# Publicly Funded, Privately Operated Education Systems This note explores education systems that are publicly funded but operated by non-state actors. These models preserve public service goals (such as access, equity, and accountability) while enabling private or third-sector organizations to manage educational delivery. Examples vary widely across countries and may include systemic models like *charter schools* (USA), *school academies* (UK), and *collaboration schools* (South Africa), as well as specific local experiments. --- ## Entries ### [[Public School Partnerships (South Africa)]] **Description**: The *Public School Partnerships (PSP)* initiative is a program in South Africa designed to support the operation of public schools by non-profit School Operating Partners (SOPs) under provincial oversight and public funding. The initiative is coordinated by the [[§ DG Murray Trust]] and includes pilot implementations in multiple provinces. In the Western Cape, the model is known as the *Collaboration Schools Pilot Project*, while in the Eastern Cape it is referred to as *Partnership Schools*. **People**: [Anthony Hall](https://www.linkedin.com/in/anthony-hall-76485426) (Project Lead, Public School Partnerships) **Website**: [Case study (Collaboration Schools – Western Cape)](https://globalschoolsforum.org/sites/default/files/2024-08/western_cape_collaboration_schools_south_africa_casestudy.pdf) ### Colegios en Concesión (Bogotá, Colombia) **Description**: The _Colegios en Concesión_ (now known as Colegios en Administración or CeA) program was introduced in Bogotá during the first mayoral term of Enrique Peñalosa (1998-2000) and continued during his second term (2016-2019). Under this arrangement, the city government contracted private education providers (non and for profit) to operate new public schools in underserved areas. The schools remained publicly funded and free, but their management, hiring, and academic administration were the responsibility of the concessionaires, based on fixed-term performance contracts overseen by the city's Secretaría de Educación. A 2024 study using a [randomized design](https://www.socialscienceregistry.org/trials/9563) among applicants with identical priority scores. CeA showed [positive effects](https://www.lasillavacia.com/red-de-expertos/red-de-la-educacion/colegios-en-concesion-educan-mejor-que-los-tradicionales/) on cognitive and socio-emotional outcomes at one year. **People**: [[Enrique Peñalosa]] **Website**: [Note](https://bogota.gov.co/mi-ciudad/educacion/concejo-de-bogota-aprobo-continuidad-de-los-22-colegios-en-concesion-p) on the Bogotá city government website. ### Projeto Somar (Minas Gerais, Brazil) **Description**: Projeto Somar was launched in 2021 by the government of Minas Gerais. The project formalized partnerships with private and non-profit organizations for the operation of public schools through performance contracts. **People**: **Website**: [Projeto Somar](https://www.educacao.mg.gov.br/governo-de-minas-expande-projeto-somar-para-gestao-compartilhada-em-escolas-estaduais/) ### Escola Cooperativa de Maringá (Maringá, Brazil) **Description**: The Escola Cooperativa de Maringá was founded during the municipal administration of Ricardo Barros (1991-1992) as a pilot experience. Teachers and parents formed a cooperative to manage a public school. Although publicly funded and legally part of the municipal education system, the school was run autonomously. The initiative was discontinued after a change in administration. **People**: Ricardo Barros **Website**: [Azevedo (2021)](https://www.amazon.com/Educa%C3%A7%C3%A3o-gest%C3%A3o-neoliberal-cooperativa-experi%C3%AAncia-ebook/dp/B0B5YHNVGF)