Governance and Free Education: Directions, Mechanisms and Policy Tensions

In 2006, the Department for International Development (DfID) of the United Kingdom Government issued a White Paper entitled "Eliminating World Poverty: Making Governance Work for Poor People." The DfID document observed that good governance requires attention to State capability, described at "the extent to which leaders and governments are able to get things done," and to responsiveness, i.e. "whether public policies and institutions respond to the needs of citizens and uphold their rights." Jutting, Corsi and Stockmayer similarly noted that while "in theory" decentralization can be a powerful tool to initiate improvements in instruments and policies for the poor, "the reality looks less promising." To some extent, renewed attention to the fundamental goals and characteristics of good governance has promoted a more balanced approach in policy analysis. Recent decades have seen much one-sided advocacy of decentralisation, which in some cases has been presented almost as a mantra regardless of the specific circumstances for which it is recommended. The financing of basic education is another domain in which more nuanced understandings are needed. Much of the advocacy of free education resembles a "one-size-fits-all" tool. Moreover, advocacy of free education may conflict with the parallel advocacy of decentralization, which often comes together in one package. Despite the good intentions of the advocates, more discerning power may be needed. This paper analyses some of the issues, with particular attention to the administration and financing of basic education.