J.P. MORGAN PRIVATE BANK

Philanthropy Field Guide: Global Education for School-Aged Children

Introduction

Around the world, an estimated 264 million children are not in school.1 When children do go to school, they may not master even the most basic skills, such as reading, writing and simple arithmetic.2

This field guide explores how philanthropists can help equip every child to succeed by improving their access to schools and other educational opportunities, strengthening the ability of their teachers to deliver high-quality education, and supporting overall conditions for success. While individuals learn throughout their lifetimes, this guide focuses on the unique challenges facing school-aged children.

COVER PHOTO: Children in Bali, Indonesia, hang their colorful backpacks on the wall outside their classroom. INTERIOR: A group of primary students attends class on a “boat school” in Bangladesh. The boat is equipped with solar panels that power a laptop and internet access, and is built to withstand heavy monsoon rains.

This philanthropy field guide was developed by Geneva Global in partnership with The Philanthropy Centre at J.P. Morgan.

1 UNESCO. Reducing global poverty through universal primary and secondary education. Policy Paper 32/Fact Sheet 44. June 2017. Available at: http://uis.unesco.org/sites/default/files/documents/reducing-global-poverty-through-universal-primary-secondary-education.pdf

2 UNESCO. Global Education Monitoring Report. Accountability in education: Meeting our commitments. 2017. Available at: http://unesdoc.unesco.org/images/0025/002593/259338e.pdf

According to a 2011 report by UNESCO, one year of additional schooling can increase an individual’s future earnings by up to 10%—and for women, up to 20%.

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PARENTS, SCHOOLS AND MANY OTHERS CONTRIBUTE TO EDUCATION

Education happens in school, at home, in the workplace and beyond. While school teachers may be the first educators to come to mind, there are many institutions and individuals who have a role in helping a child acquire practical life skills. Governments and school systems create curricula, assess progress and provide the physical environment for learning. In cases where governments are unable to provide education or cannot reach all individuals, nonprofits and nongovernmental organizations may provide education programming. In addition to these institutions, parents and caretakers play a critical role, as well as religious leaders, community members and peers.

INTRODUCTION

INVESTMENTS IN EDUCATION RETURN POSITIVE SOCIAL IMPACTS

According to a 2011 report by UNESCO, one year of additional schooling can increase an individual’s future earnings by up to 10%—and for women, up to 20%.3 Each dollar invested in keeping a child in school for an additional year generates earnings and health benefits worth US$10 in low-income countries and nearly US$3 in lower-middle-income countries.4

Improvements in education may also have positive impacts on other sectors. Jeffrey Sachs, economist, environmentalist and Special Advisor to the United Nations Secretary-General, observed, “Better education leads to greater prosperity, improved agriculture, better health outcomes, less violence, more gender equality, higher social capital and an improved natural environment.”5

EDUCATION IS KEY TO GLOBAL DEVELOPMENT

In 2016, the United Nations launched a series of 17 ambitious goals for global development, known as the Sustainable Development Goals. More than 150 nations have resolved to meet the goals listed under this framework. The fourth goal, also known as SDG 4, is to “ensure inclusive and quality education for all and promote lifelong learning” by 2030.6 This broad goal for education includes several targets (or milestones) to ensure that all girls and boys have access to early childhood development programs and can complete primary and secondary school with the skills necessary to secure a livelihood. It also calls for gender parity and for equality for marginalized groups, such as people with disabilities and indigenous populations.7

3 Global Partnership for Education. Education data. January 2018. Available at: https://www.globalpartnership.org/data-and-results/education-data 4 Global Partnership for Education. Education data. January 2018. Available at: https://www.globalpartnership.org/data-and-results/education-data 5 UNESCO. Global Education Monitoring Report. Education for people and planet: Creating sustainable futures for all. 2016. Available at: https://en.unesco.org/gem-report/

6 United Nations. Sustainable Development Goals. Goal 4: Ensure inclusive and quality education for all and promote lifelong learning. October 2017. Available at: http://www.un.org/sustainabledevelopment/education/

7 United Nations. Sustainable Development Goals. Goal 4: Ensure inclusive and quality education for all and promote lifelong learning. October 2017. Available at: http://www.un.org/sustainabledevelopment/education/ 22

INTRODUCTION

Source: Global Partnership for Education: Education and the Global Goals. September 2015. Available at: https://www.globalpartnership.org/multimedia/infographic/education-and-global-goals

ROLE OF EDUCATION IN REACHING GLOBAL DEVELOPMENT GOALS

Research shows that improving education and expanding access to more individuals have a positive effect on other sectors. Education builds the foundation for countries to achieve other development goals.

Increase in per capita income

A 0.1% improvement in a country’s education equality can, over 40 years, raise its per capita income by 23%.

Decrease in the risk of war

If the secondary school enrollment rate is 10% higher than average, the risk of war drops by 3%.

Decrease inchild deaths

In an analysis of 175 countries, 4.2 million fewer child deaths between 1970 and 2009 were directly attributed to global improvements in women’s education.

Increasedenvironmentalconcern

A study of 29 countries found the percentage of people concerned about the environment increases with education.

Improvednutrition

A mother’s education improves her children’s nutrition, especially as she seeks higher levels of schooling.

those concerned witha tertiary education46%

those concerned with less than a secondaryeducation

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those concerned witha secondary education37%

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TRENDS IN ACTION

Explore ways that technology is providing electricity and internet access, connecting students and teachers and helping educate those who are illiterate in the article by ONE titled “11 tech innovations changing global education.”

Learn more about the growing popularity of social and emotional learning for primary school children and explore its relationship to academic achievement in Julie Scelfo’s NY Times op-ed.

Understand the connection between health and education in the blog post titled “Healthier students are better learners” by the Global Partnership for Education. The partnership is a global resource and a funding mechanism that supports education in 65 low- to middle-income countries. Rihanna, a musician from Barbados, is its global ambassador.

INTRODUCTION

IN THE NEWS: TRENDS IN EDUCATION AROUND THE WORLD

The last several decades have brought tremendous change in the global economy and in how societies communicate. Increasingly, education aims to provide “21st-century skills” that help youth develop healthy relationships and sustainable livelihoods. The technologies that have transformed the global economy are gaining attention as potential tools to solve longstanding issues in education. While technology has had varied success in educational intervention, it has become an important area of study for school children. Many classrooms are devoting more time to learning in the Science, Technology, Engineering and Mathematics (STEM) fields. Girls, in particular, are encouraged to pursue STEM-related programming. More broadly, girls’ education has gained increased attention globally, as countries aim for gender parity in learning and leadership.

While education programs around the world have traditionally incorporated meals and food assistance—an approach that continues to be successful in mitigating the impact of undernutrition on learning—treatment for neglected tropical diseases (including worms) and other physical and mental health issues that affect cognitive development are trending upward. Holistic, child-centric approaches are fueling partnerships between private and public entities, such as the Global Partnership for Education.

Health Education

Economic Empowerment

POVERTY ALLEVIATION

POVERTY ALLEVIATION | ROLE OF EDUCATION IN ENDING POVERTY

Education is one of three levers for reducing and eventually ending poverty. Learn more about the relationship between education, health and economic empowerment in our Philanthropy Field Guide | Poverty Alleviation.

Please see page 18 for resource links.

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Socioeconomic status, culture, population density and topography all influence what education looks like and how people access it.

Facets of Education

Globally, there are many different types of education systems and programs.

A philanthropist thinking about becoming involved in education—or expanding an existing education portfolio—has many paths to choose from. The following section outlines fundamental considerations for determining who will be reached by an education intervention and where, as well as how the intervention will reach the intended audience.

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ABOVE: A girl from Mawuli Primary School in Ho, Ghana, reads Heidi. Mobile libraries, such as the one from which this book is borrowed, greatly expand students’ access to ideas and information.

KEY TO EDUCATION: ACCESS AND QUALITY

Access and quality are two critical factors that have impact on a child’s education. “Access” describes the many circumstances that make it possible for a child to attend an education program or, alternatively, that may prevent his or her attendance. Examples include long distances between a child’s home and school, or cultural norms and expectations for girls, children who have disabilities, migrants and others. “Quality” is a more complex concept. A quality education makes it possible for individuals, communities and entire societies to thrive. Quality is concerned with curriculum and content, the ability of teachers to guide students’ learning, and the relevance of students’ learning to their future lives.

Both access and quality must be present for students to learn. Schools may have highly trained teachers, bright and engaging classrooms, and relevant curricula, but if students are unable to attend, education outcomes will not improve. Conversely, there are many students who are not thriving in classrooms because their teachers are absent or ill-trained, books are not in the right language, the curriculum is not appropriate or any number of other reasons.

FACETS OF EDUCATION

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FOUR QUESTIONS THAT HELP GUIDE EDUCATION PROGRAMMING

Philanthropists seeking to improve access and quality have many types of interventions to choose from and can find opportunities in every country around the globe. However, no matter how specialized or broad a philanthropist’s focus, and regardless of the country or countries where he or she chooses to work, there are four components that every education program must take into account. Framed as key questions, they include:

WILL THE PROGRAM AIM TO IMPROVE EDUCATION IN THE FORMAL SCHOOL SYSTEM OR OUTSIDE THE FORMAL SYSTEM?

Formal education is a term used to describe schools that are part of a government system that usually follow a government-approved curriculum. They may be managed by the government (public schools), by private institutions, including nonprofits and religious entities (private schools), or a hybrid of both. Nonformal education is a term used to describe schools and education programs that are usually managed by nongovernmental organizations. Often operating in areas where formal education does not reach, these schools and programs may also follow the government curriculum or they may be independent. A third type of education is called “informal” and includes casual apprenticeships and self-directed learning.

WHICH EDUCATION LEVEL WILL THE PROGRAM TARGET?

Levels of education generally follow the age of the child from birth through early adulthood (see the sidebar for details). Early childhood education, primary education, secondary education and tertiary education are all levels where philanthropic support has made a difference. Technical and vocational training may be included at secondary or tertiary levels.

HOW WILL THE PROGRAM ADAPT TO THE GEOGRAPHY?

Socioeconomic status, culture, population density and topography all influence what education looks like and how people access it. These factors shape people’s day-to-day lives and experiences, and may significantly influence what relevance means in education. While models can be scaled and applied to new geographies, they invariably must be adapted to regional and cultural circumstances in order to succeed.

AGES AND STAGES

Early childhood education includes age ranges 0–3, and is also referred to as pre-primary, pre-school, play school or daycare.

Primary education includes age ranges 5–12, and is also referred to as elementary school or basic education.

Secondary education includes age ranges 10–18. Often divided into two stages, early secondary education is also referred to as junior secondary school, middle school or junior high school. Upper secondary education is often called senior secondary school or high school.

Tertiary education includes age ranges 18+, and refers to college and university degrees ranging from short-term certificates to doctorates.

FACETS OF EDUCATION

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DOES THE PROGRAM AIM TO WORK WITH A SPECIAL POPULATION?

Girls, refugee children (and others who have been forced from their homes), immigrants (documented and undocumented) and children with disabilities all have special needs for education and face unique barriers. Marginalization is a significant issue, such as for orphans of HIV/AIDS, Ebola and other diseases; children engaged in or recovering from abusive child labor and trafficking; minority castes and religious or ethnic groups; and nomadic populations.

BUILDING BLOCKS OF EDUCATION

Once the four questions above are answered, the next consideration is how the intervention will interact with the following eight “building blocks” of education. For example, an education program targeting refugee children must consider which language to teach in, whether to use the curriculum of the children’s home country or host country, and where the classroom might be located. Every building block is important; a weakness in one area can affect an entire program, school or system.

The curriculum articulates the knowledge, skills and character that a school or learning program wishes to impart to students. It is aspirational and can be deeply symbolic. Teaching methods are developed to help students achieve the goals of the curriculum and include tools (such as books) or instructional strategies (such as project-based learning). Increasingly, technology serves as a core tool for education programs and systems, whether it is used by teachers to present content or by students to interact with content.

Teachers are responsible for providing instruction that will help students learn the curriculum while also helping them make the connection between abstract concepts and daily life. However, the language they use to teach matters when students are not fluent in the official language, as in the case of some refugees and immigrants. In addition, the environment where students are meant to learn has a direct impact on their experience. Lack of basic infrastructure, such as latrines, may make it nearly impossible for girls to attend school; quality libraries and laboratories are critical to advanced studies.

Whether students are competent is determined by a range of learning assessments, from local and national standardized tests to teacher-designed assessments. These assessments are used to determine the educational progress of each student and serve to generate information that school systems, teachers, parents and students may use to improve the quality of teaching and learning. While teachers deliver education, school leadership and management are responsible for providing the key conditions for successful learning, including teacher training, parental engagement and funding.

FACETS OF EDUCATION

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More and more, formal school systems and alternative education programs managed by nonprofits and other nongovernmental organizations are experimenting with technology to address issues of access and quality.

Opportunities for Impact

Change in the education sector can be approached at the system level or at the local level.

Many philanthropists have sought to make a direct impact by working closely with a few communities—investing, for example, to improve school infrastructure, train teachers, remove barriers to children’s attendance or address similar or related issues. Successful interventions at the local level serve as models for other communities and may scale up through adoption.

Alternatively, some philanthropists aspire to systemic change to improve access, quality and relevance for all, and work through formal institutions to pilot new models or advocate for better policies.

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8 UNESCO. Global Education Monitoring Report. Education for people and planet: Creating sustainable futures for all. 2016. Available at: https://en.unesco.org/gem-report/

9 UNESCO. The World Needs Almost 69 Million New Teachers to Reach the 2030 Education Goals. Fact Sheet No. 39. October 2016. Available at: http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf

BUILD OR RENOVATE INFRASTRUCTURE AND PROVIDE THE TOOLS TO CREATE A RICH LEARNING ENVIRONMENT

Historically, private philanthropy has been an important partner in constructing and equipping schools and classrooms, and many philanthropists continue in this tradition today. Building a school in a local community reduces the distance that students must travel and can improve access. Renovations may address other barriers to access, such as by adding ramps for wheelchair access or separate latrines for girls, or may expand the content available to students, such as by installing internet access. Projects to build or renovate schools or classrooms should consider how to engage the community and how to assess or embolden its readiness to sustain the initial efforts. For instance, can the community afford its operation and maintenance? Are there opportunities to train community members to sustain these projects? Community buy-in is critical to sustaining the school over the long term, and will also help ensure the proposed building or renovations meet the needs of the population.

Programs that equip classrooms also aim to improve quality. Broadly, textbooks and other learning materials are in high demand in many low- and middle-income countries. For example, a survey conducted in Chad revealed that over 80% of primary students shared a textbook with at least two other students.8 However, in working to improve the quality of education, philanthropists must also consider how appropriate an intervention is to the local context. Purchasing books that are in the local language and aligned with the curriculum are ways to ensure suitability. In addition, teachers may need training on how to use new materials in the classroom and, in some cases, the permission of school administrators.

SUPPORT INNOVATIVE STRATEGIES FOR TEACHER RECRUITMENT, TRAINING AND RETENTION

An estimated 68.8 million primary and secondary teachers will need to be recruited by 2030, globally.9 Interventions or policies that improve teacher livelihoods and create pathways for career advancement are key to teacher recruitment. In high-income countries, policies that forgive student loan debt may be an incentive for college graduates to work in primary and secondary schools. Scholarships have a similar effect and have been used by STEM advocates, for example, to create a “pipeline” of teachers in these fields. Subsidized housing is another tool for recruitment in both low- and high-income countries, and is also a proven tactic for retaining qualified teachers alongside other interventions that defray the cost of living. Supporting training and education options in remote and rural areas can help encourage teachers to remain in their childhood communities.

OPPORTUNITIES FOR IMPACT

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10 UNESCO. More Than One-Half of Children and Adolescents Are Not Learning Worldwide. Fact Sheet No. 46. Available at: http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf

OPPORTUNITIES FOR IMPACT

Globally, six out of 10 children are not proficient in reading and mathematics, yet most of them are in school.10 Training is critical to ensuring that teachers have the skills to help children learn. While governments are responsible for ensuring that teachers meet certain training and certification thresholds, philanthropists can support supplemental trainings for teachers on subjects and skills that align with their mission, such as gender equality, or their business interests.

Interventions that target teachers should consider and respect the hierarchy that characterizes most formal school systems: Any trainings or other interventions should secure buy-in from relevant stakeholders, such as district management and teachers’ unions, to ensure that new methods are accepted. Any interventions that involve teachers should solicit their advice and opinions to define problems and solutions. And, while teachers leave trainings with the intention of putting new methods into practice, interventions that provide follow-up support help ensure that teachers successfully interpret the learnings and adapt them to their classrooms to generate true improvements in learning.

TEACHERS: KEY TO QUALITY

Innate or learned skill? Read about the many ways to train an effective educator in the article “TEACHING THE TEACHERS” by The Economist.

The World Education blog offers 10 STEPS FOR SOLVING THE GLOBAL LEARNING CRISIS through improving the quality of teachers and the teaching profession.

TEACHER SHORTAGES | NUMBER OF TEACHERS NEEDED, GLOBALLY, TO ACHIEVE UNIVERSAL PRIMARY AND SECONDARY EDUCATION IN 2020, 2025 AND 2030

By 2020

0

5

10

15

20

25

30

35

40

45

By 2025 By 2030

7

10

22

18

34

24

44

915

19 2127

17

315

313

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Replacement for attrition (primary education) Staffing new classrooms (primary education)

Replacement for attrition (secondary education) Staffing new classrooms (secondary education)

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Source: UNESCO. The World Needs Almost 69 Million New Teachers to Reach the 2030 Education Goals. October 2016. Available at: http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf

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ABOVE: Students in Western Australia apply concepts learned in the classroom to their study of wetland habitats.

OPPORTUNITIES FOR IMPACT

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EQUIP TEACHERS TO GUIDE STUDENTS TO FIND PRACTICAL MEANING AND RELEVANCE IN THEIR EDUCATION

Connecting concepts learned in class to students’ lives helps to ensure that they are relevant. For example, rather than simply sitting through a lesson on basic computational skills, students could have the opportunity to hone and apply those skills by initiating an entrepreneurial venture in their community.

Teachers are responsible for implementing the efforts taken by a school system or education program to help students find meaning in the curriculum and develop practical skills over the course of their learning. Training and supporting teachers to design lessons and organize projects that are engaging intellectually, socially and emotionally are vital to making education relevant to students’ futures and livelihoods. Developing trainings that empower teachers and foster their creativity requires an understanding of their work environments and how their performance is assessed. A second challenge to optimizing the relevance of learning is the perception that it takes place primarily in the classroom. Successful programs work with management, teachers and parents to change mindsets around how and where it’s possible for children to learn.

OPPORTUNITIES FOR IMPACT

STRENGTHEN THE QUALITY AND EFFICIENCY OF TECHNICAL AND VOCATIONAL TRAINING

Children may access technical or vocational training within the formal school system. For those out of school, programs managed by nonprofits offer this type of skill-building education. There are many paths that technical trainings may take, depending on the local context, and many different types and levels of technical and vocational training that students may follow. In cases where children never enter school or drop out before they reach the secondary level, vocational training may provide basic skills for workforce readiness. Technical training may also be incorporated into the formal school system to give practical experience that complements secondary education—an approach that can also increase relevance—or serve as an alternative to attending a university.

Quality technical training programs plan holistically for workforce readiness, taking into account such factors as the demand for workers and skills, the cultural suitability of training areas and the balance between practical and theoretical knowledge. Programs also consider the sophistication of local businesses that may employ graduates and seek to avoid pitfalls, such as training students on state-of-the-art equipment that they are unlikely to find in most workplaces. Successful programs also recognize the constraints that students often face. These may include their ability to attend full- or part-time, their literacy levels, their need to continue earning while they study, the adequacy of their socioemotional skills to pursue employment and, for programs that train aspiring entrepreneurs, their access to credit and other forms of financing.

THE ROLE OF VOCATIONAL TRAINING

In this blog post on Edutopia, a teacher makes the case for the value of vocational training and offers resources to learn more.

BETTER UNDERSTAND THE ROLE OF EDUCATION IN ECONOMIC EMPOWERMENT

Workforce readiness is a theme in economic empowerment. Learn more about other interventions in economic empowerment in our Philanthropy Field Guide: Poverty Alleviation.

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DEMONSTRATE AND SUPPORT THE ADOPTION OF INNOVATIVE USES OF TECHNOLOGY

More and more, formal school systems and alternative education programs managed by nonprofits and other nongovernmental organizations are experimenting with technology to address issues of access and quality. Technology can dramatically expand the content available to teachers and students by giving access to virtual libraries and even scientific laboratories. Technology has been used to personalize learning, allowing students to set their own pace and assess progress in real time. Digital tools have also opened up learning opportunities for children who are blind, deaf or have other disabilities. Teachers may be trained to use technology to deliver lessons more creatively and to bring in “real world” examples that increase relevance. In low-income communities, technology may provide supporting instruction for teachers who are less adept and may also contribute to teachers’ professional development.

There are many examples of programs that match tablets or laptops with students in hard-to-reach areas or where well-trained teachers are not available. Key logistical considerations for philanthropists and others working in low-income communities include the maintenance and protection of the hardware and the availability of internet access and reliable electricity. In some cases, cellphones have solved logistical issues. Philanthropists interested in educational technologies will find intersections with solar power, satellite technologies and IT software, as well as educational learning content and teacher training.

TWO PERSPECTIVES ON TECHNOLOGY: REINVENTING EDUCATION OR A FAD?

In his book One World Schoolhouse and corresponding TED Talk, “Let’s Use Video to Reinvent Education” (20:27), Salman Khan explores how The Khan Academy, a series of online videos and virtual tutoring sessions, changes the way learning can happen in classrooms.

Learn more about today’s growing questions around the integration of technology into the curricula and personalized learning in Amber Oliver’s and Michael B. Horn’s article “Without the Right Curriculum, Personalized Learning Is Just Another Fad.”

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OPPORTUNITIES FOR IMPACT

LOOK INSIDE: CREATIVE EDUCATION PROGRAMS OUTSIDE THE FORMAL SCHOOL SYSTEM

Learn about how some nomadic families in Mongolia prepare their children for primary school in these videos by the World Bank (3:24).

Explore the recipients of the 2017 WISE awards, which honor six innovative projects that advance global education.

BETTER UNDERSTAND THE ISSUES THAT IMPACT WOMEN AND GIRLS AROUND THE WORLD

Girls face unique barriers to education. Learn more about their experiences, and how philanthropy can make a difference, in our Philanthropy Field Guide: Women and Girls.

OPPORTUNITIES FOR IMPACT

VALIDATE EDUCATION DELIVERY MODELS TO REACH THE MOST MARGINALIZED STUDENTS, MANY OF WHOM ARE NOT IN SCHOOL

Formal school systems are intended to serve all children. But, in many cases, the formal system is not available to children who are marginalized because they work to support their families, live in hard-to-reach places, are members of a racial or ethnic minority, have disabilities, are experiencing violence or conflict, or are girls in cultures that do not prioritize girls’ education. Developing new models for the delivery of education requires creativity and an ability to see opportunities for education where traditional approaches have failed. Children who are marginalized are as inquisitive and inventive as their peers in formal school systems. However, their points of reference and experiences may be vastly different, and teachers must adapt techniques to increase relevance in the delivery of content and in assessments of students’ learning progress.

Successful programs often propose unconventional solutions in terms of timing, where learning happens, who delivers it and how. For children who have been out of school for a short period of time, such as refugees or those whose families cannot afford fees, accelerated learning programs can help students “catch up” and reenter the formal school system at their traditional grade level. For children who cannot access schools, such as those who are nomadic or located in distant areas, alternative models range from a “school in a box” with paraprofessional instructors to technology-based programs featuring project-based learning assigned by a teacher in a central location.

ABOVE: Vocational training helps prepare students for future employment. Here, a Honduran boy learns to solder in a program managed by a nonprofit.

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OPPORTUNITIES FOR IMPACT

SYSTEMIC CHANGE: REDESIGN THE SCHOOL EXPERIENCE

Historically, transformational change in educational quality has originated anywhere from a groundswell of local efforts to highly top-down approaches. Philanthropists often work hand-in-hand with formal school systems to introduce new models of teaching and management, and to develop policies to ensure that these innovations reach every school. These efforts generally require long-term partnerships that secure and maintain buy-in at multiple levels of a school system’s hierarchy.

Some philanthropists seeking transformational change choose not to work with established schools, but instead support alternative schools that incorporate a different vision for education. Charter schools, which are funded by the government but managed privately, are an example of this approach. Another example is the low-fee private school. Both are often intended to serve as models for change where government-managed local schools are failing or do not exist. Alternative schools can be controversial, when the perception is that they compete with traditional schools for funding and quality teachers.

Formal school systems are highly regulated and tend to have robust data-reporting requirements. Though data is collected by the government, analysis and strategic use of the results are routinely underfunded. Philanthropists working to improve education in formal school systems—or seeking systemic change—may consider funding the analysis and dissemination of government-owned data to better understand the efficacy of their interventions and gain insight into potential new directions.

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“ Education is not just for a privileged few, it is for everyone. It is a fundamental human right.”

— Ban Ki-moon, former Secretary-General of the United Nations

Leading Private Funders

Governments, foundations and philanthropists often work together to get children in school, help them stay in school, and provide opportunities for them to learn.

Private philanthropy plays a critical role in improving the quality of education in traditional schools and supporting programs that reach those children who cannot access the formal school system.

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AGA KHAN DEVELOPMENT NETWORKakdn.org From early childhood development to higher education, the network works to strengthen the capacity of government and community education models and to address issues of access. The network’s programs reach students in Africa, Asia, the Middle East and Europe, often combining investment in education with interventions in complementary sectors.

BILL & MELINDA GATES FOUNDATION gatesfoundation.orgThe foundation supports primary and secondary education in the United States and recently announced a new domestic program strategy, which increases focus on activities at the community level, such as school networks and identifying approaches that can be replicated. In addition, the foundation is investing US$68 million over four years to explore opportunities to improve primary and secondary education in India and several countries in Sub-Saharan Africa. With this new investment, paired with ongoing support for open access technology, the foundation is expanding its education impact outside the United States.

DUBAI CARESdubaicares.aeReaching over 45 primarily low- and middle-income countries since 2007, the foundation prioritizes support for education in emergencies and protracted crises, but also funds programs that reach children starting in early childhood through secondary school. Research funded by the foundation is available to governments, policymakers and civil society, providing evidence that helps define future educational frameworks.

EDUCATE A CHILDeducateachild.orgEducate a Child is a global initiative that uses a rights-based approach to reduce the number of out-of-school children around the world. The initiative funds local partners that draw on deep knowledge of community needs and dynamics to address challenges of poverty, inequitable gender access, post-conflict instability, school infrastructure and limited educational resources, and the special needs of refugee populations.

LEADING PRIVATE FUNDERS

FOLLOW THOUGHT LEADERS ON TWITTER

Education 2030 @Education2030UN

Education International @eduint

Global Partnership for Education @GPforEducation

UNICEF Education @UNICEFEducation

REDUCA @reduca_al

Philanthropy Field Guides with resource links: jpmorgan.com/philanthropyfieldguides

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MASTERCARD FOUNDATIONmastercardfdn.orgThe foundation assists people living in poverty by providing access to education, financial inclusion and skills training, with a focus on Sub-Saharan Africa. The foundation focuses on providing quality, accessible secondary and tertiary education with an emphasis on addressing foundational skills, such as literacy and numeracy, as well as market-relevant skills that help young people secure employment.

THE MICHAEL AND SUSAN DELL FOUNDATIONmsdf.orgThe foundation works to improve urban education in three key geographies. Key themes for the foundation’s work in primary and secondary education include better data for decision making, use of assessment tools, access to high-quality schools and innovative school models, as well as other types of educational innovations. The foundation also supports students from low-income communities to prepare for and succeed in college.

W.K. KELLOGG FOUNDATIONwkkf.orgWith its mission of helping children thrive, the foundation’s largest segment of granting focuses on improving access to high-quality, early childhood education and education systems across the United States, Mexico and Haiti. The foundation also focuses on vulnerable populations of children, funding programs that eliminate barriers to opportunities based on race or income.

LEADING PRIVATE FUNDERS

EMERGING FUNDERS IN EDUCATION

Launched in 2016 by Laurene Powell Jobs, Emerson Collective uses a combination of grants and for-profit investments to support education programs targeting immigrant populations in the United States and other communities worldwide. The collective’s work has focused on the role of technology in education and issues of access, but is expanding to focus on supporting teachers, testing innovative models and leveraging “community voice.”

The Chan Zuckerberg Initiative, launched in 2015, focuses on personalized learning in early childhood, primary and secondary education. Through its partnerships, the initiative supports online resources for teachers to customize instruction, personalized learning and resources to prepare students for university coursework, as well as access to eye care for primary school students.

ABOVE: With some modifications, schools and classrooms can be made accessible for students with disabilities.

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Summary

Every community aims to prepare its children to succeed in life. There are many points at which private philanthropy can help guide children along this path. We recommend that philanthropists consider the following:

NARROW YOUR AREAS OF INTEREST TO FOCUS YOUR EFFORTS

Answering a few key questions can help articulate where you have the greatest drive and capacity to make a meaningful difference. Is it important to you to strengthen the formal school system or are you drawn to alternative solutions offered by nongovernmental organizations? Are you focused on the needs of young children as they build foundational skills or on the needs of adolescents as they prepare for employment? Is it critical to you to reach students in remote areas or those who struggle to gain an education because of a disability? These questions all address basic components of education programs: where you will work, with what types of populations and how you will reach them.

DETERMINE THE RIGHT LEVEL OF INVESTMENT

Depending on your approach, your level of investment will help determine whether the programs you support reach many individuals or a few, and cover several geographies or focus on one or two. Costs vary significantly, both across and within countries. For example, the Global Partnership for Education calculates that, on average, it will cost US$5,806.60 for a student to complete 13 years of education in a low- to middle-income country.11 By comparison, in 2015, the cost of education in the United States ranged from a high of US$21,206 per year, per child in the state of New York to a low of US$6,923 in the state of Utah.12

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CONSIDER WHICH “BUILDING BLOCKS” TO TARGET WITH INTERVENTIONS

With your interests and goals in mind, a good next step is to determine which of the eight educational building blocks will be the focus of your work. For example, philanthropists aiming to increase quality may explore interventions related to teaching methods, teachers, language or technology—or a combination of several of these building blocks. Scaling proven interventions is an approach for philanthropists with a small appetite for risk in their charitable investment; experimental pilots or innovations may appeal to those who enjoy taking risks and want to explore new paths.

LOOK FOR A BALANCE BETWEEN BOTTOM-UP AND TOP-DOWN APPROACHES

In building a philanthropic portfolio in this sector, we recommend that philanthropists consider how stakeholders at the community, regional and national levels can inform each other’s work. Understanding local norms and expectations can help inform the development of new policies and ultimately their successful rollouts. Giving the community, including parents and educators, a voice in how education looks and feels fosters trust and can lead to higher levels of engagement.

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11 Global Partnership for Education. Education Costs per Child. January 2018. Available at: https://www.globalpartnership.org/funding/education-costs-per-child 12 United States Census Bureau. Public Education Finances: 2015. June 2017.

Available at: https://www.census.gov/content/dam/Census/library/publications/2017/econ/g15-aspef.pdf

RIGHT: At the Eluwa Special School in Ongwediva, Namibia, visually impaired students use Braille to read their science lesson.

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