Public Private Partnerships IN SECONDARY SCHOOL EDUCATION IN INDIA International Conference on August 29 and 30, 2011 ‘Public Private Partnerships in Secondary Education’ INDIA THE WORLD BANK Public Private Partnerships IN SECONDARY SCHOOL EDUCATION IN INDIA A Background Paper prepared by the World Bank Group In support of International Conference on August 29 and 30, 2011 ‘Public Private Partnerships in Secondary Education’ INDIA THE WORLD BANK @2011 The International Bank for Reconstruction and Development/The World Bank 1818 H Street, NW, Washington, D.C. 20433 USA Disclaimer This report has been discussed with the government of India but does not bear their approval for all its contents, especially where the Bank has stated its judgment/opinion/policy recommendations. The findings, interpretations and conclusions expressed in this paper are based on staff analysis and recommendations and do not necessarily reflect the views of the Executive Directors of The World Bank. Rights and Permissions The material in this work is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development/The World Bank encourages dissemination of its work and will normally grant permission promptly. All queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, The World Bank, 1818 H Street, NW, Washington, DC20433, USA, fax: 202-522-2422, email: pubrights@worldbank.org. Preface A s a successful result of Sarva Skhiksha Abhiyan (SSA), the of public services. Despite the expansion of PPPs and the increased number of “out of school” children (6-14 years) has come down attention they have received in recent years, there is a need for a substantially, and the stage has been set for an exponential greater discourse and agreement about what constitutes a PPP, how growth and demand for secondary education. Secondary Education they are defined and, perhaps more importantly, how they can be is a crucial stage in the educational hierarchy, as it prepares the structured in a manner that ensures accountability for the use of students for higher education and also for the world of work. With public resources by private agents. At this critical juncture, greater the liberalization and globalization of the Indian economy, the rapid dialogue is required between stake-holders to discuss debate and changes witnessed in the scientific and technological world, and the understand PPPs- their definition, role, types, structuring systems, key general need to improve the quality of life and to reduce poverty, it is performance indicators, financial arrangements, regulatory and legal essential that school leavers acquire a higher level of knowledge and aspects and exit strategies. skills than is provided in the 8 years of elementary education. With this purpose in view, the World Bank in collaboration with While secondary education primarily remains the responsibility MHRD and the World Bank Institute (WBI) will be organizing a two of the state governments, the Ministry of Human Resource day International Conference PPP in Secondary Education from Development (MHRD) has set its vision on making good quality August 29-30, 2011. The PPP Cell of the Department of Economic secondary education available, accessible and affordable to all Affairs, Ministry of Finance has initiated certain initiatives on PPP young people in the age group 15-16 years. To achieve this, in 2009 Initiatives in general, which will also be shared in the Conference, the GoI launched the Rashtriya Madhamik Shiksha Abhiyan (RMSA). with special relevance to Education. In order to attain the target of Universal Secondary Education, the The Objectives of the Conference are to: country will require to meet some challenging tasks: 1. Present the MHRD - World Bank research on PPP in Secondary ♦♦ Strengthening 44,000 existing secondary schools Education undertaken by ORG Neilson ♦♦ Opening 11,188 additional secondary schools (through up- 2. Share international experiences on PPP in Education gradation of upper primary schools) 3. Discuss experiences and initiatives taken up by state ♦♦ Appointing 1.79 lakh additional teachers and governments ♦♦ Constructing 80,500 additional classrooms etc. 4. Identify the challenges in structuring a PPP instrument and In addition to RMSA, to increase the availability of secondary schools, need for internationally referenced transactional advisory the Government has also started its far-reaching initiative to set up services for structuring transparent PPP in Education 6000 Model Schools in the country. These schools are to be built with 5. Assessing PPP structures form core sector and identifying facilities at least of the standard of Kendriya Vidyalayas with stipulations methodologies for adapting them to the dynamic and specific for student-teacher ratio, educational environment, appropriate needs of Education curriculum, ICT enablement and emphasis on improvement in quality 6. Discussing regulatory aspects and structuring Key Performance and learning levels. Out of these, 2500 are to be set up under PPP. Indicators (KPIs) of PPP in Education. For implementing such a large mandate of universalization of We hope sharing of some best practices at the national and secondary education, the GoI has been considering undertaking PPPs international levels will help generate structural frameworks for PPP in Education. Recent years have seen an expansion and broadening that are realistic, robust and implementable. To initiate the discussion of the private sector’s role in the financing and provision of education an Issues Paper on PPP in Secondary School Education has been services in many countries. A key trend has been the emergence of prepared by the World Bank. We look forward to a very fruitful more sophisticated forms of private involvement in the development discussion in the Conference and identification of some key steps and sector like health and education- through PPPs. This is being done a Plan of Action for the state Governments and other stake-holders to on the pattern of the core sectors like roads, ports and highways. initiate robust and transparent PPPs in India. The dynamism of the development sector especially education and its related policy priorities, regulatory requirements and financial modeling will assume great significance. PPPs involve the public and N Roberto Zagha, private sectors working together to achieve important educational, Country Director, social and economic objectives. They represent a move away from The World Bank the traditional model of government procurement for the delivery India Acknowledgements Michael Latham Amit Dar CFBT Education Services Inc. The World Bank, Washington DC Ameeta Chatterjee Shabnam Sinha Leighton International Limited, Mumbai The World Bank, New Delhi Sudha Seshadri Tanusree Talukdar Freelance Consultant The World Bank, New Delhi Contents Section-1: K-12 Education Sector in India 1 1.1 K-12 Education 1 1.2 Secondary Education 2 Current Situation 2 Expectations Going Forward 3 Role of the Private Education Sector 4 Section-2: Public Private Partnerships (PPPs) in Education 5 2.1 Definition 5 2.2 Types of PPP in Education 5 i. Private Sector Philanthropic Initiatives 6 ii. School Management Initiatives 6 iii. Purchase of Educational Services from Private Schools 7 iv. School Voucher Program 7 v. Capacity Building Initiatives 7 vi. Provision of Infrastructure 8 2.3 Rationale for PPPs 9 2.4 Selection of the Appropriate PPP Contractual Arrangement 11 Section-3: Possible PPP Models for Consideration in the Indian Context 13 3.1 Reform of Government Aided Schools 13 3.2 Expansion of Existing Government Schools 13 3.3 Private Sector Shift in Public Sector Facility 14 3.4 Private Financing Initiative (PFI) 14 3.5 Whole School Management 14 Section-4: Existing or Planned PPP Models in India 15 Section-5: Key Issues and Challenges in Structuring Education PPPs 17 Issue 1: Initial Structure and Prioritization of Objectives 17 Issue 2: The Procurement Process 17 Issue 3: Capacity Building of Related Government Agencies 18 Issue 4: Regulatory and Legal Issues 18 Section-6: Concluding Remarks 21 Annex: Case Studies of ‘Public Private Partnerships in Education’ Two Case 23 Case Study 1: The Bharti Foundation and Different Models of Private Management 23 Case Study 2: Everonn Education Ltd and an Example of the BOOT Model  23 for ICT Education Provision Boxes Box 1: Summary of the secondary education sector 3 Box 2: Brief case study of the Bharti Foundation 6 Box 3: Example of educomp and the Government of Punjab’s Adarsh Scheme 6 Box 4: Example of Gyan Shala and the purchase of educational services 7 Box 5: EEL and partnership in ICT education 9 Box 6: Example of monitoring under the Model School Program 18 Graphs Graph 1: Government spending on education by country as percentage of GDP 2 Graph 2: Secondary school Net Attendance Rate (NAR), India 3 Tables Table 1: Summary of details on the K-12 system 2006 1 Table 2: Initiatives put out for partnership by the Government of Gujarat in 2010 8 Table 3: Examples of PPP-type infrastructure arrangements 8 Table 4: Examples of different types of ‘PPP in education’ arrangements 9 Table 5: Possible scenarios for different policy objectives 11 Table 6: Existing or proposed PPP models in India 15 Table 7: Challenges to structuring PPPs in education in India 18 Table 8: Examples of the arrangements for PPPs in the states of the Punjab and Rajasthan 24 Table 9: Preliminary effective of impact of the PPP in the Punjab and Rajasthan 25 Acronyms GoG Government of Gujarat GoI Government of India MHRD Ministry of Human Resource Development NAR Net Attendance Rate PFI Private Financing Initiative PPPs Public Private Partnerships RMSA Rashtriya Madhamik Shiksha Abhiyan SEMIS Secondary School Management System SSA Sarva Skhiksha Abhiyan Section-1 K-12 Education Sector in India in the sector. However, the massive annual spend is not 1.1 K-12 Education sufficient to satisfy the demand for the 600 million-strong target population. A lot more investment, public and The education sector in India caters for nearly 600 private, is required to reach the desired literacy levels. The million people up to the age of thirty years old. It is one GoI’s spend of 3.7 per cent of GDP still lags behind those of the largest capitalized spaces in India, with an annual of developed countries and several developing countries government spend of 30 billion USD and an annual whose average spend is 6 per cent. private spend of 43.2 billion USD. This sector is undergoing rapid transformation and there is increasing support from There are 90 million private school students and the Government of India (GoI) for private participation 129 million public school students attending classes Table 1: Summary of details on the K-12 system - 2006 Indicator Percentage Primary completion rate, total (% of relevant age group) 86 School enrollment, primary (% gross) 112 School enrollment, primary, female (% gross) 103 School enrollment, secondary (% gross) 55 School enrollment, secondary, female (% gross) 46 Ratio of girls to boys in primary and secondary education (%) 90 School enrollment, tertiary (% gross) 12 Literacy rate, adult total (% of people ages 15 and above) 63 Source: World Bank Education Statistics. Section-1: K-12 Education Sector in India | 1 Graph 1: Government spending on education by country as percentage of GDP 8 6.2 Net attendance rate (%) 6 5.9 5.8 5.5 4.6 4.4 3.8 4 3.7 3.6 2.7 2.2 2.2 2 2 0.9 0 Malaysia France USA Germeny Brezil India Chile Japan Philippines China Bangladesh Pakistan Indoresia UK Source: UNESCO Institute of Statistics 2008. K-12 and approximately 75,000 private schools in India. been set for an exponential growth of demand for Of these, roughly 15,000 charge fees exceeding Rs. 1,250 secondary education. Secondary Education is a crucial per month per student. The K-12 schools segment is the stage in the educational hierarchy, as it prepares the core segment that consists of approximately 1 million students for higher education and also for the world schools that differentiate themselves through affiliations of work. With the liberalization and globalization of to state boards, central boards and international the Indian economy, the rapid changes witnessed in boards. the scientific and technological world, and the general need to improve the quality of life and to reduce Graph 1 highlights how – in comparison to overall poverty, it is essential that school leavers acquire a government expenditure on education in a total of higher level of knowledge and skills than is provided thirteen countries - India stands relatively lower than in the 8 years of elementary education. most OECD countries. Further, the spending has declined slightly from 3.81% of GDP in 2001-02 to 3.78% Data from the National Family Health Survey (2006) of GDP in 2008-09. A further analysis of the spending shows that 54 per cent of all children of secondary profile suggests that bulk of the funding (up to 80%) school age (11-17 years) attend secondary school. In goes towards salaries of teachers and staff and only 1% addition, there are large disparities between different is invested towards capital expenditure.1 groups of children, as Graph 2 below demonstrates. Boys and children from urban areas are more likely to be in secondary school than girls and children from 1.2 Secondary Education rural areas. Current Situation The biggest disparities exist between children from different wealth quintiles. Among children from the As a successful result of Sarva Skhiksha Abhiyan (SSA), richest 20 per cent of all households, the secondary NAR the number of “out of school” children (6-14 years) is 83 per cent, compared to a secondary NAR of only has come down to less than 5 per cent of the total 29 per cent among children from the poorest population in that age group, and thus the stage has households. The respective primary NAR values are 1 Mid-Term Appraisal of the Eleventh Five Year Plan, UNESCO Institute for Statistics. 2 | Public Private Partnerships in Secondary School Education in India Graph 2: Secondary school Net Attendance Rate (NAR), India 82.6 100 80 65.5 64.2 Net attendance rate (%) 58.5 53.7 52.1 60 49.1 48.7 42.6 40 29.1 20 0 Total Male Female Urban Rural Poorest 20% Second 20% Middle 20% Fourth 20% Richest 20% Source: Friedrich Huebler. huebler.blogspot.com. January 2008. 96 per cent for children from the richest quintile and vision of making good quality secondary education 69 per cent for children from the most disadvantaged available, accessible and affordable to all young people quintile. Children from disadvantaged households are in the age group 15-16 years. To achieve this, in 2009 the not only less likely to enter school than children from GoI launched the Rashtriya Madhamik Shiksha Abhiyan wealthier households, they are also far less likely to (RMSA). This scheme aims to make quality education continue their education after four years of primary affordable and accessible to all young persons in the school. age group 15-16 years while removing gender, socio- economic and disability barriers to education. The Expectations Going Forward overarching objectives of the scheme are to achieve a GER of 75% in secondary education by 2014, universal While secondary education primarily remains the access to secondary education by 2017 and universal responsibility of the state governments, the Ministry of retention by 2020. Box 1 provides a summary of the Human Resource Development (MHRD) has cheated a current situation. Box 1: Summary of the secondary education sector Indicators Classes IX-X Classes XI-XII Number of Secondary Schools 1,06,084 53,619 Number of Secondary Students 2.50 crore 1.34 crore Gross enrolment rate 31.54 25.19 Pupil teacher ratio 33 34 Pass percentage rate 67.86 71.28 Source: Abstract of Selected Educational Statistics (2005-2006) and population projections based on census data compiled by Registrar General of India. Section-1: K-12 Education Sector in India | 3 In order to attain the target of Universal Secondary schools, 63% are under private management. The share Education based on these 2005-2006 indicators, will of private unaided secondary schools has increased require meeting some of the following challenging from 15% in 1993-94 to 35% in 2006-07. The United targets:2 National Children’s Fund (UNICEF) Survey in India (1999) points out that most private schools have better ♦♦ Strengthening 44,000 existing secondary schools infrastructure, pupil-teacher ratios and quality and ♦♦ Opening 11,188 additional secondary schools training of teachers. (through up-gradation of upper primary schools) ♦♦ Appointing 1.79 lakh additional teachers and In addition to the purely fee charging private schools, ♦♦ Constructing 80,500 additional classrooms. there are largely privately-managed but publicly- funded secondary (aided) schools in urban and semi- In addition to the above, to increase the availability of urban areas, which are available to most children secondary schools, the government has also started an who attend secondary school. In 2006-07, 14.5% pre-primary to higher secondary schools were run by initiative to set up 6000 Model Schools in the country. private institutions with substantial financial assistance These schools are to be built with facilities at least of from the State Governments. These government- the standard of Kendriya Vidyalayas with stipulations aided schools are set up by the private sector partner, for student-teacher ratio, educational environment, which bears the entire capital cost and is responsible appropriate curriculum, ICT enablement and emphasis for management of the schools. After the school has on outcome. The State governments would be run in the private unaided mode for some time, the responsible for setting up 3500 of these schools in government provides grants in the form of teacher Educationally Backward Blocks. The fund-sharing salary for a certain sanctioned strength. These grants arrangement between the Centre and the States will generally account for 90-100% of teacher salaries. The be 75:25 during the 11th five year Plan for all States school fee is regulated and is generally at par with the excluding Special Category States, where the funds will fee prevailing in the government schools. However, be shared in a ratio of 90:10. since the government does not provide non-salary recurring cost, schools usually charge a separate Role of the Private Education Sector fee in different forms. Generally the grants are not performance or accountability linked and they often To support the private sector participation in education continue indefinitely without reference to the number sector, there is already an existing flourishing private of students in the school, attendance of students and education market in India - out of 1.69 crores secondary teachers or performance of students. 2 Mid Term Appraisal of the 11th 5 Year Plan. Under the program, the Centre and States are expected to share the costs of schools launched under RMSA on a 75:25 basis in the Eleventh Five Year plan and on a 50:50 basis in the Twelfth Plan. For the North-East States, the fund-sharing ratio is 90:10 in both Plan periods. 4 | Public Private Partnerships in Secondary School Education in India Section-2 Public Private Partnerships (PPPs) in Education (including voluntary) sectors to bring about a 2.1 Definition desired public policy outcome. More often than not this takes the form of a long-term and flexible Recent years have seen an expansion and broadening of relationship, usually underpinned by contract, for the private sector’s role in the financing and provision the delivery of a publicly funded service.” of education services in many countries. A key trend – Commission on UK PPPs has been the emergence of more sophisticated forms of private involvement in education through PPPs. PPPs ♦♦ “A cooperative venture between the public and involve the public and private sectors working together private sectors, built on the expertise of each to achieve important educational, social and economic partner, that best meets clearly defined public objectives. They represent a move away from the needs through the appropriate allocation of traditional model of government procurement for the resources, risks and rewards.” delivery of public services. Despite the expansion of PPPs – Canadian Council for PPPs and the increased attention they have received in recent ♦♦ “Arrangements whereby the private sector provides years, there is little agreement about what constitutes a infrastructure assets and services that traditionally PPP or how they are defined. have been provided by government, such as hospitals, schools, prisons, roads, bridges, tunnels, PPPs can be defined narrowly to include only formal railways, and water and sanitation plants.” arrangements such as sophisticated infrastructural – Organization for Economic Co-operation and initiatives or they can be defined more broadly to Development. cover all manner of partnership between the public and private sector. Three definitions are provided 2.2 Types of PPP in Education here: ♦♦ “A risk-sharing relationship based upon an agreed Six possible PPP types of arrangement are now aspiration between the public and private outlined. Section-2: Public Private Partnerships (PPPs) in Education | 5 Box 2: Brief case study of the Bharti Foundation The Satya Bharti School Program is the flagship rural educational initiative of the Bharti Foundation. With a goal to establish 500 Primary and 50 Senior Secondary Schools reaching out to over 200,000 children, the program aims to deliver free quality education to underprivileged children across rural India. The Foundation is currently operating 236 schools, of which 187 schools have been constructed by the Foundation while the remaining are public schools, which have been adopted by the Foundation. The Foundation plans to set up its 50 senior secondary schools in partnership with state governments. These schools would provide both academic and vocational training to children, with a focus on employability. The Foundation has already opened a school in Amritsar, Punjab and plans to open up 5 additional schools under the Punjab Government’s Adarsh scheme. (i) Private Sector Philanthropic providers to operate public schools or certain aspects Initiatives of public school operations. While these schools are privately managed, they remain publicly owned and Perhaps the most common form of PPP in the education publicly funded. Contract schools can be run by a variety sector is private philanthropy. There is also a range of bodies – including private firms, neighboring schools of innovative ventures supporting education, both with a good reputation for serving students and their philanthropic and for-profit ventures. These include community, NGOs, universities, etc. the World Economic Forum’s (WEF) Global Education Initiative (GEI), which aims to create new sustainable Contract schools are individual legal entities capable models for education reform in the developing world of negotiating contracts, spending public funds and through PPPs. Box 2 provides a summary of just hiring and firing staff. They also have the legal authority one such example of many that involves the Bharti to defend their interests in court against the funding Foundation in India. (See Annex for more details on authority. The contracts contain basic requirements this example). that apply to private schools but also outline expected student outcomes, methods for assessing those (ii) School Management Initiatives outcomes, the goals of the school, and its program of instruction. The contract also covers the agreed The second form of PPP in the education sector is the or mandated curriculum. As part of the contract, the private management of public schools. This involves management company or organization is generally education authorities contracting directly with private required to meet specific benchmarks in areas such Box 3: Example of educomp and the Government of Punjab’s Adarsh Scheme Educomp has entered into an agreement with the Government of Punjab in establishing and running five Senior Secondary schools in Punjab state under PPP Model. While a school at Kalewal Village, Mohali District of Punjab is already functional the other four schools are at different stages of development of Infrastructure and are going to be started by the beginning of 2012. High lights of Adarsh Schools of Educomp include: ♦♦ The Punjab Government has provided land free of cost for establishing school to Educomp on a 99 years lease ♦♦ Punjab Government and Educomp are sharing the total capital expenditure incurred on infrastructure development and the recurring operating expenditure on these schools ♦♦ Management of Adarsh School is done by Educomp ♦♦ Provision of teaching and non-teaching staff, their training and effective running of Adarsh schools are also the prime responsibility of Educomp ♦♦ The Punjab Education Development Board will periodically review the performance of Adarsh schools. 6 | Public Private Partnerships in Secondary School Education in India as school attendance, student performance and have been assigned. Vouchers are paid directly from a community involvement. Box 3 provides an example of public entity to parents or to schools directly on parents’ this PPP arrangement with the case of the Government behalf. There are many examples around the world – in of Punjab’s Adarsh Scheme. both developed and developing countries – of voucher programs that provide funding to students attending either public or private schools. (iii) Purchase of Educational Services from Private Schools These programs may have different objectives – The third form of PPP in which governments sponsor for example, improving quality and/or increasing ‘public’ students to attend private institutions is normally educational access either generally or for specific used in order to assist a government meet demands of groups. Voucher programs may also have radically access. There are a number of common components to different design features and associated rules and this form of PPP, including: regulations relating to eligibility, fee charges, school registration and student admissions. ARK’s ‘Ensure ♦♦ The government pays a subsidy for each student Access to Better Learning Experiences project in Delhi enrolled in eligible private secondary schools; is an example of a voucher scheme. Here children participation in the program is limited to private have been identified who face multiple social and secondary schools in areas that are not served by economic challenges which put them at great risk government-aided or public schools of being excluded, dropping out or never attending ♦♦ Only schools charging equal or less than the school. government’s per student cost can participate ♦♦ Participating schools are chosen by the government. (v) Capacity Building Initiatives Box 4 provides an elementary sector example of this There is a wide range of possible initiatives ranging from type of PPP. curriculum and pedagogical support; management and administrative training; textbook provision; teacher training; and the development of support networks, (iv) School Voucher Program professional partnerships and linkages. A prime example A school voucher is a certificate or entitlement that of this form of PPP is provided by the Government parents can use to pay for the education of their children of Gujarat’s (GoG) recent steps to improve the level of at a public or private school of their choice, rather than learning in its schools across the state. The GoG put out the public school that is closest to them or to which they tenders to private operators to assist in the delivery of a Box 4: Example of Gyan Shala and the purchase of educational services Gyan Shala, an Education Service Organization based out of Gujarat hopes to facilitate and enable a private- public partnership in transforming the structure of basic education delivery system in India that would combine market-based solutions with state funding to meet the public educational goals, specifically for children from poor families. Under its flagship program, Gyan Shala is providing elementary education for out-of-school children living in slums and villages. Gyan Shala had around 8000 children in this program in Ahmedabad slums in the school year 2007-08. Independent reviews had shown that grade-III children in this program out-performed their counterparts in government/ municipal schools by around 100% in the test of language and math competencies, even though the unit program cost was less than 1/4th of what government spent on its schools. This program is partly funded by the Government’s Sarva Shikha Abhiyan program for out-of-school children. Recognizing the success of the program in ensuring quality, the Ahmedabad Municipal School Board and the state of Bihar have also taken up the model in the public schools and in Gyan Shala ‘centres’. Section-2: Public Private Partnerships (PPPs) in Education | 7 Table 2: Initiatives put out for partnership by the Government of Gujarat in 2010 Project Components A i. Supporting Gunotsav in the Primary Classes ii. Developing and executing Gunotsav in the Secondary classes B iii. Developing and conducting Teachers’ Need Assessment in Secondary Schools iv. Developing modules for Teachers’ Training at Secondary levels v. Designing and Conducting Question Making and Activity C vi. Research and Action Plan to transform the pattern of Board Exam Questions vii. Improving the State Talent Search (Prakharta Shodh) Test for Secondary Classes D viii. Partnership to develop SQAA (State Quality Assessment and Accreditation) for GSQAAC (Gujarat State Quality Assessment and Accreditation Council) ix. Mentoring the GSQAAC number of projects focussing exclusively on improving depending on the terms in the contract. Table 3 provides the quality of education and/or building capacity of a summary of different roles and responsibilities under teachers and educational personnel. Table 2 provides infrastructure PPPs. a summary of the nine initiatives that were put out to tender to private providers in 2010. Box 5 provides an example where Everonn Education Limited (EEL) - a leading presence in the Indian (vi) Provision of Infrastructure education industry for over two decades listed both on This is a model in which the private partner builds, the BSE and the NSE – operates under a BOOT model owns and operates the infrastructure facilities and the to support governments enhance facilities and deliver government uses these facilities for running the school, services in the field of ICT Education. (See Annex for in lieu of which the private partner is paid a fee over further details). the period of the contract which is generally long term between 20–30 years. Strict performance criteria for Table 4 overleaf concludes this section on the six maintenance of the schools are fixed. Based on satisfactory types of possible PPP in Education arrangements maintenance, payment is made. The ownership and the by providing a large array of different examples of asset at the end of the contract period may be transferred these PPPs from different stages on the ‘development’ to the government, or be retained by the private sector continuum. Table 3: Examples of PPP-type infrastructure arrangements Options Asset Operations & Capital Commercial Duration Ownership Management Investment Risk Management contract Public Private Public Public 3-15 years Lease Public Private Public Shared 8-15 years Concession Public Private Private Private 25-30 years (Build Operate Transfer (BOT) Build own operate Private Private Private Private 20-30 years transfer (BOOT)/Build own operate (BOO) 8 | Public Private Partnerships in Secondary School Education in India Box 5: EEL and partnership in ICT education Everonn Education Limited offers ICT-enabled computer education in government schools through turn- key projects on a BOOT model. The ICT division in Everonn Education Limited (EEL) acts as an education service provider for computer education, computer literacy, computer-aided learning and teachers’ training projects. While Everonn makes the initial investment, the same is reimbursed by government departments in periodical installments spread over the years. The Company is currently operating in 6628 schools across sixteen 16 states. repayment to the private sector over a staggered and 2.3 Rationale for PPPs longer time frame made easier. From the perspective of the public sector, the PPP models ‘in theory’ are premised to bring the following Efficiency gains: The private sector can provide benefits: support services with greater efficiency as compared to government sector because of specialization. Also greater accountability of private staff leads to Easing the budget constraint: There is a huge gap improvement of efficiency. between the requirement and the availability of school infrastructure in the country. It is not possible to provide such large amounts from the government alone. A PPP Appropriate risk sharing: In a PPP, risk allocation arrangement often pre-supposes initial commitment of between the public and private sector can be optimized funds from the private sector that is gradually returned to ensure that the overall risk is lowered significantly. by the government through appropriate financial instruments. In that manner, the governments’ upfront Speed of implementation: Since the private partner commitment of funds is substantially reduced and would be interested in getting payment as soon as Table 4: Examples of different types of ‘PPP in education’ arrangements PPP Initiative Examples i. Private Sector ♦♦ Philanthropic Foundations (USA, Philippines) Philanthropic ♦♦ Academies Programme (UK) Initiatives ♦♦ Philanthropic Venture Funds (USA) ♦♦ World Education Forum’s Global Education Initiative Jordan, Egypt, India, Palestinian Authority) ii. School ♦♦ Contract Schools (USA) Management ♦♦ Charter Schools (USA and Alberta, Canada) Initiatives ♦♦ Concession Schools (Bogotá, Colombia) ♦♦ Independent Schools (Qatar) ♦♦ Private Management of Railways Schools (Pakistan) ♦♦ Alternative Education (New Zealand) ♦♦ Quality Education for All (Pakistan) ♦♦ Management of Government Schools (Lahore, Pakistan) Section-2: Public Private Partnerships (PPPs) in Education | 9 PPP Initiative Examples iii. Purchase of ♦♦ Government  Sponsorship of Students in Private Schools (Côte d’Ivoire) Educational Educational Service Contracting (ESC)/Education Voucher System (EVS), The Philippines Services from ♦♦ Fe y Alegría (South America/Spain) Private Schools ♦♦ Financial Assistance Per Child Enrolled Basis (Punjab, Pakistan) ♦♦ Universal Post Primary Education and Training (Uganda) ♦♦ Venezuelan Association of Catholic Education (Venezuela) iv. Vouchers and ♦♦ Plan de Ampliación de Cobertura de la Educación Secundaria (Colombia) Voucher-like ♦♦ School Funding System (The Netherlands) Programs ♦♦ Targeted Individual Entitlement and Independent School Subsidies (New Zealand) ♦♦ Milwaukee Parental Choice Program (Milwaukee, USA) ♦♦ Urban Girls’ Fellowship Program and Rural Girls’ Fellowship Program (Baluchistan, Pakistan) ♦♦ Education Voucher Scheme (Punjab, Pakistan) v. Capacity ♦♦ Cluster Based Training of Teachers Through PPP (Punjab, Pakistan) Building ♦♦ Quality Assurance Resource Centre (Sindh, Pakistan) Initiatives ♦♦ Quality Advancement and Institutional Development (Sindh, Pakistan) ♦♦ Teaching in Clusters by Subject Specialists (Punjab, Pakistan) vi. School ♦♦ Private Finance Initiative (United Kingdom) Infrastructure ♦♦ New Schools’ Private Finance Project (New South Wales, Australia) Initiatives ♦♦ New Schools Public Private Partnership Project (South Australia, Australia) ♦♦ PPP for New Schools (Egypt) ♦♦ Public Private Partnerships for Educational Infrastructure (Nova Scotia, Canada) ♦♦ Offenbach Schools Project and Cologne Schools Project (Germany) ♦♦ Montaigne Lyceum (The Hague, The Netherlands) ♦♦ Leasing of Public School Buildings to Private Operators (Punjab, Pakistan) Source: Norman Laroque (2008) Public-Private Partnerships in Basic Education: An International Review. CfBT. the services start being made available, the speed of private provider misses their targets then there will be implementation would be much quicker. Delay in financial consequences. project completion timelines leads to penalties for the private provider, hence speed is insured. Quality monitoring: The private partner would have an incentive to raise the quality of education in the school Reduction of cost: This will incur if and only if there is to be eligible for payment. greater managerial efficiency in the private sector. Greater flexibility: The government systems have rigidity. Accountability for performance: In a PPP model, The private partner is expected to have much higher accountability for performance in schools is high – if the autonomy in hiring teachers and organizing the school. 10 | Public Private Partnerships in Secondary School Education in India and facilities; (vi) Private operation of public schools with 2.4 Selection of the Appropriate PPP the private provision of teaching and non-teaching Contractual Arrangement services including staff.); and (vii) Provision of teaching services in private schools to publicly funded students, Theoretically private partnership arrangements under essentially a school voucher system. PPP contract can provide the following range of services separately or in various combinations: (i) Infrastructure A key decision needs to be made to determine which facility services including the design, building and PPP arrangement is best suited for the attainment of maintenance of school building; (ii) Non-educational what policy objective. Table 5 provides a summary of services such as catering, transport of students etc. possible options based on different policy objectives (iii) Support services (IT facility, library, playfield, that the government may be interested in pursuing gymnasium etc.); (iv) Educational services such as ranging from increasing access, enhancing quality school manager or teachers’ training’; (v) Private to improving efficiency and accessing additional management of public schools using the existing staff alternative funding sources. Table 5: Possible scenarios for different policy objectives Possible Scenarios Policy Objective Governments may be Interested in… 1. Enrollment is largely public ♦♦ Introduce alternatives to ♦♦ Allow private providers to take over and education outputs are traditional forms of public failing public schools (Contracts for unsatisfactory. Some public education school operations) to encourage and private schools produce ♦♦ Improve expertise in diversity, innovation, and low levels of learning pedagogical and managerial efficiencies in the supply side areas ♦♦ Outsource professional services to ♦♦ Improve efficiency in school the private sector such as teacher operations training and academic support to improve public school capacity to deliver quality education 2. Low enrollment rates. There ♦♦ Leveraging private school ♦♦ Output based contracts for is a large group of private existing capacity to serve a education services registered schools that large number of students ♦♦ Authorize vouchers to private operate independently of the ♦♦ Creating incentives for private schools to increase access, allow public system. Some public school growth in poorly served choice and encourage competition and private schools produce areas and the creation of new schools low levels of learning 3. Low-cost private schools ♦♦ Exercising accountability ♦♦ Institutional and regulatory reforms grew to fulfill demand for mechanisms and quality to exert school registration, education. Most schools are oversight on existing private accreditation, student assessment, unregistered schools and quality control functions ♦♦ Establish and enforce private school operating requirements ♦♦ Contract education services to private registered schools through contracts or vouchers through output oriented agreements Section-2: Public Private Partnerships (PPPs) in Education | 11 Possible Scenarios Policy Objective Governments may be Interested in… 4. A large share of private ♦♦ Supporting private schools to ♦♦ Link per-student subsidy schools is financed by improve service delivery and continuation to quality measures the public sector through improve education outcomes (student assessment results and subsidies but perform ♦♦ Improve regulatory school infrastructure) poorly. There insufficient environment for private school ♦♦ Evaluate and introduce reforms supervision and mechanisms operation to regulations on public and for accountability private school operation to foster accountability and results-oriented approach 12 | Public Private Partnerships in Secondary School Education in India Section-3 Possible PPP Models for Consideration in the Indian Context There is a large unfulfilled need for access to quality may result in drastic reduction of payment. For such education in the secondary education sector. Public cases, exceptions may have to be made depending Private Partnership emerges as a viable alternative upon local conditions and ad hoc additional grant to improve access to quality school education while may have to be provided to make up for the lack of ensuring equity and social justice. To overcome the sufficient students. budgetary constraints and to address issues of differential capacity levels in the public sector, the following five models are proposed for possible consideration, piloting 3.2 Expansion of Existing Government and implementation in the Indian context. Schools 3.1 Reform of Government Aided There are many Government schools in prime locations that are currently operating with run down Schools infrastructure and inadequate staff. These schools could be revived through the involvement of private This type of PPP already exists in most parts of India but sector participation. This private participation might it needs to be made more effective with the inclusion range from the delivery of critical activities like of a system of incentives and disincentives based regular training of existing teachers to the provision on performance, student and teacher attendance, of additional teachers. The private partner could also state of maintenance of infrastructure, examination be allowed to use the school outside school hours for results, outcome of learning achievement survey, running skill development centers using their own performance of students in co-curricular activities and business models. They would also be permitted to the like must be set up. For large government aided construct new floors or new building blocks for use schools, this would help in attracting more students by the school during school hours and for its own use through continuous improvement of quality. However, after school hours to run skill development centers and in areas with sparse population, per capita payment community colleges. The private partner would also Section-3: Possible PPP Models for Consideration in the Indian Context | 13 be involved in the school management committee schools are not built by government agencies nor are to chalk out and implement a blue print for overall government funds used for construction at the initial improvement of the school. stage. The usual process is to set up schools on design and build basis as against annuity payment. Whenever the government sanctions new schools, and buildings are 3.3 Private Sector Shift in Public to be constructed, this method can be used to get over Sector Facility the budget constraint and also to get the infrastructure ready in a short period of time. In this case, the private partner could use the existing infrastructure to run the second shift and is reimbursed 3.5 Whole School Management the cost. It has no responsibility for improvement of the existing school, but the operation of the second shift including recruitment and management of staff is its In this model, the private partner would be responsible responsibility. both for construction and operation. The private partner has full autonomy to recruit its staff and for determining their service conditions and also for the smooth running 3.4 Private Financing Initiative (PFI) of the school. The per capita fee is determined by a process of bidding among the technically competent Under this model, the private partner would have the and responsible private partners. In addition, the private responsibility only for providing building infrastructure sector is allowed to have a management quota for which and its maintenance and has no role to play in providing an appropriate fee, which is different and generally educational services. Therefore, these schools are higher is charged. For government seats, the students are purely government schools except for the fact that the charged nominal or no fee as in Government Schools. 14 | Public Private Partnerships in Secondary School Education in India Section-4 Existing or Planned PPP Models in India Table 6 provides a summary of five different PPP (See Annex for a breakdown of the different models either in operation or under consideration PPP arrangements for the Rajasthan and Punjab by the federal and state governments in India. models). Table 6: Existing or proposed PPP models in India Types of PPP Finance: Expenditure Finance: Revenue Provision and Monitoring Arrangement Model schools Facilities ♦♦ 50% of seats in each ♦♦ The release of the amount ♦♦ The GoI provides a capital school would be filled would be triggered incentive which would be up through sponsorship through certification by payable over a few annual by the GoI from among an independent agency installments through an the socio-economically on achieving escrow account backward students pre- determined ♦♦ Land for the school would ♦♦ GoI would provide a per performance standards be provided on lease at a capita recurring grant concessional rate by the which is equal to the State government, or the actual per capita cost private partner would be incurred by government free to purchase suitable in running similar land of its own government schools Section-4: Existing or Planned PPP Models in India | 15 Types of PPP Finance: Expenditure Finance: Revenue Provision and Monitoring Arrangement Government- Facilities Fees ♦♦ Private partner appoints aided schools ♦♦ The private partner sets ♦♦ School fee is regulated and manages teaching up the school and bears and is generally equal to and non-teaching staff the entire capital cost the fee prevailing in the ♦♦ Payment to such schools of land and building government schools is not performance infrastructure ♦♦ It is the general linked. Once the school Payroll practice for the school obtains the aided status, ♦♦ Some State Governments management to charge a it continues indefinitely also provide part or full of separate monthly fee from without reference to the the non-salary recurring the students, but such number of students in cost of the school based charges may not be fully the school, attendance of on certain norms transparent students and teachers and performance of students Residential Facilities ♦♦ 75% of the seats in ♦♦ Private partner appoints schools in ♦♦ Land is provided free the school would be and manages teaching Andhra Pradesh of cost by the State reserved for students and non-teaching staff Government on a long to be sponsored by the term lease State governments for ♦♦ Private partner bears the which the State would entire non-recurring cost pay the recurring cost. of construction and the The remaining 25% of the school buildings and the strength will be filled up school facilities with the management quota seats Adarsh schools in Facilities ♦♦ The operational cost of ♦♦ There would be a 2-tier Punjab ♦♦ The land would be given the school would be management structure at on 99-year lease to the shared on 70:30 basis State and school level private partner by the between the State government. 50% of the government and the capital cost would also private partner be provided by the State government Schools in ♦♦ The private partner will ♦♦ The state reimburses a part Rajasthan bear the entire capital of the recurring cost for cost upfront the sponsored students ♦♦ State government would through vouchers provide a capital incentive ♦♦ 50% of each school would in installments be reserved for students sponsored by the state government 16 | Public Private Partnerships in Secondary School Education in India Section-5 Key Issues and Challenges in Structuring Education PPPs While structuring of PPP needs to be detailed and private sector partner. The selection process needs localized to the objectives and the required outcomes, to be managed to ensure correct understanding there are four common areas of concern and pitfalls of the contractual commitments, ensuring private that need to be considered in the structuring and sector appetite & interest and managed in an open procurement of PPP programs. and transparent manner. The procurement process should lead to competition between private firms resulting in better quality of service providers. Bidding Issue 1: Initial Structure and processes should be judiciously managed to bring Prioritization of Objectives prices down yet maintain standards of quality with contract performance validation by an independent Government resources are limited and to achieve third party. program objectives, there must be clear identification of the key objectives and stakeholders as well as an The processes for floating EOIs, preparing RFQ and RFP assessment as to the appropriate balance of access with documents need to be demystified with the provision quality and other considerations such as effectiveness, of clear guidelines. Key parameters that enable a more efficiency, equity and financial sustainability. robust and effective procurement process include: (i) clustering of schools under single procurement process; (ii) Market consultation exercise with private Issue 2: The Procurement Process sector prior to commencement; (iii) Scheduling and availability of information to bidders; (iv) stakeholder PPP projects are large complex contractual consultation with schools, municipalities, other related arrangements that involve significant public sector local bodies and communities; and (vi) realistic costing capacity and resources in bidding and selection of the and market pricing benchmarks. Section-5: Key Issues and Challenges in Structuring Education PPPs | 17 Box 6: Example of monitoring under the Model School program Under this program, the monitoring and evaluation is undertaken by the state governments while at the central level, monitoring of the project will be through a separate cell to be opened in Kendriya Vidyalaya Sangathan. At the state levels, schools will be monitored by the Societies administering these schools. State Government will also set up District level and State level Monitoring Committees. Monitoring will also be done through Secondary School Management System (SEMIS). There will a continuing evaluation of the working of the schools by State Government agencies through a regular and well-structured system of field visits. Besides, an independent agency may be assigned the task of monitoring of the scheme, including progress of construction for each State. addressed due to the complexity of the contractual Issue 3: Capacity Building of Related arrangements envisaged under a PPP framework. Government Agencies Box 6 provides an example from the Model Schools program. The success of delivery of a PPP framework is dependent on the ability of the government authorities to monitor and implement the contract Issue 4: Regulatory and Legal Issues as structured in the procurement phase. Department needs to be trained to move out of ‘delivery mode’ Education sector in India has a plethora of legal and to ‘monitor mode’ under the PPP delivery model. regulatory issues that need to be addressed in developing The capacity building exercise of such monitoring and delivering a successful PPP program. Seven common and procurement agencies needs to be pro-actively issues are summarized in the Table below: Table 7: Challenges to structuring PPPs in Education in India Overarching Issue Specific Details i. Involvement of the ♦♦ The Indian legal code currently restricts profiteering or capitation from the private sector student body by private schools, permitting an ill-defined ‘reasonable surplus’ only education is considered ♦♦ This status limits the ability to access private capital, bring in corporate governance, efficiency and the scalability that the private sector is better suited to deliver ♦♦ Need to incentivize the private sector by introducing an element of profitability ii. Complexity and ♦♦ Regulations vary from state to state overlapping of central ♦♦ Needs for greater coordination and interaction between GoI and state and state government governments policies ♦♦ Need to design PPP models that can incorporate local needs while supporting overarching central government initiatives iii. Role of voluntary sector ♦♦ While the voluntary sector is a critical constituent, it does not have the resources and capacity to support a fully-fledged bidding process ♦♦ Such providers do not lend themselves to fit under a PPP framework because it is difficult to incentivize without the economic return drivers and access to private capital 18 | Public Private Partnerships in Secondary School Education in India Overarching Issue Specific Details iv. Transfer of existing ♦♦ Transfer of existing assets can pose a legal issue on ownership and financing facilities/ resources to arrangements private sector ♦♦ Teacher and school staff transfers are particularly sensitive matters v. Centralized and ♦♦ Centralized structures are difficult to implement on large scale program of decentralized over thousands of schools procurement structure ♦♦ Decentralized procurement structure requires detailed documentation for procurement and project delivery and continuous training and capacity building Section-5: Key Issues and Challenges in Structuring Education PPPs | 19 Section-6 Concluding Remarks Many people believe that the solution for providing 2500 will be built under PPP. Andhra Pradesh and the universal K-12 education coverage lies in improving Adarsh schools have taken off the PPP concept, but and strengthening the government school system, they are both more of a Corporate Social Responsibility including through increasing the budget allocation. (CSR) model in which philanthropists are operating, but Others argue that privatization of school education – or the private sector still does not consider the projects a partnership between public and private providers – commercially viable. The latter will only become fully is an alternative option. But arguably, at the moment, committed when the annuity is carefully structured, there is no working and reliable example of good quality with the Rate of Interest (ROI) and Internal Rate of education on a large scale using good schools in the Return (IRR) issues being addressed in a fair manner. government sector, good schools in the private sector, or a combination of the two sectors. Furthermore, a This report has undertaken a brief review of both choice between either improving the government national and international experience with PPPs. Several school system or relying more on the private schools will forms of PPP have been highlighted, including private not meet the demands of delivering quality secondary philanthropic initiatives, private sector management education to the hard to reach, whether in a rural or initiatives, private school funding programs urban setting. (e.g., subsidies and vouchers), and school infrastructure partnerships. A clear message from this international PPPs at the elementary level will take a further couple experience is that, contrary to a widely held view, private of years to mature as the political climate slowly evolves participation in education does not need to favor those and becomes more conducive to usher in professional who are well off. Indeed PPPs are often targeted on PPP frameworks. At the secondary level however there populations who are being poorly served by existing is arguably considerable vibrancy and acceptance of education delivery systems. the entire PPP debate and the most fertile area for a PPP engagement is in the Model Schools scheme which Experience to date suggests some clear lessons for the has clearly articulated that out of the 6000 sanctioned, design and implementation of PPPs and the conditions Section-6: Concluding Remarks | 21 under which PPPs in the secondary education will PPPs in the secondary education sector are clearly no work. A strong regulatory framework, flexibility in panacea. Progress toward EFA targets generally and provision and good quality assurance are fundamental. improvement in secondary education outcomes more More sophisticated PPPs such as school infrastructure specifically will require much broader reform programs. initiatives and funding-based PPPs represent a Nonetheless, PPPs – if they are done right – are a useful significant design and implementation challenge for tool for national and state governments to achieve their government departments. They require a redefinition educational policy objectives. To be successful, they of the role of public agencies and, often, a different set require good policy design, careful implementation and of skills on the part of the civil servants responsible. effective political management. 22 | Public Private Partnerships in Secondary School Education in India Annex Two Case Studies of ‘Public Private Partnerships in Education’ There are three models used by the Foundation in its Case Study1: The Bharti Foundation partnership engagement: and Different Models of Private Management Table 8 provides a summary of the contractual arrangements in two of the main PPPs operated by The Bharti Foundation was set up in 2000 as the the Foundation – in this case in the respective states philanthropic arm of Bharti Enterprises “to help of Punjab and Rajasthan. underprivileged children and young people of our country realize their potential”. Today the Foundation operates in 242 Primary Schools and 5 Senior Secondary Table 9 concludes by providing a brief summary School serving over 30,000 Students of whom 48% of the initial impact of the two PPPs across such girls and 76% are from marginalized communities. The areas such as access, quality and provision of categories of the students are shown below: services. Category % of Children Case Study 2: Everonn Education Ltd Children from SC/ST and OBC category 76% and an Example of the Girl students in Satya Bharti Schools 48% BOOT Model for ICT Children from Migrant Family 7% Education Provision Children from BPL Category 31% Physically Challenged 0.5% Everonn Education Limited offers ICT -enabled computer education in government schools through turn-key Children from Rural families 100% projects on a BOOT model. ICT division in Everonn Source: Bharti Foundation data (2011). Education Limited (EEL) acts as an education service Annex: Two Case Studies of ‘Public Private Partnerships in Education’ | 23 Model Arrangements Model 1 Schools constructed by the Foundation on land allotted Own Schools In Partnership With Community or leased by government or donors 193 Schools in six states Model 2 Adopting Government Primary School Adopting Government Schools Inherit buildings and students, without the teachers 49 Schools Model 3 Public-Private Partnership with the Government Public-Private Partnerships Five Schools; Govt.’s contribution in Capex and Opex Table 8: Examples of the arrangements for PPPs in the states of the Punjab and Rajasthan Partnership under Adarsh School Scheme Rajasthan Education Initiative Objective To establish one Senior Secondary school in each Improving Quality of Education in block of the State for poor and underprivileged existing Government Schools children providing completely free education Classes Pre-primary to Class XII 49 schools (37 primary schools and 12 upper-primary schools) Student Strength Upto 2000 6670 Medium of Education Local language towards English Local language with focus on English Board of Affiliation CBSE State Board Teachers As per norms specified by the Board As per norms specified by the State On pay rolls of the private partner Board On pay rolls of Bharti Foundation Land About 8-10 acre land provided by the State Existing Government schools adopted; Government on a 99 year lease at a token annual renovation by Bharti Foundation lease money of Rs. 50 per acre. Management Completely under private partner Completely under Bharti Foundation (Bharti Foundation) Financial Arrangement Capital expenses: Upto Rs. 7.5 cr shared 50:50 Government/SSA funding towards between the Government and private partner Mid-day meals (for school of 2000 children) Books Operational expenses: Shared in a ratio of Toilets, extra rooms, etc. 70:30 between Government and private partner (Rs. 1600 per child per month) provider for computer education, computer literacy, ♦♦ Supply all IT hardware, software and other physical computer-aided learning and teachers’ training projects. infrastructure necessary to provide IT education While Everonn makes the initial investment, the same is ♦♦ Provide and maintain the infrastructure in good reimbursed by government departments in periodical working condition installments spread over the years. The Company is currently operating in 6628 schools across sixteen 16 ♦♦ Teach Computer Education in English and states. Everonn ICT’s scope of services encompasses the respective local language, if stipulated by the following: contract 24 | Public Private Partnerships in Secondary School Education in India Table 9: Preliminary effective of impact of the PPP in the Punjab and Rajasthan Punjab PPP Rajasthan PPP ♦♦ Zero dropout during 2010-11 ♦♦ Enrollment increase from 4238 to 6670 students ♦♦ 47% students scored over 75% in Cycle III internal ♦♦ Drinking water increased from 34 to 49 schools assessment ♦♦ Electricity connectivity from 3 to 49 schools ♦♦ In March 2011, 74% students had more than 90% ♦♦ School renovation and internal plumbing from attendance 0 schools to 49 schools ♦♦ Excellent response from community ♦♦ Computers allocated from no schools to 49 schools ♦♦ For 2011-12 session, all five Senior Secondary Schools received registrations for admissions more than double their capacity ♦♦ Supply adequate stationary and consumables at government in English and local languages, if the centers necessary ♦♦ Appoint full-time faculty, who are employees ♦♦ Train teachers, headmaster/headmistress at the school of Everonn, at the schools. The normal ratio is 2 on computers and usage of multimedia content. instructors for every school The Table below provides a list of a few of PPP projects ♦♦ Create/build necessary print and multimedia (BOOT Model) implemented by EEL for Secondary content as per the curriculum stipulated by the Schools: S. No. Government Description of the BOOT Contract No. of Secondary Department Schools 1. Government of Imparting computer education to the students of 349 Tamil Nadu Govt. Hr. Sec. Schools in Tamil Nadu 2. Pondicherry Electronics Imparting computer education to the students of 20 Corporation Govt. Hr. Sec. Schools in Pondicherry 3. Government of Andhra Imparting computer education to the students of 183 Pradesh Govt. Hr. Sec. Schools in Andhra Pradesh 4. Government of Goa Imparting computer education to the students of 238 Govt. Hr. Sec. Schools in Goa 5. Government of Imparting Computer Education Services in 971 Andhra Pradesh Government Senior Secondary Schools Annex: Two Case Studies of ‘Public Private Partnerships in Education’ | 25 Notes THE WORLD BANK