Public-Private Partnerships in Secondary Education and Quality of Learning Outcomes in Anambra State

This study investigates the relationship between public-private partnership arrangements in secondary education and the quality of learning outcomes in Anambra State, South East Nigeria. Public-private partnerships in education involve formalised collaboration between government and private operators to deliver educational services, share risks and resources, and improve institutional effectiveness. In Anambra State, several public-private partnership schools have been established in recent years, creating an opportunity to empirically evaluate their educational value relative to conventional public schools. The study employs a quasi-experimental comparative design, matching 160 students from public-private partnership schools with a control group from conventional public schools on baseline demographic characteristics. Data on learning outcomes are collected through standardised assessments and school performance records, and analysis employs analysis of covariance and regression analysis. The study draws on the New Public Management Theory of education governance. Findings indicate that students in well-structured public-private partnership schools perform significantly better on standardised assessments and demonstrate higher attendance and completion rates than matched peers in conventional public schools. However, governance clarity, accountability mechanisms, and community participation are identified as critical conditions for partnership success. Recommendations include the development of a standardised public-private partnership framework for secondary education in Anambra State. Keywords: public-private partnerships, secondary education, learning outcomes, Anambra State, educational governance.