New Actors and Modes of Governance in a Globalizing World
Edited by Susan L. Robertson, Karen Mundy, Antoni Verger and Francine Menashy
Chapter 2: Governing Education through Public Private Partnerships
2. Governing education through public private partnerships 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...
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