By: Gabriela Guerrero Claudia Santiago Cueto Sugimaru and
public-private partnerships (PPPs) are a relatively recent form of work which establishes conventions to which both parties make commitments and risks. Have originated as an alternative to the dichotomy between the supply of private and public sector with a view to improving the effi ciency and coverage of other services. While there are some interesting international experience and studies of PPPs in education, very little is reported for early childhood. In this paper all display the results of a study that explores the possibilities and risks that may involve the establishment of PPPs for early childhood intervention Peru. Section 1 presents some statistics on enrollment in primary education. The results suggest that attending preschool centers for children from 0 to 6 years is marked by patterns of inequity, as the formal state programs tend to be concentrated in urban areas and the possibility of attending is associated with parental characteristics such as their educational level, his language is Castilian and monthly spending levels. Section 2 presents a review of the literature on the development of APP, the contributions and diffi culties that these partnerships represent, as well as empirical evidence of effectiveness. This review shows the defi nition of APP and of the roles of public and private sector are so variable depending on the specifi c needs of each partnership. Also, empirical evidence shows mixed results about the effectiveness of the APP. Section 3 presents the specifi c objectives and methodology of the study. Section 4 discusses some programs that could be considered APP Peruvian (for example, the Wawa Wasi Institutional and CIS Fe y AlegrÃa).
public-private partnerships (PPPs) are a relatively recent form of work which establishes conventions to which both parties make commitments and risks. Have originated as an alternative to the dichotomy between the supply of private and public sector with a view to improving the effi ciency and coverage of other services. While there are some interesting international experience and studies of PPPs in education, very little is reported for early childhood. In this paper all display the results of a study that explores the possibilities and risks that may involve the establishment of PPPs for early childhood intervention Peru. Section 1 presents some statistics on enrollment in primary education. The results suggest that attending preschool centers for children from 0 to 6 years is marked by patterns of inequity, as the formal state programs tend to be concentrated in urban areas and the possibility of attending is associated with parental characteristics such as their educational level, his language is Castilian and monthly spending levels. Section 2 presents a review of the literature on the development of APP, the contributions and diffi culties that these partnerships represent, as well as empirical evidence of effectiveness. This review shows the defi nition of APP and of the roles of public and private sector are so variable depending on the specifi c needs of each partnership. Also, empirical evidence shows mixed results about the effectiveness of the APP. Section 3 presents the specifi c objectives and methodology of the study. Section 4 discusses some programs that could be considered APP Peruvian (for example, the Wawa Wasi Institutional and CIS Fe y AlegrÃa).
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