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Session 2: Local businesses supporting education reform through philanthropy. Comments by Halsey Rogers, Development Research Group, World Bank March 31, 2010. Strong examples of philanthropic engagement in education reform. Philippine Business for Education ( PBEd )
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Session 2: Local businesses supporting education reform through philanthropy Comments by Halsey Rogers, Development Research Group, World Bank March 31, 2010
Strong examples of philanthropic engagement in education reform • Philippine Business for Education (PBEd) • Goal: bring together leading corporations to create pressure to address the “weakening quality of the education sector’s products” (initially, tertiary graduates) • Focus: systemic change, in basic education as well as higher levels, as well as supportive • Strategy: (1) increase public awareness and “keep the bad state of Philippine education in the limelight” through Education Nation; and (2) focus business’ philanthropic projects through 57-75 program • Political engagement: try to organize “broad-based, multi-sectoral constituencies for reform” in the political arena
Sampoerna Foundation • Goal: ensure that “best of the best” students have access to quality education, and helping improve managerial efficiency in schooling • Focus: supportive as well as systemic reform • Strategy: (1) provide scholarships for high-ability, low-income students; (2) train teachers through PSF Teacher Institute; (3) improve management in demonstration schools (USP) • Political engagement : not a foreground issue for Sampoerna?
MexicanosPrimero • Goal: to achieve quality public education in order to improve “justice and prosperity for all Mexicans” • Focus: systemic reform, in “decálogo” issue areas, through advocacy • Strategy: activities that address “decálogo” challenges, including by “model-testing” and “public demand-oriented” • Political engagement : aimed at “promoting a change in civic culture”, so engaged in political arena
Applying aid effectiveness criteria • How can such private-donor activities contribute most effectively to systemic improvements in education? • Public cross-border donors (bilateral and multilateral aid agencies) constantly face the same question • Key ideas from aid effectiveness debate could apply here too • International aid aims to improve conditions for development • Increased focus in recent years on measuring & improving effectiveness, after years of shortcomings in these areas • Parallel shift in private philanthropic activities? (Relevant to cross-border especially, but also domestic) • Various criteria for aid/donor quality have become widely accepted
Aid effectiveness criteria • Selectivity = Does donor target aid to high-need recipients who can use aid effectively? • Harmonization = Does donor work effectively with other donors to achieve common goals? • Alignment = Does donor use country systems (e.g., rather than running enclave projects) to build capacity, and are its efforts sustainable & scalable? • Specialization = Does donor focus its efforts, rather than spreading itself thin and creating burdens for recipients? • Evaluation and knowledge provision = Does donor submit its activities to credible evaluation, and more generally does its strategy encompass ideas as well as finance?
