Journal articles: 'Privatization in education'

1

Pring, Richard. "Privatization in education." Journal of Education Policy 2, no. 4 (October 1987): 289–99. http://dx.doi.org/10.1080/0268093870020402.

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Brown, Frank. "Privatization of Public Education." Education and Urban Society 27, no. 2 (February 1995): 114–26. http://dx.doi.org/10.1177/0013124595027002002.

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Brown, Frank. "Privatization and Urban Education." Education and Urban Society 29, no. 2 (February 1997): 204–16. http://dx.doi.org/10.1177/0013124597029002007.

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Rae, Peter. "New Directions: Privatization and Higher Education in Alberta." Canadian Journal of Higher Education 26, no. 2 (August 31, 1996): 59–79. http://dx.doi.org/10.47678/cjhe.v26i2.183238.

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Recent Alberta initiatives in higher education reflect a growing Canadian preoccupation with privatization. Opposing ideological forces offer conflicting assessments of privatization in higher education: as endangering the very nature and goals of higher education or as simply providing additional resources and greater consumer choice. Privatization in higher education is identified as a shift in the balances of finance or control from public to private. It is implemented in higher education through the encouragement or toleration of private educational institutions or through the fostering of private investment in public systems. Alberta's 1994 restructuring of postsecondary education is identified as an approach which implements a privatization agenda while claiming to safeguard public interests.

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Tilak, Jandhyala B. G. "The privatization of higher education." Prospects 21, no. 2 (June 1991): 227–39. http://dx.doi.org/10.1007/bf02336063.

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Brown, Frank, and A. Reynaldo Contreras. "Deregulation and Privatization of Education:." Education and Urban Society 23, no. 2 (February 1991): 144–58. http://dx.doi.org/10.1177/0013124591023002003.

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Datta, Lusika, and Usashi Kundu De. "Privatization of Education in India: A Critical View." International Journal of Social Sciences and Management 8, no. 2 (April 28, 2021): 352–58. http://dx.doi.org/10.3126/ijssm.v8i2.34563.

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Privatization is considered a process which is defined as the transfer of shares or assets, management, responsibilities from the public to private sector. Today it becomes a major issue in Education system. The present paper traces supportive decisions taken by India Government favouring privatization of Education. It also seeks to analyse the present condition of higher education with special reference to privatization of education in India. The paper follows analytical description as methodology through secondary data. It points out the emergence of private sector in higher education. Positive and negative impact of privatization on education & society are also identified. Int. J. Soc. Sc. Manage. Vol. 8, Issue-2: 352-358

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Cooper, Bruce S., and E. Vance Randall. "Fear and Privatization." Educational Policy 22, no. 1 (January 2008): 204–27. http://dx.doi.org/10.1177/0895904807311303.

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Farazmand, Ali. "Globalization, Privatization and the Future of Modern Governance: A Critical Assessment." Public Finance and Management 2, no. 1 (March 2002): 151–86. http://dx.doi.org/10.1177/152397210200200102.

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There is a close but hitherto little-studied relationship between globalization and privatization. This article explores the connection between them from a political economy viewpoint. on globalization, it identifies several theoretical approaches to understanding the phenomenon, notes the various ways in which the word is used, and considers causes and consequences. in exploring the connection with privatization, it is essentially concerned to view the privatizations of the later 20th century as a strategic instrument of the globalization of capital, and a number of reasons are advanced to support this view. the article then looks at the implications of what has gone before for the education of public managers, which has also reflected these late 20th century tendencies. It seeks a reorientation of such education, as we move into a new century, to restore the spirit of public administration as an agent of “public trust”.

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Lhungdim, Mercy Lamneichong, and E. Hangsing. "Privatization of School Education: Problems and Prospects." Shanlax International Journal of Education 9, no. 3 (June 1, 2021): 261–67. http://dx.doi.org/10.34293/education.v9i3.3897.

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Privatization has grown tremendously in the field of education in India to meet the growing demands for education in society. Privatization of education refers to the transfer of provision of education from the state to private providers with the overall policy goals- (i) Increasing access to and participation in basic education, (ii) Improving learning outcomes and overall efficiency and (iii) Improving equity in educational opportunities (Pedró, et al., 2015). School Education plays an important role in shaping the future of the nation by facilitating all-round development of the student. Keeping in view the increasing popularity and rapid growth of a number of private schools and contributions it made to society also comes with its problems. It is equally important on pragmatic grounds to examine the move towards privatization and its problems. In light of this, the present paper attempts to analyse the problems and prospects of privatization of school education as perceived by parents, teachers and students with special reference to Churachandpur District, Manipur.

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Parry, Taryn Rounds. "Decentralization and Privatization: Education Policy in Chile." Journal of Public Policy 17, no. 1 (January 1997): 107–33. http://dx.doi.org/10.1017/s0143814x00003457.

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ABSTRACTMany countries have experimented with decentralization and privatization policies in hopes of increasing public sector efficiency. This article explores the impact of decentralization and privatization of education in Chile. Decentralization did have some benefits such as improved administrative efficiency and greater productive efficiency. However, government size, as measured by the total personnel working in the education sector, increased under decentralization. Privatization of education in Chile created a type of voucher system. Although educators are more accountable to parents who compare products, the greatest problem is that schools do not necessarily respond to competition by promoting better quality education. Comparisons of student performance in public and private schools in Chile is not conclusive, but national average scores have not risen even though private provision of education has expanded dramatically while public education has waned. Finally, both decentralization and privatization resulted in greater inequity in expenditures and in the performance of students from different income groups.

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Diyanto, Chafid, Ika Riswanti Putranti, Teguh Yuwono, and Tri Yuniningsih. "KEBIJAKAN OTONOMI PERGURUAN TINGGI INDONESIA: ANTARA PRIVATISASI DAN KOMERSIALISASI." Ijtimaiyya: Jurnal Pengembangan Masyarakat Islam 14, no. 1 (July 28, 2021): 1–20. http://dx.doi.org/10.24042/ijpmi.v14i1.7574.

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The basic principle of the New Public Management (NPM) paradigm is to run state administration as it moves the business sector (run government like a business or market as a solution to the ills in the public sector). This strategy needs to be implemented so that the old model of bureaucracy that is slow, rigid and bureaucratic is ready to answer the challenges of the globalization era. The privatization of higher education in the form of PTN BH and BLU is an autonomous form of higher education institutions by adopting the values of NPM. In practice, there appears to be a shift and misunderstanding of the value of privatization which is interpreted as the commercialization of higher education. This article concludes that this higher education privatization policy has a negative impact, namely the commercialization of higher education, which if allowed to continue will grow the capitalization of education. Education can only be accessed by the owners of capital, while the lower class people are increasingly marginalized. Evaluation of the higher education privatization policy must be carried out immediately by the government in order to make improvements even if it is necessary to revoke and change the privatization policy of higher education.Keywords: Education, Privatization, Commercialization

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Edwards Jr., D. Brent, and Alexander Means. "Globalization, privatization, marginalization: Mapping and assessing connections and consequences in/through education." education policy analysis archives 27 (October 14, 2019): 123. http://dx.doi.org/10.14507/epaa.27.5091.

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This special issue brings together scholars who are working on new aspects of the intersection and implications of globalization, privatization, and marginalization. While globalization’s relationship to education has been of great interest to scholars (e.g., Dale, 1999; Green, 1997; Rizvi Lingard, 2009; Steiner-Khamsi, 2004; Verger, Novelli, Kosar-Altinyelken, 2018). While the relationship between globalization and various forms of privatization has received significant attention (e.g., Adamson, Astrand, Darling-Hammond, 2016; Ball, 2009, 2012; Carnoy, 1999; Mohamed Morris, 2019; Robertson, Mundy, Verger, Menashy, 2012; Verger, Lubienski, Steiner-Khamsi, 2016), we seek to extend scholarship in these areas by examining the current connections and continuing consequences of both globalization and privatization for marginalization in/through education, as well as the ways in which the latter (marginalization) creates opportunities for the former (globalization and privatization). Exploring the relationships among globalization, privatization, and marginalization is vitally important for scholars not only because they are related in multiple yet, we argue, insufficiently understood ways, but also because their relations have real consequences for education policy and practice and for the exacerbation of marginalization itself in and through education. As the introductory essay for the special issue, this article (a) presents a framework for understanding the connections among globalization, privatization, and marginalization in relation to education; (b) distills, visually presents, and expands upon the dialectical connections evident “in” and “through” the cases that make up the special issue; and (c) emphasizes a number of lessons for the globalization-privatization-marginalization nexus.

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Le, Hang Minh. "Private encroachment through crisis-making: The privatization of education for refugees." education policy analysis archives 27 (October 14, 2019): 126. http://dx.doi.org/10.14507/epaa.27.4325.

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How has education for refugees been shaped by broader dynamics of educational privatization? This paper argues that the invoking of the ‘refugee crisis’ narrative has been a crucial force in facilitating the privatization of this sector. The urgency of crisis helps to naturalize private actors’ participation in refugees’ education as equal partners to host governments, multilateral agencies, and civil society. Consistent with Stephen Ball’s (2012) distinction between privatization in and of education, the privatization of refugee education also advances through two dimensions: the creation of a new space – a new ‘market’ – for private actors, and the infusion of market and business principles such as ‘innovation’ into all aspects of education. The crisis narrative has created a new ‘horizon of taken-for-granted’ (Hall, 1993), where it is simply natural that private actors must participate in the assumption of the traditional responsibilities of the state in providing education for refugees.

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15

Rind, Gul Muhammd. "Postcolonial Critiques on Globalization and Privatization of Education in Pakistan." Current Issues in Comparative Education 25, no. 1 (May 18, 2023): 112–20. http://dx.doi.org/10.52214/cice.v25i1.10017.

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Globalization of education puts irrevocable marks on the national identity and sovereignty of post-colonial and low-income countries such as Pakistan. The education reform policies and knowledge production and dissemination through foreign aid and international organizations (IOs) usually move from Western countries to the Global south. These education policies and knowledge also travel along with western cultural hegemony, economic power and dependency, privatization, and neoliberal values. In this paper, I discuss the menace of globalization and privatization of education in the post-colonial country, Pakistan. In order to analyze the economic, cultural, and social implications of globalization and privatization I apply the post-colonial critique through a literature review of studies and analysis, I argue that the increasing role of global forces in education creates more privatization which fosters more inequality and marginalization in Pakistan’s education system. It should be balanced by increasing the state's role in education and strongly regulating the private sector in education.

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Shehnaz, Syed Ilyas. "Privatization of medical education in Asia." South-East Asian Journal of Medical Education 5, no. 1 (June 30, 2011): 18. http://dx.doi.org/10.4038/seajme.v5i1.411.

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Hanif, Muhammad. "Privatization of Higher Education in Indonesia." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 15, no. 1 (May 23, 2018): 67–83. http://dx.doi.org/10.24090/insania.v15i1.1516.

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Abstract: Privatisasi adalah fenomena global yang terjadi di negera maju maupun negara berkembang. Indonesia mengikuti kebijakan privatisasi sebagai bagian dari kesepakatan antara pemerintah dengan IMF untuk pemullihan krisis tahun 1997. Salah satu bidang yang sedang dalam proses privatisasi di Indonesia adalah pendidikan, termasuk pendidikan tinggi. Privatisasi pendidikan adalah kebijakan yang keliru dan seharusnya dihentikan atas dasar pertimbangan:Pertama, pendidikan adalah barang publik (public goods) dan merupakan bagian dari HAM sehingga tidak bisa diprivatisasi. Kedua, privatisasi dapat melemahkan otonomi, karena perguruan tinggi dapat dikontrol oleh investor asing dan lembaga donor. Ketiga, privatisasi memperlemah kekuatan masyarakat sipil (civil society) karena posisi yayasan, tokoh masyarakat, organisasi social dan kegamaan yang mendirikan perguruan tinggi akan diganti oleh investor. Keempat, privatisasi menyebabkan biaya pendidikan tinggi menjadi mahal, sehingga masyarakat tidak bisa belajar di perguruan tinggi. kelima, privatisasi dapat menurunkan kualitas akademik perguruan tinggi khususnya pada bidang humanity, ilmu sosial, dan riset. Keenam, privatisasi yang notabene bagian dari kebijakan neoliberalisme bertentangan dengan Pancasila dan UUD 45 yang berpaham welfare state yang mewajibkan negara memenuhi hak pendidikan warga negaranya. Kata kunci: Privatisasi, Komersialisasi, Pendidikan, Perguruan Tinggi, Hak Asasi Manusia.

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Benjamin, Kapinga Bernadetha, and Bie Dunrong. "Privatization of Higher Education in Tanzania." Social Sciences 5, no. 1 (January 1, 2010): 45–48. http://dx.doi.org/10.3923/sscience.2010.45.48.

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Ball, Stephen J., Martin Thrupp, and Martin Forsey. "Hidden markets: the new education privatization." British Journal of Sociology of Education 31, no. 2 (March 2010): 229–41. http://dx.doi.org/10.1080/01425690903541228.

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Naradowski, Mariono, and Myrian Andrada. "The privatization of education in Argentina." Journal of Education Policy 16, no. 6 (November 2001): 585–95. http://dx.doi.org/10.1080/02680930110087834.

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Davidson‐Harden, Adam. "Hidden markets: the new education privatization." Journal of Education Policy 25, no. 6 (November 2010): 804–5. http://dx.doi.org/10.1080/02680939.2010.518069.

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Kwong, Julia. "Introduction: Marketization and privatization in education." International Journal of Educational Development 20, no. 2 (March 2000): 87–92. http://dx.doi.org/10.1016/s0738-0593(99)00060-7.

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Hunter, Richard C. "Privatization of Instruction in Public Education." Education and Urban Society 27, no. 2 (February 1995): 168–94. http://dx.doi.org/10.1177/0013124595027002006.

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Barilla, John. "Privatization and Educational Choice." NASSP Bulletin 74, no. 525 (April 1990): 118–19. http://dx.doi.org/10.1177/019263659007452524.

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Fernández-González, Noelia. "Repensando las políticas de privatización en educación: El cercamiento de la escuela." education policy analysis archives 24 (December 12, 2016): 123. http://dx.doi.org/10.14507/epaa.24.2509.

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This article aims to introduce the concept of enclosure as a category to think about privatization policies in education. The concept of enclosure refers to the process by which communal land rights and uses were removed between the 14th and 18th centuries, making possible the passage from feudalism to capitalism. Nowadays, a discourse named as a “commons paradigm” (Bollier, 2007) exposes privatization dynamics as a contemporary movement of enclosure. This paradigm stablishes an analogy between the enclosures that made possible the primitive accumulation and the contemporary dynamics of privatization. In this text, privatization policies in education are analyzed as a movement of enclosure in the school. The text is divided into four sections. Firstly, it analyzes the state-reform process in the current context of globalization and the blurring of boundaries between the public and the private. Secondly, it focuses in the “commons paradigm”, followed by its critics in the next section. The fourth section reflects on the enclosure of the school taking as starting point previous research about privatization policies introduced in Spain and particularly in the Autonomous Region of Madrid.

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Farazmand, Ali. "Privatization and Globalization: A Critical Analysis with Implications for Public Management Education and Training." International Review of Administrative Sciences 68, no. 3 (September 2002): 355–71. http://dx.doi.org/10.1177/0020852302683004.

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This article addresses the phenomenon of sweeping privatization as a ‘strategic instrument of globalization of capital’. Using a political economy analysis, it argues that, among other things, but most importantly, privatization should be understood in a direct correlation with the globalization of capital under late or corporate capitalism. It argues that privatization has been conceived by design, not by chance and haphazard events, and that its implementation has been pursued purposely, deliberately and vigorously around the world to accomplish the objectives of the globalization of capital. This has been happening despite evidence of extremely successful experiences with public enterprise management and government-owned enterprises worldwide. The article also treats the phenomenon of globalization as a globally transcending process towards a more rapid accumulation of surplus value of advance or corporate capitalism; hence a change within the continuity of the process of surplus accumulation by global capitalism. To understand this direct relationship between change and continuity and between privatization and globalization, we must first understand what globalization means, and then explain its corollary strategy of privatization worldwide. This article presents, first, a brief theoretical discussion of globalization and then a detailed argument of privatization as a strategic instrument of globalization of capital and, finally, some implications are provided for public management education and training.

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Shafai, Dr Areej. "Between Fear and Hope: The Privatization of Government Higher Education Institutions in Saudi Arabia and the Role of Leadership in Managing Change." International Journal of Business and Management Research 10, no. 4 (December 30, 2022): 94–100. http://dx.doi.org/10.37391/ijbmr.100402.

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The purpose of this paper is to provide an analysis of privatization as it applies to public universities and colleges in the Kingdom of Saudi Arabia. It also aims to critically reflect on the expected concerns due to the new environmental change resulting from the implementation of privatization and its impact on performance. There is a scarcity of existing literature on how privatization affects employee performance, and whether or not employees remain competent in their new environment. This paper also focuses on the significant role of leadership as organizations transition from public organizations to privatized ones. An in-depth content analysis of the privatization of public Saudi higher education institutions was adapted as a methodological approach to this study. Through this approach, the gap that exists between the new transformations, the leadership required, and the necessary preparations for privatization were analyzed. The major findings indicate that the idea of privatization in and of itself constitutes a great fear and anxiety for employees due to the organizational, administrative, and cultural change that privatization may bring. Higher education institutions are in dire need of influential and visionary leaders who can manage and facilitate the privatization process to ensure its success and achievement of the desired goals. The paper explores the nature, potential consequences, and concerns of privatization. It highlights the importance of leadership as a fundamental pillar of change.

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Moeller, Kathryn. "Accounting for the Corporate: An Analytic Framework for Understanding Corporations in Education." Educational Researcher 49, no. 4 (April 27, 2020): 232–40. http://dx.doi.org/10.3102/0013189x20909831.

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Drawing on an integrative review of the literature on the privatization of education and an empirical case study of technology corporations in education, this article examines the corporate within the political economy of education. It argues that by analytically conceiving of corporations under the banner of the private sphere and, correspondingly, by subsuming the processes of corporatization within the processes of privatization, the literature on privatization conceals the very specific role and influence of corporations. The article puts forward an analytic framework for researching and theorizing corporations in education. How the field of education conceives of corporate actors and their related practices, processes, and power relations is analytically and empirically significant for ensuring equitable, transparent, and accountable educational systems in the United States and globally.

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Hidayati, Hidayati, Resti Amalia, and M. Aries Taufiq. "Privatization Of The Education Sector In Indonesia: A Review Of Conflict Theory." Berumpun: International Journal of Social, Politics, and Humanities 5, no. 2 (September 30, 2022): 49–59. http://dx.doi.org/10.33019/berumpun.v5i1.83.

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Privatization of education in Indonesia is legitimized by a number of regulations, for example Law no. 20 of 2003 on the National Education System and Law no. 9 on Education Legal Entities. The existence of this education legal entity makes educational institutions free to seek capital to invest in educational activities. So that the world of education turns into a commercial investment land. This condition, in the view of sociology, will lead to interclass conflicts caused by the inequality of the community in accessing education. This study aims to describe the views of conflict theory regarding the phenomenon of privatization of education. The method used is the study of literature or literature by collecting secondary data from books, news and journal articles. The results of the study show that 1) the conflict theory view of education privatization can be viewed from the community analysis unit and the individual analysis unit; 2) At the level of the community unit of analysis, education privatization can be explained through Karl Marx's conflict theory and Weber's theory of power. 3) Marx's conflict theory emphasizes the two social classes formed due to differences in ownership of capital production factors. Meanwhile, according to Weber, the process of conflict is caused by the existence of authority or power that separates society into superordinate groups and subordinate groups. 4) At the individual unit of analysis level, conflicts due to education privatization can be viewed from Coser's conflict theory, where conflicts do not only have a negative impact, but also a positive impact on society.

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Adamson, Frank, and Meredith Galloway. "Education privatization in the United States: Increasing saturation and segregation." education policy analysis archives 27 (October 21, 2019): 129. http://dx.doi.org/10.14507/epaa.27.4857.

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This article outlines different forms of education privatization operating globally, examines their prevalence within the United States, and analyzes whether student marginalization and segregation occurs at the local level. We analyze six U.S. districts with higher saturation levels of charter schools, the most predominant type of privatization (Camden, NJ, Washington DC, Flint, MI, Detroit, MI, Natomas, CA, and Oakland, CA). We find education privatization increasing in the US, but unevenly dispersed, with charter schools concentrated primarily in urban areas serving students of color. Furthermore, segregation in education remains a major issue for all types of schools, with students of color in urban contexts often attending intensely segregated schools (over 90% students of color). Instead of mitigating the segregation problem, student selection by charter school appears to exacerbate it, specifically for special education students.

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Zancajo, Adrián. "Education markets and schools’ mechanisms of exclusion: The case of Chile." education policy analysis archives 27 (October 21, 2019): 130. http://dx.doi.org/10.14507/epaa.27.4318.

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Education market advocates frequently argue that socioeconomically disadvantaged students could be the main beneficiaries of privatization and market policies. However, the international evidence has shown how privatization and pro-market policies have a negative impact in terms of equity, which particularly affect socioeconomically disadvantaged populations, increase school segregation and stratification, and foster educational inequalities. The main objective of this paper is to analyze how the responses developed by educational providers in marketized environments especially impact poor populations and can act as mechanisms of exclusion. In this context, Chile is an optimal case study due to the extreme version of privatization and market policies it adopted four decades ago. Based on the case study of two municipalities in Chile, which represent two local education markets, the presented evidence combines in-depth interviews with school principals and families. The paper analyses how schools’ responses in the context of a competitive environment produce, among other effects, processes of exclusion affecting students from low socioeconomic backgrounds, foster school segregation and increase educational inequalities. Finally, the paper elaborates on the limits of education markets and privatization policies, as well as market regulation reforms, in providing better educational opportunities to socioeconomically disadvantaged students.

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Slaughter, Sheila. "Privatization and Public Universities (review)." Review of Higher Education 31, no. 1 (2007): 123–25. http://dx.doi.org/10.1353/rhe.2007.0061.

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Rhim, Lauren Morando. "The Politics of Privatization Practice." Educational Policy 21, no. 1 (January 2007): 245–72. http://dx.doi.org/10.1177/0895904806296878.

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Bone, Drummond. "Debate: Internationalization and privatization of higher education." Public Money & Management 33, no. 3 (May 2013): 217. http://dx.doi.org/10.1080/09540962.2013.785708.

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Reuter, Lutz R. "Privatization of education: the case of Germany." Education and the Law 14, no. 1-2 (March 2002): 91–98. http://dx.doi.org/10.1080/09539960220149209.

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Whitty, Geoff, and Sally Power. "Marketization and privatization in mass education systems." International Journal of Educational Development 20, no. 2 (March 2000): 93–107. http://dx.doi.org/10.1016/s0738-0593(99)00061-9.

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Švecová, Jana. "Privatization of education in the Czech Republic." International Journal of Educational Development 20, no. 2 (March 2000): 127–33. http://dx.doi.org/10.1016/s0738-0593(99)00064-4.

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Dýrfjörð, Kristín, and Berglind Rós Magnúsdóttir. "Privatization of early childhood education in Iceland." Research in Comparative and International Education 11, no. 1 (March 2016): 80–97. http://dx.doi.org/10.1177/1745499916631062.

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Boyd, William L. "The Politics of Privatization in American Education." Educational Policy 21, no. 1 (January 2007): 7–14. http://dx.doi.org/10.1177/0895904806297728.

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Majumdar, Manabi. "Report Privatization of higher education in India:." Review of Development and Change 1, no. 1 (June 1996): 157–63. http://dx.doi.org/10.1177/0972266119960113.

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Hoang, Lan. "Twin Privatization in Vietnam Higher Education: The Emergence of Private Higher Education and Partial Privatization of Public Universities." Higher Education Policy 32, no. 3 (March 6, 2018): 359–80. http://dx.doi.org/10.1057/s41307-018-0086-8.

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Kwiek, Marek. "Changing Public-Private Dynamics in Polish Higher Education." International Higher Education, no. 86 (May 25, 2016): 18–20. http://dx.doi.org/10.6017/ihe.2016.86.9368.

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The public–private dynamics in systematically contracting Polish higher education has been changing rapidly. In the global context of the increasing reliance on cost-sharing mechanisms and the private sector growth, the Polish system seems to be moving in the opposite direction as our data show. The Polish trend of higher education de-privatization (in funding and enrolments) goes against the global trend of its privatization. The Polish case shows how fragile private higher education is when its dominating demand-absorbing subsector is confronted with a double challenge of changing demographics and massive public financing in the public sector.

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Azevedo, Mario Luiz Neves de. "A “Escola Cooperativa de Maringá” ou uma escola com “ensino público e gratuito com microgestão privada” (1991-1992): Uma experiência de charter school no Brasil avant la lettre." education policy analysis archives 26 (October 15, 2018): 132. http://dx.doi.org/10.14507/epaa.26.3712.

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The article analyzes the experience of privatization of municipal public schools in Maringá (Paraná - Brazil) between 1991 and 1992, called “Cooperative School of Maringá”, considered by the municipal administration (1989-1992) as a school of "public and free education with private micromanagement". The article also presents the concept of New Public Management (NPM) and demonstrates similarities between the model of privatization in Maringá and charter schools in the USA.

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Shahid, Sabihee, Yasira Waqar, and Amir Raza. "Examining the Effect of Privatized Primary Schools on the Quality of Education under Punjab Education Foundation (PEF)." Journal of Social & Organizational Matters 2, no. 3 (December 31, 2023): 14–24. http://dx.doi.org/10.56976/jsom.v2i3.41.

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The primary purpose of the present research work was to analyze the effects of privatization on the quality of primary schools in Punjab working under the Punjab Education Foundation (PEF) and to find out the factors which positively or negatively impact on quality of education. The study was conducted under the positivism paradigm with the quantitative methodology. Two self-developed 5-point Likert scale questionnaires were used to collect data. The cross-sectional survey design was adopted to collect data from the participants. A multistage sampling technique was used to draw data from 746 teachers. The perception of teachers in those privatized schools helped to evaluate and measure the impacts and effects of the PEF schools on the quality of education. Data was analyzed through Statistical Package for Social Sciences (SPSS) 21. The result indicates a small correlation (r=.435) between privatization and quality of education. The result showed a significant correlation (r=.231) between privatization and quality of education. It was discovered that public schools lack the infrastructure, resources, and perceived quality that PEF-funded institutions do. A significant correlation was found between student outcomes and the quality of PEF schools. A conducive physical environment in classrooms satisfies the psychological and social well-being of students and up-to-date teaching-learning methodologies help to enhance the quality of education in PEF schools.

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Kuwaiti, Ahmed Al, and Fahd A. Al Muhanna. "Challenges of privatizing academic medical centers in Saudi Arabia and appropriate strategies for implementation." International Journal of Health Governance 25, no. 1 (February 29, 2020): 68–77. http://dx.doi.org/10.1108/ijhg-06-2019-0048.

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PurposeA crisis in the financial sustainability of the public healthcare sector often compels governments to consider privatization. The purpose of this paper is to summarize various strategies to overcome the challenges facing the privatization of academic medical centers (AMCs) in Saudi Arabia.Design/methodology/approachIn this paper, the authors discuss the challenges faced in privatizing AMCs in delivering their core functions such as patient care, medical education and research. Further, the appropriate strategies are listed to overcome these challenges in privatization of AMCs.FindingsThe authors described the benefits of privatization that include a reduction in the financial burden on government healthcare expenditure, quick decision making and creation of new financial models to improve healthcare services. On the other hand, the profit motive of private management could create pressure on patients and may divert AMCs from their primary objectives. Therefore, it is imperative for the government to develop and implement appropriate strategies that balance the benefits of privatizing AMCs with eliminating the negative impact of privatization on patient care, medical education and research.Originality/valueThough AMCs privatization is currently feasible in Saudi Arabia, appropriate strategies are essential to overcome the challenges of its implementation. The government should frame a uniform rules and regulations prior to privatizing public hospitals so that it will fulfill the purpose in an efficient manner.

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Wamimbi, Fred, and Nafiu Lukman Abiodun. "Privatizaion of Higher Education and Excellence Without a Soul." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 4, no. 1 (May 31, 2021): 88–99. http://dx.doi.org/10.53449/ije.v4i1.148.

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Privatization of education in both developed and developing countries over the last century has registered a positive trend in the field of education. With the rise of capitalism and privatization of higher education by the government of Uganda, there is an increasing attempt to privatize public services, including education, so that citizens will have to buy them at market value rather than have them provided by the government. The department of higher education in Uganda concentrates strongly on the role of education in servicing the economy through taxation to the neglect of its social and developmental responsibilities. The vision of the university as a place for the education of the elite and for elite education has had a powerful historical precedent in Plato’s Academy. To what extent the Platonic view of education still dominates our thinking about the role and purposes of universities is arguable. Commercialization is normalized and its operational values and purposes have been encoded in the systems of all types of universities. Correlatively, what is happening in the universities is that they are being asked to produce commercially oriented professionals rather than public-interest professionals. While this may seem like merely a change in form rather than substance, the danger with this advancing marketised individualism is that it will further weaken public interest values among those who are being educated in private universities. In this paper, the writer presents an examination on the impact of privatization of higher education on the original purpose and values of education to the individual, the society and the Ugandan nation as a whole hence promoting privatization of higher education and excellence without soul.

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Carnoy, Martin. "School Choice? Or is it Privatization?" Educational Researcher 29, no. 7 (October 2000): 15–20. http://dx.doi.org/10.3102/0013189x029007015.

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Rubin, David I. "The Charter School Law in Massachusetts: Analysis, Commentary, Wish." Radical Teacher 100 (October 9, 2014): 97–104. http://dx.doi.org/10.5195/rt.2014.164.

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Nowhere is the link between the right's national political agenda and the privatization of public education clearer than in Massachusetts. In November 1995, just weeks before announcing that he would run for the U.S. Senate against the liberal Democratic incumbent John Kerry, Governor William Weld unveiled a truly radical plan for reshaping K-12 education that could make Massachusetts the testing ground for every weapon in the privatization arsenal.

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Antunes, Fátima, and Sofia Viseu. "Education governance and privatization in Portugal: Media coverage on public and private education." education policy analysis archives 27 (October 14, 2019): 125. http://dx.doi.org/10.14507/epaa.27.4293.

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This paper aims to discuss recent changes in Portugal’s education policy. Portugal offers an interesting scenario to study the different ways the economic crisis has brought new opportunities to strengthen the privatization agenda. We specifically focus on media coverage and the contractualization of education services with private schools through ‘association contracts’. In the 1980s the Portuguese State through these contracts financed private schools to operate in areas where the public offering was insufficient, thereby ensuring the public access to education and preventing marginalization. Nowadays, however, these contracts are seen as an ideological banner both for and against education privatization. We present an empirical study based on documental analysis of 180 news articles published in the Portuguese media on the changes in the contractualization of education services. The results show two main audiences sustaining distinct societal projects, comprised of a variety of actors, who are either for or against ‘association contracts’. The actors justify their positions based on their understanding of the State’s role in providing education, the policies involving the right to education and decreasing inequalities.

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Gebreegziabher, Kidane Tesfay, and Gidey Kidu Mezgebo. "Smallholder farmers willingness to pay for privatized agricultural extension services in Tigray National Regional State, Ethiopia." Journal of Agricultural Extension 24, no. 4 (October 28, 2020): 29–38. http://dx.doi.org/10.4314/jae.v24i4.4.

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This study assessed farmers’ willingness to pay for privatization of agricultural extension services and examined factors that determine willingness to pay for those services. Multistage sampling procedure was used in selecting 240 households. Data were collected using household survey, focus group discussion and key informant interview tools. Data were analyzed using percentage and logit model. Results showed that 58% of the respondents were willing to pay for the privatization of agricultural extension services. Farm size, age, family size, credit access, frequency of extension contact and income were significantly influenced farmers’ willingness to pay for privatization of agricultural extension services. Privatization of agricultural extension services encourages graduates of agricultural sciences to launch consultancy firms and this engenders professional entrepreneurship. Number of visits, socioeconomic, and institutional factors must be given emphasis for privatizing the agricultural extension service in Ethiopia. Moreover, government should launch privatization parallel to the public agricultural extension services Keywords: Agricultural extension service, willingness, privatization. Ethiopia

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Journal articles on the topic 'Privatization in education'

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