CONSESSION SCHOOLS INCOLOMBIA

CECI L I A M AR I A VELEZFELI PE BAR R ER A

O C T U B R E 1 5 2 0 1 0

POLICY AND PROGRAM EVALUATION

OUTLINE

1. Evaluation

2. The program : Consession Shools

3. The evaluation

4. General consideration about evaluation methods.

1. Evaluation

“Systematic assessment of the operation and or outcomes of a program .. Compared to a set of explicit or implicit standar as a means of contributing to the improvement of the program..”

“To make programs work better and to allocate resources to better programs”

(Weiss)

2. Conssesions Shools

Stages: 24 Schools in Bogota 8 (1998-2003) 47 Schools in other cities of Colombia(2006-…)

Evaluation was made for the World Bank in 2006

The evaluation was useful to expand the program.

Bogota : the challenge .

Provide access to quality education to poor children and youngsters living in marginalized sectors. ( 50.000 )

Increase retention and academic, personal and social achievements levels

Improve education institutions managerial quality

La Estrellita

La Giralda

Nueva Roma

San Cayetano

San VicenteChuniza

San JoséMiravalleNebraska

Argelia

La Esperanza

Los NaranjosSantiago de las Atalayas

Santa Marta

TintalitoLas MargaritasBellavista

Torquigua

Las Mercedes

Bilbao-Parques del Campo

Piedra VerdeSanta Lucia

La JoyaArborizador

a Alta

Buenavista

16 in operation as from year 2000

6 in operation as from year 2001

2 in operation as from year 2004

1 in operation as from year 2003

Main features

Long term conssession contract ( 12 years) to deliver the service with private non profit organizations. Selection is made though public bidding.

Private schools showing the highest academic results are invited to get involved in this project

Infraestructure provide by the local governmet. With good specification. One fold

Cost : the average of public provision

Autonomy for the concessionaire.. And score on periodical test and goals as an element of the contract.

External follow up.

.

The national program

Challenge : provided poor population mainly displaced -that were arriving to larger cities-, with quality education

45 shools : 70.000 students.

The incetive for local administration was that the central goverment financed the infraestructure. Recurrent cost were equal of per-capita allocation.

Infraestructura educativa Flor del Campo (Cartagena)

Institución Educativa Clemente Manuel Zabala

Infraestructura educativa Tokio (Pereira) Institución Educativa Jaime Salazar Robledo