Is There a Private Schooling Market in Poor Neighbourhoods in Maputo, Mozambique? Exploring the Role of the Non-State Education Sector

Autor/in	Härmä, Joanna
Titel	Is There a Private Schooling Market in Poor Neighbourhoods in Maputo, Mozambique? Exploring the Role of the Non-State Education Sector
Quelle	In: Oxford Review of Education, 42 (2016) 5, S.511-527 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2016.1215612
Schlagwörter	Private Education; Equal Education; Access to Education; Foreign Countries; Educational Quality; Early Childhood Education; Low Income; Elementary Secondary Education; Poverty; School Choice; Family Income; Expenditures; Case Studies; Socioeconomic Status; Living Standards; Surveys; Institutional Characteristics; Educational Facilities; Teacher Salaries; Teacher Characteristics; Mozambique + Suchen Sie Ihr Suchwort? Privatunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Quality of education; Bildungsqualität; Early childhood; Frühkindliche Bildung; Frühpädagogik; Niedriglohn; Armut; Choice of school; Schulwahl; Familieneinkommen; Ausgaben; Case study; Fallstudie; Case Study; Socio-economic status; Sozioökonomischer Status; Lebensstandard; Survey; Umfrage; Befragung; Bildungsstätte; Lehrerbesoldung; Lehrervergütung; Mosambik
Abstract	In some low-income countries, low-fee private schools targeting relatively poor communities have sprung up in considerable numbers meeting growing demand. This is often the case where government is not providing enough school places, but also where parents could access government schools for their children but choose not to, due to perceived low quality of provision. This research study sought to find out if non-state schooling has developed to any considerable extent in the Mozambican context, where government education is of poor quality and learning outcomes are low. This paper reports that non-state provision is playing some role in providing places at the secondary level where government under-provides, and it is providing differentiated demand for some primary pupils. The study finds that the only level at which a true market appears to be developing is at the pre-primary level where government does not provide at all, which has resulted in complete inequity in access to early learning opportunities. At this most crucial level most schools are established, owned and run like typical low-fee private schools, i.e. as small businesses with individual owners. Overall non-government schools are few and far between and are playing a small role, with the only indications of recent growth evident at the pre-primary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01