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Distribution of the literature by countries
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The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregati...
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... combination of data sources and search strategies enabled us to compile a geographically balanced body of research. Table 5 below offers a breakdown of the reviewed papers, according to their geographical focus. The selected papers were reviewed, with the relevant information collected and systematized in the form of country-specific extraction sheets. ...Similar publications
Target 4.b called to "substantially expand" the number of international scholarships for students from the Global South to pursue higher and technical education abroad by 2020. However, in monitoring this Target, only government funding designated as overseas development assistance (ODA) is counted (Bhandari & Mirza, 2016). Notably, this calculatio...
Citations
... Public regulation has become more central in governmental strategies to address the problems and undesired consequences associated with private provision and pro-market policies (Zancajo et al., 2021). Nonetheless, evidence from various contexts indicates that regulatory reforms encounter significant hurdles and difficulties, often related to the sources of opposition that these reforms face. ...
... For example, in Chile, in the wake of pro-market reforms, all private schools were permitted to practise student selection, as contrasted to public schools that are required to enrol all students. But the subsequent introduction of education reforms prohibited overt student selection (Brandt, 2010;Zancajo et al., 2021), and if schools receive public funding, they are formally disallowed from student selection (Zancajo et al., 2021). ...
... For example, in Chile, in the wake of pro-market reforms, all private schools were permitted to practise student selection, as contrasted to public schools that are required to enrol all students. But the subsequent introduction of education reforms prohibited overt student selection (Brandt, 2010;Zancajo et al., 2021), and if schools receive public funding, they are formally disallowed from student selection (Zancajo et al., 2021). ...
... Perhaps unsurprisingly, tuition fees and fee-paying are associated with higher levels of school segregation (Boeskens, 2016;Elacqua, 2009;OECD, 2012a;Rowe & Perry, 2020a, 2020bValenzuela et al., 2014), and provide schools with positional, competitive advantages, such as improving the teacher-to-student ratio (Powers & Potterton, 2018;Watson & Ryan, 2010 Notable country-specific reforms include efforts to restrict or regulate tuition fees for parents, in order to tackle school segregation (Zancajo et al., 2021). For example, the introduction of independent schools in Sweden in the 1990s increased school segregation, and independent schools were allowed to charge a small tuition fee (Nicaise et al., 2005). ...
This chapter examines the relationship between education markets and school segregation, considering the extant empirical evidence on marketization and its impact on school segregation. Advocates of market theory emphasize demand-driven choices driving the schooling market, theoretically generating competitive pressures, improving quality and equity for all (Bast & Walberg, 2004; Hoxby, 2003). According to this argument, marketization policies in education, such as school choice, privatization and competition, can ameliorate school segregation, as parents act as rational choice consumers in choosing the best school, theoretically lifting overall achievement, and allowing disadvantaged students to escape under-performing residential catchment areas (see the argument discussed in Jabbar, 2016; Lubienski et al., 2022; Zancajo & Bonal, 2022).
However, critics of market-based policies argue that privatization, choice and competition can lead to and worsen school segregation, particularly concerning socio-economic status (SES) segregation, often referred to as unevenness, clustering, concentration (Massey et al., 1996), or ‘polarization’ (Organisation for Economic Co-operation and Development [OECD], 2017). They argue that more affluent parents will use their resources to choose schools with more socially and academically advantaged peer groups (Rowe & Lubienski, 2017), and that schools engage in a process of ‘cream-skimming’ higher performing students from public schools (Lacireno-Paquet et al., 2002; West et al., 2006; Zancajo & Bonal, 2022). For these reasons, school choice needs to be balanced with equity goals (Brandén & Bygren, 2022), with attention paid to policies including selection process and admission rules, tuition fees and strong public funding for free education.
... Australia's funding model is unusual in comparison to other countries such as England, Canada and the United States (Anderson, 1992), in terms of the level of federal government funding that is provided to private and religiously-affiliated schools, with relatively little regulation, particularly in regard to tuition fees and enrolment processes (Boeskens, 2016;Zancajo et al., 2021;Zyngier, 2020). In Australia, private schools are publicly funded, tax-exempt (unlike public schools), charge uncapped and unregulated tuition fees and select their own students (unlike many public schools). ...
Australia’s approach to school funding has long been underwritten by ‘the concept of need’, both as an empirical measure and theoretical concept, evident in major government reviews of funding, instrumentalised in central agreements, and it continues to be a core component of Australia’s funding policy architecture. Taking this as its central focus, this paper critiques Australia’s ‘needs-based’ school funding model, drawing on survey data and interviews with principals from public schools in Australia, to examine principals’ day-to-day experiences of ‘needs-based funding’, arguing that systemic under-funding marginalises public schools and their leaders. Amidst a national teacher shortage and the high cost of emergency relief teachers, the principals did not describe public school funding as needs-based, responsive to context, or flexible. In contrast, the majority of interviewed principals experienced funding as punitive, extractive and disempowering. Principals reported challenges in funding student wellbeing programs and school infrastructure. However, I suggest that the interviewed principals simultaneously engaged in forms of resistance to crisis narratives of public schools that tend to buttress systemic under-funding, emphasising that the budgetary challenges they experienced increased their school’s aptitude and resilience.
... Ferguson (2021) points out that legal adjustments such as the introduction of the "reasonable endeavors" standard for implementing Education, Health, and Care Plans (EHCPs) in countries like the UK were inadequate in addressing the needs of SEND students. Similarly, the discretionary nature of many legal frameworks allowed for inconsistencies in how educational policies were applied, leading to further exclusion of marginalized groups (Zancajo, et al, 2021). ...
This article discusses the universal human right to education and how this is being neglected worldwide, as well as in European countries like Austria and Germany, especially when it concerns immigrants and their children and other marginalized people groups.
... En las últimas décadas, su presencia ha aumentado drásticamente, tanto en países de bajos ingresos como en países de altos ingresos, bajo la premisa de que pueden ofrecer una educación de mayor calidad de manera más eficiente. En los países de bajos ingresos, las APP se han presentado como una solución milagrosa capaz de resolver los problemas de acceso a la educación (Zancajo et al., 2021). La diversificación de las APP es una consecuencia de diversos enfoques políticos, cada uno fundamentado en razonamientos distintos, lo que ha dado lugar al surgimiento de modalidades de políticas altamente heterogéneas. ...
... Como se ha visto en esta sección, la expansión de las APP en la provisión educativa en la región durante las últimas décadas ha generado crecientes preocupaciones sobre su posible impacto negativo en materia de equidad. Si bien las APP pueden haber ampliado el acceso a la educación en ciertos países, la evidencia sugiere que a menudo lo han hecho a expensas de un aumento en la segregación escolar y las desigualdades educativas (OCDE, 2012;Zancajo et al., 2021). En respuesta a estas preocupaciones, los estados se han volcado hacia un enfoque centrado en la regulación como mecanismo fundamental para equilibrar los supuestos efectos positivos de las APP -como la diversificación, la rendición de cuentas y la innovación-con el imperativo de lograr mejores resultados en términos de equidad (Zancajo et al., 2021). ...
... Si bien las APP pueden haber ampliado el acceso a la educación en ciertos países, la evidencia sugiere que a menudo lo han hecho a expensas de un aumento en la segregación escolar y las desigualdades educativas (OCDE, 2012;Zancajo et al., 2021). En respuesta a estas preocupaciones, los estados se han volcado hacia un enfoque centrado en la regulación como mecanismo fundamental para equilibrar los supuestos efectos positivos de las APP -como la diversificación, la rendición de cuentas y la innovación-con el imperativo de lograr mejores resultados en términos de equidad (Zancajo et al., 2021). Este enfoque, actualmente en evolución, refleja el reconocimiento de que la expansión de las APP, proporcionar subsidios a las escuelas privadas, externalizar servicios o implementar fórmulas de financiación competitivas han resultado insuficientes para abordar los desafíos multifacéticos relacionados con la equidad y la calidad educativa en América Latina. ...
Durante la última década, el sector educativo en América Latina ha continuado su
tendencia hacia una mayor privatización. Lejos de evidenciar una transformación
radical, la última década ha sido testigo de una intensificación de los procesos de
privatización iniciados décadas atrás —y exhaustivamente documentados por la investigación educativa (por ejemplo, Verger et al., 2017; Gentili et al., 2009; Adrião y
Pinto, 2016). Aun así, la última década ha introducido novedades importantes. Por un
lado, se observa una diversificación notable en las políticas y procesos de privatización, reflejo de la evolución en las estrategias y enfoques adoptados por sus impulsores. Paralelamente, han emergido variadas formas de resistencia a la privatización, lideradas principalmente por organizaciones de la sociedad civil de diversa índole. Estos desarrollos subrayan un panorama complejo y multifacético en la evolución de la educación en la región, con repercusiones significativas en aspectos como la equidad y la calidad educativa. A partir de una revisión sistemática de la literatura, este informe examina las múltiples dimensiones y consecuencias de estos cambios para el período comprendido entre 2013 y 2023, y procura ofrecer una perspectiva integral sobre la evolución y los desafíos actuales del sector educativo en América Latina.
... In response to this critical concern, this study embarks on an exploration of the impacts of public-private partnership (PPP) investments and collaborative solutions in addressing the perennial funding shortfall within French language education. Public-Private Partnerships, a mechanism for collaboration between government agencies and private entities, have emerged as a potential solution to this multifaceted problem [10][11][12] . By pooling the resources, expertise, and infrastructure of both sectors, PPPs can offer innovative solutions to address the funding gap in French language education. ...
p>Educational institutions are shifting from traditional government bonds to the dynamic landscape of Public-Private Partnerships and collaborative funding models. However, limited research efforts have been directed toward studying the effects of Public-Private Partnerships and collaborative funding solutions in education. The methodology of the paper involves a comprehensive literature analysis to examine the existing body of knowledge related to the implementation of Public-Private Partnerships (PPPs) in French language education. This study delineated the critical financial constraints faced by educational institutions, emphasizing the need for innovative approaches. Within the public-private partnership sphere, the study scrutinizes the effectiveness and viability of these collaborative arrangements. In tandem, the study covered perspectives on the multifaceted impacts of collaborative investments, recognizing the potential of these collaborations to ameliorate the financial gaps in French language education. The study proposed strategies for fostering effective Public-Private Partnerships, offered guidance for educational leaders and policymakers, and illuminated future considerations and emerging trends that may transform the funding landscape in French language education. The culmination of this study is a synthesis of key opinions and findings, shedding light on the implications for the future of French language education and the prospects of addressing inadequate funding. The study provided valuable perspectives and recommendations for stakeholders, policymakers, and educators grappling with the persistent challenge of funding within the sphere of French language education.</p
... The first type is exogenous privatization, which involves the participation of private actors in the education sector, with the educational provision of schooling by non-state actors being its most common materialization. In the last 30 years, both the number of private providers and the level of private enrollment in primary and secondary education have increased significantly in almost all regions of the world (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2021), and countries have engaged with exogenous forms of privatization through diverse policies (e.g., vouchers, charter schools, contracted schools, Low Fee Private Schools (LFPSs; Zancajo et al., 2021). ...
Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share important features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.
... Las actividades desarrolladas en el marco de esta nueva filantropía educativa cumplen una doble función: mostrar el compromiso de las grandes corporaciones con el bien común, e influir en la definición misma de la educación. Los nuevos actores filantrópicos concentran sus operaciones en la movilización de conocimiento, creación de redes, compromisos con las bases y pilotajes o enseñanzas desde el ejemplo (Fontdevila et al., 2021), desarrollando estrategias de influencia sobre los estados de opinión política acerca de las escuelas y su profesorado. ...
El sistema educativo español se ha caracterizado históricamente por la colaboración entre iniciativas privadas y públicas en la provisión de educación. Sin embargo, en el contexto expansivo de la Industria Educativa Global (IEG) numerosos y diversos actores emergen con nuevas estrategias de influencia. En este artículo abordamos el estudio de los programas educativos ofrecidos de manera gratuita por las fundaciones de cuatro empresas (Samsung, Endesa, Mapfre, Repsol) que se caracterizan por tener su base en España y por no operar en el sector educativo como área de negocio. La selección de estos programas responde al objetivo de identificar en el contexto del sistema educativo español la presencia y las acciones de influencia de agentes empresariales que no tienen un perfil educativo, pero que dirigen sus productos a actores de dicho sector, especialmente al profesorado. El análisis de los productos educativos se ha desarrollado empleando los tres momentos identificados por Jessop desde el enfoque de la Economía Política Cultural: variación, selección y retención. Los resultados muestran la legitimación de la participación de agentes privados en el sistema educativo sobre la que se asientan los programas que se refleja en la ausencia de discursos justificativos de los programas; el foco de las propuestas formativas en las prácticas escolares, concretamente en elementos curriculares (competencias, contenidos, metodologías didácticas) y la formación de profesorado; y el empleo de premios económicos y compensaciones de carácter tecnológico, cursos y materiales didácticos estandarizados como principales acciones de influencia. En conjunto estas acciones buscan impactar en el sistema educativo situando al profesorado como destinatario de sus intervenciones. Las empresas construyen con sus discursos y acciones un régimen de conocimiento educativo de mercado que enfatiza el valor utilitario del sistema educativo y que tiene a las instituciones públicas como colaboradoras.
... Diversification of school options is crucial for developing a competitive education marketplace. One way this diversification is achieved is with the development of PPPs to deliver public school options (Zancajo et al., 2021). There are different kinds of PPPs around the world, e.g., "academies" or "free schools" in England, "escuelas concertadas" in Spain, and charter schools in the U.S, to name a few. ...
... There are different kinds of PPPs around the world, e.g., "academies" or "free schools" in England, "escuelas concertadas" in Spain, and charter schools in the U.S, to name a few. Though there are differences among them, they have a common denominator: they are privately run schools funded by public funds (Zancajo et al., 2021). Since their inception, there has been an ongoing debate about the efficacy of these schools as well as equity issues regarding access for minoritized populations. ...
In this paper, we engage with the question that frames this special issue: Can research help to deliver the promises of inclusive education? We argue that the answer is not so much a resounding and unquestionable “Yes!” but more of a “yes but…” it depends on what we consider and privilege as research evidence. Using the case of market-driven reforms and their impact on inclusive education for students with disabilities, we question the overemphasis on quantitative research as unbiased rationale for distributing economic and human resources, closing schools, and expanding private/public partnerships to deliver public education. We recommend that policy decision-making account for the history and geography of school districts and the intersectional forms of exclusion experienced by students and families, particularly those who experience interacting forms of oppression at the intersections of disability, race, and class.
... Another minor change to the school system is the implementation of the teacher's license policy in 2010. To obtain a teacher's license, teachers are required to have achieved an officially approved degree in education and complete a probationary period (Blomgren & Waks, 2017;Zancajo et al., 2021). ...
... However, similar to what happened in Milwaukee, these rules and regulations appear to have been adjusted, and extended, over time. For instance, in the mid 1990s a "no harm requirement" was implemented in Sweden, meaning that the opening of a new voucher school should not have a negative effect on the public schools in the area (Heller Sahlgren 2016; Zancajo et al., 2021). That is, the Swedish National Agency of Education can reject applications if a new school is deemed as having a significant impact on public school enrollment in the area. ...
In 1992, Sweden introduced a new and universal voucher system at both the compulsory and the upper-secondary level with the explicit goal of fostering and ensuring greater pluralism in education delivery by stimulating new school entrants. Today, for-profit entities dominate the Swedish independent school landscape, including large multi-school corporations. This report seeks to explore some of the reasons Sweden developed an independent school sector dominated by for-profit schools by drawing on prior scholarship and reports as well interview material from Swedish school entrepreneurs, researchers, and prior public representatives that helped create and implement the Swedish voucher program.
This report illuminates there is no single, or simple, factor explaining why Sweden has so many for-profit educational providers. Instead, we point to a mosaic of features that, over the past 30 years, incentivized and shaped the evolution of the independent school sector.
