Education is commonly regarded as a state responsibility. Non-state provision is, however, increasingly prevalent in many developing countries in response to the inaccessibility and poor quality of state provision. Its unplanned growth has led to proposals for developing ‘public–private partnerships’. However, as a number of the papers in this collection indicate, such partnerships are insufficiently developed in national planning, with potentially adverse consequences for equity. More often, non-state providers are attempting to develop relationships with the state, both to strengthen their own service delivery as well as to put pressure on government to improve the quality of its own provision.

It is very motivating to see vulnerable people becoming strong advocates for their own rights and persuading their government to act; or to see passionate young economists influencing the state and effecting positive change for tens of thousands of poor households. It is impressive to see dedicated work by a national NGO to build successful community health-care programmes that influence the health services of a whole country. The three stories from the Caucasus presented in this article show what can be done when people become strong advocates for their own rights or for the rights of others living in poverty.

This work evaluates regulatory impacts on the Brazilian cashew industry through the pilot use of CIBER, a value-chain-based approach, to identify and measure regulatory constraints and to enact regulatory reforms in donor-funded development projects. Drawing from secondary sources complemented by primary field research, all the CIBER-suggested steps are followed. The results reveal that tax and credit regulations should be priorities to improve the competitiveness of the cashew business in Brazil, and that CIBER can be an effective tool to expand industry analysis and to design reform strategies towards improved competitiveness.

This contribution examines the Government of India's proposed public–private partnership (PPP) strategies in education in its Tenth and Eleventh Five Year Plans. The analysis aims to ascertain the state's role as financier, manager, and regulator of education in view of the proposed PPP strategies. The analysis shows that strategies strongly link PPPs in education with privatisation, and further, that despite assertions of ‘a greatly expanded role for the state’, the proposed strategies result in a diminished role for the state in education financing, management, and regulation.

This contribution reviews ten case studies of complementary education programmes conducted by the USAID-funded Educational Quality Improvement Program 2. The state–non-state relationship in each case is explored to reveal the arrangements that permit non-state providers to extend the reach and improve the effectiveness of education, particularly for populations that are underserved by the state system. Non-state providers improve on the standard models of state schooling by changing the mix of inputs at the school level, altering the institutional incentives that govern how schools operate, and setting up political accountability relationships closer to the points of service delivery.

Popular-education programmes conducted by social movements are reshaping politics and education in Latin America. Negotiating with governments, they promote social justice while educationally challenging ‘neo-liberal’ educational standardisation. Moving from a defensive towards an offensive strategy, some movements support themselves economically while developing new educational strategies. They encounter both support and opposition from the social democratic governments in the region. They are at odds with the international bilateral and multilateral organisations that promote neo-liberal top–down policies, and some of these new social movements have moved beyond social action in specific regions and national borders creating regional alliances for their struggle.

The Kenyan government introduced free primary education in 2003 in order to universalise access to primary education. Although the policy allows universal coverage, it ought to benefit the poor most as they are the ones who were excluded from the education sector before the policy was introduced. Using household-survey data collected in Nairobi, this contribution assesses the impact of the policy on schooling outcomes of the poor. The findings reveal that the free primary-education policy in Kenya still excludes the poorest of the poor.

The possibilities and limits of participation at the ‘bottom’ (represented, for example, by PRA and PLA) have been well articulated in development literature. However, the emergence of the Knowledge Society has opened up spaces for what we could call participation at the ‘top’ (free software, wiki, open access), the implications of which Development Studies is only beginning to grapple with. Building upon recent debates on the issue, we take the cases of the free software movement and participatory development, arguing that they share common ground in several ways. We aim to offer a few pointers on conceptualising development in the Knowledge Society.