Press release
Private education has grown faster in South Asia than any other region in the world, report shows
As learning levels in the region grow more slowly than in the rest of the world, the report calls for regulation to focus more on quality and equity across all schools.
A new UNESCO Report released today shows that non-state actors in South Asia are more involved in every aspect of education systems than in any other world region. Highly competitive examination pressures and dissatisfaction with public schools led to the highest levels of enrolment in private institutions in primary and secondary education than in other regions, but also to extensive private tutoring and an explosion of education technology companies.
With fragmented systems stretched during the pandemic, and evidence of a shift of students from private to public schools, the report calls for a review of existing regulations on non-state actors and how they are enforced. While access to education has grown faster than in any other region in the past few decades in South Asia, learning levels are more than one third below the global average and growing more slowly than in the rest of the world. It recommends that all state and non-state education activities be viewed as part of one system, supported and coordinated ministries of education so that quality and equity can be improved.
The report draws on the global comparative research by the Global Education Monitoring Report at UNESCO and six regional partners: BRAC; the Institute for Integrated Development Studies; the Institute of Policy Studies of Sri Lanka; Idara-E-Taleem Oaagahi (Centre of Education and Consciousness); the Center for Policy Research; and the Central Square Foundation. Combining the experiences of Afghanistan, Bangladesh, Bhutan, India, the Islamic Republic of Iran, Maldives, Nepal, Pakistan and Sri Lanka, it looks at occasions where the growing advent of private education has put equity under pressure but also at positive practices that have created cohesion across all actors involved.
Non-state actors are influential across all education levels in the region. In early childhood, the private sector is often the main provider, educating 93% of children in the Islamic Republic of Iran, for instance. At the primary level, private schools educate a quarter of students in Nepal, over a third in Pakistan and almost half in India. Low-fee private schools have flourished. Out of all new schools established in India since 2014, 7 in 10 are private independent schools. In Bangladesh, a quarter of primary and almost all secondary school enrolment is in private institutions. International schools have grown alongside the demand for English-language education, effectively doubling in Sri Lanka between 2012 and 2019.
Tertiary education is increasingly private due to insufficient public supply, covering over half of enrolment in Afghanistan by 2020. In Nepal, the limited capacity of the main public university in the country led to the establishment of non-state campuses. Teacher training institutions are also often private with teacher education only provided exclusively by the state in two countries, Bhutan and the Islamic Republic of Iran. In 2020, more than 90% of recognized pre-service teacher education institutions in India were privately funded through student fees.
Competitive education systems and labour markets have led to a surge in private tutoring, putting pressure on household finances. In Sri Lanka, the percentage of households spending on private tutoring increased between 1995 and 2016 from 41% to 65% of urban households and from 19% to 62% of rural households; it increased in Bangladesh between 2000 and 2010 from 28% to 54% in rural areas and from 48% to 67% in urban areas. The popularity of private tutoring has led to a rise of coaching centres; in India, their number may run into the hundreds of thousands.
There is no one way of designing an education system. The call this report makes does not cast judgement on what system to choose, but on how that system is shaped. Millions of children at this point would have no education at all if non-state actors had not arrived to fill the gap. But a magnifying glass should be put upon the arrangements so that the balance does not tip towards profit-making and business interests and away from the interests of the child.
An accompanying online education website to the Report, PEER, managed by the GEM Report, contains profiles for every country in the region listing the regulations each have on non-state actors in the region. It shows that existing regulations focus more on non-state schools’ establishment and inputs than on equity and quality in the system.
In South Asia, households account for the largest share of total education spending (38%) among all world regions. Their share is particularly high in Nepal (50%), Pakistan (57%) and Bangladesh (71%). In 2017-18, average household expenditure per student attending a private-unaided school in India was over five times than that spent on a student attending government school. In addition, 13% of families saved and 8% had to borrow to pay for school fees. In Bangladesh, around a third of families borrowed money for their children to study at private polytechnics.
A large part of the reason for the growth of private education in the region is the fact that governments spend far less than the recommended 15% of total public expenditure on education. But this leaves a ticking bomb for the poorest who are increasingly faced with high costs to access an education that should normally be free. We hope this report will act as an urgent call for reflection on how we are building education systems and who is missing out.
- ENDS
Media contact:
- GEM Report: Kate Redman: k.redman@unesco.org 0033 671786234 (available on whatsapp)
- BRAC: Mamunul Haque, Head, HCMP & External Communications: mamunul.haque@brac.net M: 01713007841
Notes to editors:
