> You're working off of your terminal values, your moral judgement, that the outcomes in Afghanistan and Pakistan are bad. Yes, the particular systems I'm refe

> You're working off of your terminal values, your moral judgement, that the outcomes in Afghanistan and Pakistan are bad. Yes, the particular systems I'm referring to are bad, in my opinion. My base principles for making that assumption is that educational systems should not deny education to women, promote violence, or provide educations based on faith and mythology. If that is a purely moral viewpoint, so be it: we do not live in an objective world, and you're free to disagree with me. But that is /not/ the point I'm trying to make here. Moreover, these are just an example of a potential failing of private schools. I could imagine several ways to defraud parents of the education they think they're paying for. My conclusion it's unclear what the incentive system for private schools to provide "quality" education (from the point of view of parents, students, and society as a whole) in an area where little or no educational institutions have existed before, and where institutions (public or private) do not exist to allow families to make informed decisions about the schools they're sending their kids to. It's a basic problem of incomplete information available to clients of these schools, that's all: can we (or someone else) come up with a way to allow families in these areas to make sure that the school they're paying is actually providing the education they're expecting to receive? > what's wrong with a solely instructional institution that certifies competence in a given area? I am referring to fraudulent organizations that award degrees based solely on payment, and provide no actual education, classes, instruction, etc. The system we have may be flawed but these do not do anything constructive to change it.