Table of Contents

Public Private Partnerships in Education

Public Private Partnerships in Education

New Actors and Modes of Governance in a Globalizing World

Edited by Susan L. Robertson, Karen Mundy, Antoni Verger and Francine Menashy

This insightful book brings together both academics and researchers from a variety of international organizations and aid agencies to explore the complexities of public private partnerships as a resurgent, hybrid mode of educational governance that operates across scales, from the community to the global.

Chapter 13: Why Girls’ Education Rather than Gender Equality? The Strange Political Economy of PPPs in Pakistan

Shailaja Fennell

Subjects: economics and finance, public finance, education, education policy, politics and public policy, education policy, public policy, regulation and governance, social policy and sociology, education policy


Shailaja Fennell Introduction The need to ensure Education For All (EFA) and the challenge of the Millennium Development Goals have resulted in growing support for partnerships with the private sector as a vehicle that will increase the current provision of education during the first decade of the twenty-first century. The importance of PPPs has become particularly evident in the last decade, with both international and national initiatives directed towards expanding educational partnerships in finance and provision to ensure access and quality within the education system (Patrinos 2005). The term ‘partnership’ is taken to imply that more than one sector – for example, government and a nonprofit or for-profit collaboration – provides a service. By implication, Public Private Partnerships (PPPs) are engagements between the state and non-state actors, who could be private corporate, nonprofit or philanthropy. International institutions such as UNESCO have shown a preference for cross-sector collaborations to provide education, leading to a new category of Multi-Stakeholder Partnerships in Education (MSPE) which explicitly bring in collaborations between civil society organizations and other sectors, whether state or non-state actors (Draxler 2007). The MSPEs have been particularly attractive as they allow a pooling of skills and resources from the private sector as well as civil society organizations (Genevois 2008). The increasing number of schools using either the PPP or the wider ranging MSPE framework during the last decade, with their growing enrolment of children, is regarded as a success. The first measure of success is that providing an alternative to the state permits households...

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information