Public Private Partnerships in Education
Show Less

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.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 2: Governing Education through Public Private Partnerships

Susan L. Robertson and Antoni Verger


Susan L. Robertson and Antoni Verger Introduction Over the past decade, the globalization and governing of education though Public Private Partnerships (PPPs) have generated considerable debate as to their meaning, purpose, status and outcomes. This debate is particularly heated in the education sector because of the widely-held view that education is a complex social and political activity that should remain largely, if not wholly, in the public sector serving public interests. The rapid expansion of Education Public Private Partnerships (ePPPs), which increasingly involves private actors in a range of public sector education activity, including more and more of the traditional arenas of public education systems – policymaking, education provision, inspection, school management (cf. Ball 2007; Bhanji 2008; Hatcher 2006; Saltman 2010) – therefore deserves close scrutiny. To some observers, ePPPs are simply a newer, friendlier, face on a longerstanding ‘privatisation of education’ agenda (Hatcher 2006, p. 602), whilst others regard ePPPs as an innovative means of financing education that draws upon the best of the public and the private with the potential to resolve deep systemic problems in education systems, such as access, quality and equity (King 2009). Whatever the veracity of either positions, PPPs are not only ‘… increasingly professionalized, technical and rational’ (Hodge et al. 2010, p. 3), they are also part of a rapidly growing corporate industry (Greve 2010). Yet they remain an enigma, and their status as a contemporary governance practice in education continues to be controversial. At the centre of this debate are questions around what PPPs are,...

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

or login to access all content.