “Getting Girls into School: World Bank, Washington, DC. Evidence from a Scholarship Program in https://doi.org/10.1596/1813-9450-5465. Cambodia.” Economic Development and Cultural Change Baum, D., L. Lewis, O. Lusk-Stover, and H. A. Patrinos. 2014. 56 (3): 581–617. “What Matters Most for Engaging the Private Sector in SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 19 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 French, R., and G. Kingdon. 2010. “The Relative Effectiveness ———. 2003. “Does Community Management Help Keep Kids of Private Government Schools in Rural India: Evidence in Schools? Evidence Using Panel Data from El Salvador's from ASER Data.” Department of Quantitative Social EDUCO Program.” CIRJE (Center for International Science Working Paper 10-03. Institute of Education, Research on the Japanese Economy) Discussion Paper F- University of London, U.K. 236. CIRJE, University of Tokyo, Japan. Fullan, M. 2007. The New Meaning of Educational Change . 4th King, E. M., & Ozler, B. 2005. “What’s Decentralization Got To ed. New York: Teachers College Press and Abingdon, UK: Do With Learning? School Autonomy and Student Routledge. Performance.” Kyoto University: Interfaces for Advanced Economic Analysis. DP 54: 51-60. Galab, S., C. Jones, M. Latham, and R. Churches. 2013. “Community-Based Accountability for School Levin, H. M., and C. R. Belfield. 2003. “The Marketplace in Improvement: A Case Study from Rural India.” CfBT Education.” Review of Research in Education 27: 183–219. Education Trust, Reading, UK. Lewis, M., and M. Lockheed. 2007. Exclusion, Gender, and Gertler, P., H. A. Patrinos, and M. Rubio-Codina. 2012. Education: Case Studies from the Developing World. “Empowering Parents to Improve Education: Evidence Washington, DC: Center for Global Development. from Rural Mexico.” Journal of Development Economics Malawi, Government of. MEST (Ministry of Education, Science, 99 (1): 68–79. and Technology). 2009. “Education Sector Hanushek, E. A., and M. E. Raymond. 2005. "Does School Implementation Plan 2009–2013.” MEST, Lilongwe, Accountability Lead to Improved Student Performance?" Malawi. Journal of Policy Analysis and Management 24 (2): 297– McEwan, P. J. (Eds.). (2002). Cost-effectiveness and 327. educational policy. Yearbook of the American Education Hanushek, E. A., and L. Woessmann. 2013. “Does School Finance Association. New York: Routledge. Autonomy Make Sense Everywhere? Panel Estimates Mok, M. C., D. Gurr, E. Izawa, H. Knipprath, L. In-Hyo, M. A. from PISA.” Journal of Development Economics 104 Mel, T. Palmer, W-J. Shan and Z. Yenming. 2003. Quality (September): 212–32. Assurance and School Monitoring: International Himmler, O. 2007. “The Effects of School Choice on Academic Handbook of Research in the Asia-Pacific region, 945-958. Achievement in The Netherlands.” Georg-August- Mourshed, M., C. Chijioke, and M. Barber. 2010. “How the Universität, Göttingen, Germany. Most Improved School Systems Keep Getting Better.” Holley, M. J., A. J. Egalite, and M. F. Lueken. 2013. McKinsey & Company, London, UK. “Competition with Charters Motivates Districts.” Mozambique, Government of. 1990. Ministério da Educação. Education Next 13 (4): 29–35. http://educationnext.org/ Decreto 11/90 – Authorizes the pursuit of private competition-with-charters-motivates-districts/. education. Maputo. Hossain, N. 2007. “Expanding Access to Education in The Netherlands, Government of the Kingdom of. Ministry of Bangladesh.” In Ending Poverty in South Asia: Ideas that Education, Culture, and Science. Inspectorate of Work, ed. D. Narayan and E. Glinskaya, 304–25. Education. 2009. “The State of Education in the Washington, DC: World Bank. Netherlands 2009/2010.” Inspectorate of Education, Hoxby, C. M. 2003. “School Choice and School Competition: Utrecht, The Netherlands. http://bit.ly/2sNM28B. Evidence from the United States.” Swedish Economic Orazem, P. F., and E. M. King. 2007. “Schooling in Developing Policy Review 10: 9–65. Countries: The Roles of Supply, Demand, and Government India, Government of. 2010. Right to Education Act. New Delhi, Policy.” Handbook of Development Economics 4: 3475– India. 3559. Jensen, B., and J. Farmer. 2013. 2013. “School Turnaround in Pal, S., and G. G. Kingdon. 2010. “Can Private School Growth Shanghai: The Empowered-Management Program Foster Universal Literacy? Panel Evidence from Indian Approach to Improving School Performance.” Center for Districts.” Discussion Paper 5274. Institute of the Study of American Progress, Washington, DC. Labor (Forschungsinstitut zur Zukunft der Arbeit), Bonn, http://www.americanprogress.org/wp- Germany. content/uploads/2013/05/ShanghaiReport-2.pdf. Pandey, P., S. Goyal, and V. Sundararaman. 2009. “Community Jimenez, E., and Y. Sawada. 1999. “Do Community-Managed Participation in Public Schools: Impact of Information Schools Work? An Evaluation of El Salvador’s EDUCO Campaigns in Three Indian States.” Education Economics Program.” World Bank Economic Review 13 (3): 415–41. 17 (3): 355–75. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 20 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Patrinos, H. A. 2002. “A Review of Demand-Side Financing ———. MOE (Ministry of Education, Science, and Vocational Initiatives in Education.” Unpublished draft. World Bank, Training and Early Education). 1996. “Educating Our Washington, DC. Future: National Policy on Education.” MOE, Lusaka, Zambia. ———, ed. 2012. “SABER: Strengthening the Quality of Education in East Asia.” Education Unit, Human ———. 2007. “Educational Statistical Bulletin.” MOE, Lusaka, Development Network, World Bank, Washington, DC. Zambia. Patrinos, H. A., F. Barrera-Osorio, and J. Guáqueta. 2009. The ———. 2010. “Educational Statistical Bulletin.” MOE, Lusaka, Role and Impact of Public-Private Partnerships in Zambia. Education. Washington, DC: World Bank. ———. 2015. “Educational Statistical Bulletin.” MOE, Lusaka, Reinikka, R., and J. Svensson. 2005. “Fighting Corruption to Zambia. Improve Schooling: Evidence from a Newspaper ———. MOFNP (Ministry of Finance and National Planning). Campaign in Uganda.” Journal of the European Economic 2011. “Sixth National Development Plan 2011–2015: Association 3 (2–3): 259–67. Sustained Economic Growth and Poverty Reduction.” Skoufias, E., and J. Shapiro. 2006. “The Pitfalls of Evaluating a MOFNP, Lusaka, Zambia. School Grants Program Using Nonexperimental Data.” World Development Indicators (database). World Bank, Policy Research Working Paper 4036. World Bank, Washington, DC. Washington, DC. http://databank.worldbank.org/data/reports.aspx?sourc United Nations Development Programme (UNDP). 2014. e=world-development-indicators Human Development Report 2014. Sustaining Human Progress: Reducing Vulnerabilities and Building Resilience. New York: United National Development Programme. Western Cape, Government of. 2013. “Plan to Address the Needs of our Underperforming Schools.” Press Release, March 24, 2013. Government of Western Cape, Cape Town, South Africa. Wiener, K. 2010. “School Fee Abolition: Parents’ Perspectives.” Issues Brief. EQUIP 2, Washington, DC. http://www.equip123.net/docs/e2- School_Fees_Parents-IB.pdf . Woessmann, L., E. Ludemann, G. Schutz, and M. R. West. 2007. “School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003.” Education Working Paper 13. OECD, Paris. World Bank. 2003. World Development Report 2004: Making Services Work for Poor People. Washington, DC: World Bank. ———. 2011. “Education Strategy 2020 Learning for All: Investing in People’s Knowledge and Skills to Promote Development.” World Bank, Washington, DC. ———. 2013. “What Matters for Workforce Development: A Framework and Tool for Analysis.” SABER Working Paper 6. SABER, Global Education Practice, World Bank, Washington, DC. ———. 2016. “Education Public Expenditure Review in Zambia.” World Bank, Washington, DC. Zambia, Government of the Republic of. 2011. Education Act. Lusaka, Zambia. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 21 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Annex I: SABER-Engaging the Private Sector Rubrics The following tables display the indicators and scales utilized for benchmarking an individual country’s policy on private sector engagement in education. Across the four types of private schools, the indicators pertaining to each goal are largely the same; where a certain indicator pertains only to certain school types, this is noted within the table. Table A1.1 Policy Goal: Encouraging Innovation by Providers Indicator Latent Emerging Established Advanced The central government has Regional or municipal Regional or municipal Schools have the legal the legal authority to set governments have the legal governments have the legal authority to set their own minimum standards for authority to set minimum authority to set minimum teacher standards without Teacher standards teachers. standards for teachers, with standards for teachers without final review by central final review by central final review by central authorities. authorities. authorities. The central government has Regional or municipal Regional or municipal Schools (i.e., individual the legal authority to governments have the legal governments have the legal school principals, school appoint and deploy teachers. authority to appoint and authority to appoint and deploy councils, parent Teacher appointment deploy teachers. teachers without review by associations, etc.) have and deployment Appointments are subject to central authorities. the legal authority to final review by central appoint teachers without authorities. review by central authorities. The central government has Regional or municipal Regional or municipal Schools have the legal the legal authority to governments have the legal governments have the legal authority to determine determine teacher salary authority to determine authority to determine teacher teacher salary levels Teacher salary levels. teacher salary levels, with salary levels without review by without review by central final review by central central authorities. authorities. authorities. The central government has Regional or municipal Regional or municipal Schools have the legal the legal authority to governments have the legal governments have the legal authority to dismiss Teacher dismissal dismiss teachers. authority to dismiss authority to dismiss teachers teachers without review teachers, with final review without review by central by central authorities. by central authorities. authorities. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 22 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Table A1.1 Policy Goal: Encouraging Innovation by Providers Indicator Latent Emerging Established Advanced The central government has Regional or municipal Regional or municipal Schools have the legal the legal authority over how governments have the legal governments have the legal authority over how the the curriculum is delivered. authority over how the authority over how the curriculum is delivered Curriculum delivery curriculum is delivered, curriculum is delivered without without final review by with final review from final review from central central authorities. central authorities. authorities. The central government has Regional or municipal Regional or municipal School have the legal the legal authority over how governments have the legal governments have the legal authority over how resources are allocated to authority over how authority over how resources resources are allocated to the classroom (e.g., class resources are allocated to are allocated to classrooms classrooms without final Classroom resourcing sizes). classrooms, with final without final review by central review by central review from central authorities (e.g., class size). authorities (e.g., class authorities (e.g., class sizes). sizes). The central government has Regional or municipal Regional or municipal Schools have the legal the legal authority over the governments have the legal governments have the legal authority over the Budget autonomy management of school authority over the authority over the management management of school (not applicable to operating budgets. management of school of school operating budgets operating budgets without independent private operating budgets, with without final review by central final review by central schools) final review by central authorities. authorities. authorities. Table A1.2 Policy Goal: Holding Schools Accountable Indicator Latent Emerging Established Advanced The national government The national government The national government does The national government does not set standards on does set standards for what set standards for what students does set standards for Student Standards what students need to learn. students need to learn, but it need to learn and also indicates what students need to does not indicate how well EITHER by when OR how learn, by when, and how or by when. well. well. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 23 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Students do not take Standardized exams are Standardized exams are Standardized exams are standardized exams. administered, but not administered annually. administered annually and annually. results are disaggregated by school, socioeconomic Student Assessment background, gender, and other criteria of student disadvantage. The central government The central government The central government The central government does not require schools to requires schools to undergo requires schools to undergo requires schools to undergo inspections. inspections, but no term is standard term inspections. undergo inspections, with specified. the frequency of Inspection inspections depending on the results of the previous inspection. Not applicable if the Inspection reports include Inspection reports include the Inspection reports include government does not require strengths and weaknesses of strengths and weaknesses of a strengths and weaknesses schools to take part in the school. school, as well as specific of the school. Schools are Improvement inspections. priorities for improvement. required to submit a planning school improvement plan with specific priorities for improvement following the inspection. Sanctions are not Sanctions include additional Sanctions include additional Sanctions include administered based on the monitoring and/or monitoring and/or fines, which additional monitoring, results of school inspections warnings; they are are administered based on the fines, and as a final or school performance on administered based on the results of school inspections or measure, school closures; standardized exams. results of school inspections school performance on decisions are made based or school performance on standardized exams. For on the results of school Sanctions and standardized exams. government-funded, privately inspections or school rewards managed, and voucher performance on schools: rewards may also be standardized exams. For used. government-funded, privately managed, voucher schools: rewards are also used. The central government The government requires The central government The central government Financial reporting does not require schools to schools to report on the use requires schools to report on requires schools to report (not applicable to report on the use of public of public funds as a the use of public funds as a on the use of public funds independent private funds as a condition for the condition for continued condition for continued as a condition for schools) continuation of funding. funding, but on an ad-hoc funding according to a continued funding on a standard term. standard-term basis, with SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 24 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 basis and not according to a greater monitoring of standard-term schedule. schools that have failed to adhere to report requirements in the past. Table A.1.3. Policy Goal: Empowering All Parents, Students and Communities Indicator Latent Emerging Established Advanced No information is provided Ad-hoc information is Regular information is A variety of sources to parents on the results of provided to parents on provided to parents on provide parents regular standardized exams or standardized exam results or standardized exam results or information provided on inspection reports. inspection reports. inspection reports. standardized exam results (disaggregated by school, socioeconomic background, gender, and Information other criteria of student disadvantage.) and inspection reports. Policy specifies information on interventions designed to targeted disadvantaged student groups. Not applicable if the Neither students nor parents Students and/or parents are Student and parents are government does not require are surveyed as part of the interviewed as part of the interviewed as part of the schools to take part in inspection process. inspection process. inspection process. inspections. Voice Schools are allowed to Schools are allowed to Schools are not allowed to Schools are not allowed to Selection select students based on select students based on select students but schools are select students and are (not applicable to both academic performance academic performance or not required to use a lottery if required to conduct a independent private and geography. geography. oversubscribed. lottery if school if over- schools) subscribed. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 25 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Table A.1.3. Policy Goal: Empowering All Parents, Students and Communities Indicator Latent Emerging Established Advanced Parental choice is restricted Parental choice is restricted Parental choice is restricted by Parental choice is not Contributions by compulsory monetary by voluntary monetary voluntary nonmonetary restricted by any type of (not applicable to parent contributions that, if contributions (i.e., contributions (i.e., in-kind required parental independent private not paid, prohibits a child contributions to a school labor or goods) to a school. contributions. schools) from attending the school. fund). The central government The central government The central government The central government Financial support does not provide tax provides tax subsidies to provides tax subsidies and cash provides targeted cash (for independent subsidies or cash transfers families whose children transfers to families, which can transfers that can be used private schools only) to families whose children attend private schools. be used to enable their children by disadvantaged students attend private schools. to attend private schools. attending private schools. Table A.1.4. Policy Goal: Promoting Diversity of Supply Indicator Latent Emerging Established Advanced The central government The central government The central government allows The government allows allows one of the following allows two of the following three of the following types of all of the following types types of organizations to types of organizations to organizations to operate of organizations to operate schools: operate schools: schools: operate schools: Ownership Community Community Community Community Not-for-profit Not-for-profit Not-for-profit Not-for-profit Faith-based Faith-based Faith-based Faith-based For-profit For-profit For-profit For-profit Certification standards, Certification standards, Certification standards, which Certification standards, which are not linked to which are not linked to are not linked to education which are not linked to education outcomes, restrict education outcomes, restrict outcomes, restrict market education outcomes, do market entry. These include market entry. These include entry. These include one of the not restrict market entry. all of the following: two of the three following three following criteria: Certification 1. land (undulating, distance criteria: 1. land (undulating, distance standards from public venues, etc.) 2. 1. land (undulating, distance from public venues, etc.) facilities (separate science from public venues, etc.) or 2. facilities (separate science labs, weather vanes, etc.) 2. facilities (separate labs, weather vanes, etc.) 3. assets (ownership of land science labs, weather vanes, 3. assets (ownership of land or or buildings) etc.) buildings) SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 26 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Table A.1.4. Policy Goal: Promoting Diversity of Supply Indicator Latent Emerging Established Advanced 3. assets (ownership of land or buildings) Registration/certification Registration/certification Registration/certification Registration/certification Market entry guidelines are not officially guidelines are not made guidelines are made public, but guidelines are made information outlined. public and available only by a single source. public and by multiple upon request. sources. Schools are able to operate Schools are able to operate Schools are able to operate Schools are able to while paying four or more while paying two to three while paying one type of fee. operate without paying Regulatory fees types of fees. types of fees. fees. The central government sets The central government Schools set fees, but those fees Schools set fees without standardized tuition fees. does not set standardized are subject to review by the any review by the central Tuition fees tuition fees, but imposes a central government. government. (for independent tuition cap (an overall private schools only) amount or percentage increase). Academic operating budgets Academic operating All budgets — academic and All budgets — academic are not equivalent to per- budgets are equivalent to other, such as for facilities and and other, such as for student funding amounts in per-student funding transport — are equivalent to facilities and transport — Funding public schools. amounts in public schools. per-student funding amounts in are equivalent to per- (not applicable to public schools. Schools do not student funding amounts independent private receive targeted funding to in public school. Schools schools) meet specific student needs. receive targeted funding to meet specific student needs. No incentives exist. Schools are supported by Schools are supported by two Schools are supported by Incentives one of the following: of the following all of the following 1. (not applicable to 1. start-up funding similar 1. Start-up funding similar to Start-up funding similar independent private to that provided to public that provided to public schools to that provided to public schools) schools 2. access to government land schools SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 27 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 Table A.1.4. Policy Goal: Promoting Diversity of Supply Indicator Latent Emerging Established Advanced 2. access to government or unused government 2. access to government land or unused government facilities land or unused facilities 3.exemption from local taxes government facilities 3. exemption from local (i.e., property taxes) similar to 3. exemption from local taxes (i.e., property taxes) that granted to public schools taxes (i.e., property taxes) similar to that granted to similar to that granted to public schools public schools Schools are provided Schools are provided Schools are provided Schools are provided Planning information on the information on the information on the allocations information on the (not applicable for allocations to be transferred allocations to be transferred to be transferred to them allocations to be independent private to them less than 1 month to them between 1 and 3 between 4 and 6 months before transferred to them more schools) before the start of the months before the start of the start of the academic year. than 6 months before the academic year. the academic year. start of the academic year. Coverage of charters is Coverage of charters is Coverage of charters is No restrictions. Charters restricted by three of the restricted by two of the restricted by one of the are not restricted by following: following: following: student numbers, school 1. student numbers 1. student numbers 1. student numbers numbers, or location (i.e., Coverage 2. school numbers and 2. school numbers and 2. school numbers and location certain cities or districts). (for privately managed location (i.e., certain cities location (i.e., certain cities (i.e., certain cities or districts). schools only) or districts) or districts) 3. only new or only existing schools are able to become No restrictions due to charters new/existing school status. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 28 ZAMBIA ǀ ENGAGING THE PRIVATE SECTOR IN EDUCATION SABER COUNTRY REPORT |2016 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies of Engaging the Private Sector in Education. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 29