New Actors and Modes of Governance in a Globalizing World
Edited by Susan L. Robertson, Karen Mundy, Antoni Verger and Francine Menashy
Chapter 14: The Role of Central Management Structures in Public Private Partnerships: The Case of Fe y Alegría Schools in Peru
Analía V. Jaimovich Introduction Recent education reform trends have been focusing on public private partnerships (PPPs) as a potential avenue to improve education quality without sacrificing equity (Chakrabati and Peterson 2009; LaRoque 2008; World Bank 2010). Public private partnerships encompass a variety of policies, whereby either the management of education or its funding is open to private sector participation. A particular type of PPP is the contracting-out of operational and management services. Under this type of arrangement, ‘the education authorities contract private organizations to handle a wider range of responsibilities, in essence, to operate an entire public school… . The aim of such contracts is most often to free schools from public service constraints or to give schools more autonomy’ (Patrinos, Barrera Osorio and Guáqueta 2009, p. 11). One of the tenets behind this type of PPP is that schools will be able to improve the quality of education provided if they are freed from bureaucratic constraints, and decision-making power is devolved to local agents. Accordingly, most studies on this form of PPP have taken individual schools as the primary unit of improvement and have focused on school-level factors, such as use of resources, internal management structures, decisionmaking processes, community participation or teacher appointment policies (Barrera-Osorio, Fasih and Patrinos 2009; Briggs and Wohlstetter 2003; Bruns, Filmer and Patrinos 2011; Malen, Ogawa and Kranz 1990; Summers and Johnson 1996). However, a fairly recent policy development are PPPs in which autonomous schools are embedded within privately-operated larger management systems, such as...
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