Public-Private Partnerships In Education Research Articles

ДЕРЖАВНО-ПРИВАТНЕ ПАРТНЕРСТВО У ПРОФЕСІЙНІЙ ОСВІТІ: ВИКЛИКИ ТА МОЖЛИВОСТІ

Public-private partnerships (PPPs) in education: potentials and risks. The complexity of PPPs in education and their impact on accessibility, quality, and social justice are reflected upon. Various aspects of the influence of public-private partnerships in education are considered, emphasizing the necessity of careful regulation of PPPs to ensure the effectiveness and development of education.

Public-Private Partnerships in Education: A Comprehensive Study of The Right to Education in India

This research article explores the evolving landscape of education in India, focusing on the critical role of Public-Private Partnerships (PPPs) in the context of the Right to Education Act. India's government schools face resource constraints, prompting increased private sector involvement in education. This article discusses the impact of PPPs on education access, equity, and quality, drawing on a field survey conducted in Vadodara. Demographically, the survey reveals heightened awareness of the Right to Education Act, especially among women, underscoring its importance. An overwhelming majority recognizes PPPs' role in enhancing education but highlights the need for greater awareness regarding the nuances of these partnerships. Additionally, opinions vary on the adequacy of the Act's 25% reservation policy, signalling potential room for improvement. Teachers' perspectives showcase widespread compliance with reservation policies in public schools. Yet, concerns arise over private school reservations' efficacy. Respondents emphasize the Act's positive impact on education quality, affordability, and infrastructure, underscoring the comprehensive demand for improved educational access. However, doubts linger regarding PPPs potentially exacerbating educational inequalities, challenging competition, and privatizing the sector. Clear policies and safeguards are imperative to address these concerns. In sum, this research underscores the transformative potential of PPPs in realizing the Right to Education, while advocating for greater awareness, policy refinement, and equitable outcomes to ensure quality education for all in India.

РАЗВИТИЕ ГОСУДАРСТВЕННО-ЧАСТНОГО ПАРТНЕРСТВА В ОБРАЗОВАНИИ

The article analyzes the directions of development of public-private partnership in education, on the example of construction projects of interuniversity campuses. The construction of new campuses will open up new opportunities for scientific and industrial cooperation, 24/7 campus employment and the campus facility sharing format will become a catalyst for cooperation between universities and research institutes, businesses and non-profit organizations in the city and in the region as a whole.

Public-Private Partnerships in Education: Evaluating the Education Management Organisations Programme in Sindh, Pakistan


 
 
 
 
 The focus of this study was to investigate public-private partnerships (PPPs) in education, in this instance by evaluating the Educational Management Organisations (EMOs) Program in Sindh, Pakistan. The study was guided by the research questions that were intended to evaluate to what extent, how, in what way, and for whom the PPP mode of education through EMOs improves access to education, ensures quality and equity in education, and sustainability in the context of Sindh, Pakistan. We chose the realist evaluation as a methodological approach, applied New Public Management as a theoretical framework to answer the research questions, and adopted a mixed methods research design. The findings indicate that PPPs through EMOs have some advantages in terms of better governance of schools through autonomy and decentralisation. The schools’ accountability, monitoring, and evaluation have somehow improved. However, the broader impact of EMO reform still does not reflect in increasing access, overall quality, and ensuring equity.
 
 
 
 

Evaluating uncertainties to deliver enhanced service performance in education PPPs: a hierarchical reliability framework

PurposeThis study aims to develop a hierarchical reliability framework to evaluate the service delivery performance of education public–private partnerships (PPPs) effectively and efficiently during long-term operations.Design/methodology/approachThe research design included development and test phases. In the development phase, three performance layers, i.e. indicator, component and system, in the education service delivery system were identified. Then, service component reliability was computed through first order reliability method (FORM). Finally, the reliability of the service system was obtained using dynamic component weightings. A PPP school example in Australia was set up in the test phase, where performance indicators were collected from relevant contract documents and performance data were simulated under three assumptive scenarios.FindingsThe example in the test phase yielded good results for the developed framework in evaluating uncertainties of service delivery performance for education PPPs. Potentially underperforming services from the component to the system level at dynamic timepoints were identified, and effective preventative maintenance strategies were developed.Research limitations/implicationsThis research enriches reliability theory and performance evaluation research on education PPPs. First, a series of performance evaluation indicators are constructed for assessing the performance of the service delivery of the education PPP operations. Then, a reliability-based framework for service components and system is developed to predict service performance of the PPP school operations with consideration of a range of uncertainties during project delivery.Practical implicationsThe developed framework was illustrated with a real-world case study. It demonstrates that the developed reliability-based framework could potentially provide the practitioners of the public sector with a basis for developing effective preventative maintenance strategies with the aim of prolonging the service life of the PPP schools.Originality/valueEvaluating education PPPs is challenging as it involves long-term measurement of various service components under uncertainty. The developed reliability-based framework is a valuable tool to ensure that reliability is maintained throughout the service life of education PPPs in the presence of uncertainty.

Analiza javno - privatnih partnerstava u obrazovanju

Changes in the education process indicate the increasing occurrence of the privatization of education, as well as the emergence of permeation of public and private partnerships that are supported by global education policies. Considering that in the Republic of Serbia this topic is insufficiently studied, the goal of the paper is to present public-private partnerships in their complexity, possibilities, but also the implied challenges. Also, in order to understand the specificity of public-private partnerships in education, it is necessary to present the historical development of this type of partnership, as well as its broader socio-economic framework. Twofold demands placed on modern educational institutions indicate the complexity of the situation. On the one hand, educational institutions should retain its specificity while at the same time their increasingly pronounced contribution to economic efficiency is expected, resulting in establishing cooperation between the public and private sectors. The paper presents in more details the ways of achieving public-private partnerships in education. The contribution of the paper includes the actualization of literature dealing with the topic of public - private partnership. On the basis of the studied literature, it is concluded that in the future the greatest impacts of public - private partnerships can be expected within higher education.

The Role of Vocational Education in the Development of The Viticulture and Oenology Sector of Georgia

Today, the viticulture and oenology sector in Georgia has a fair potential for development. According to the statistical data, the income from the wine production is growing year by year for the country. Maintaining the growing potential of productivity in the viticulture and oenology sector is linked to the stable quality of grape and wine. The skilled workforce represents one of the essential components for ensuring production of high-quality products. Vocational trainings can provide both, the prospective and existing employees of the viticulture and oenology sector with the possibility to develop necessary skills. Moreover, each country has its own unique cultural, economic and social aspects that have to be taken into consideration in the process of assessing and reforming the country's educational potential. Numerous countries rely on the "mixed systems" that combine different types of work-based learning, including school-based vocational education and dual vocational education programs. However, in view of international best practice, dual programs are considered to be the best mode of instruction for vocational programs in the direction of viticulture and oenology. Introduction of work-based learning with the so called dual vocational education programs by the state in recent years, can be considered as a step forward in this direction. Also, the state offers short-term vocational education programs within the framework of close cooperation with the private sector. The viticulture and oenology sector is the first, together with the tourism sector, to be recognized as a priority by the state, therefore the training of students with dual vocational education programs has been piloted. In summary, for a vocational student, dual vocational education programs involve pursuing studies at a vocational education institution, where a student takes a theoretical course on a future profession, as well as a practical course necessary for acquiring practical and technical skills for the profession. This form of teaching provides more opportunities for deepening the public-private partnerships in education. On the one hand, it helps to reduce budgetary expenditures of the state and, on the other hand, allows the system to receive additional financial as well as intangible benefits. The interest of the private sector to participate in the educational process is multifaceted. However, one of the main reasons for the interest is possibility to hire experienced workforce in the future. Increasing the private sector involvement and delegating responsibilities to the private sector by the state represents a good opportunity to train/retrain qualified staff. This factor can be considered as a prerequisite for matching workforce demand and supply on the labor market. Training of highly qualified staff guarantees reduction of unemployment and poverty and ensures sustainable economic development of the country. Keywords: vocational education, dual vocational education programs, work-based learning, viticulture and oenology sector.

Public-private partnerships in education: Erasmus Centers of Vocational Excellence

Public-private partnerships in education: Erasmus Centers of Vocational Excellence

Familiar strangers – managing engagements in public-private partnerships in education

ABSTRACT Various forms of public-private collaborative organizations have been emerging in the education sector, a development that has made managing public-private partnerships an unavoidable imperative for school managers today. Addressing interactions between the partnership manager of and partners in a public-private innovation partnership, this article explores the attachments public and private actors establish in the framework of such partnerships. While formal structures often bind partnerships together, open innovation partnerships have a more fluid organization in which the participants have to establish the ground for their common work. Specifically, the article presents a study of a Danish partnership project aimed at developing a new secondary school. Drawing on the sociology of engagements, the article sketches out the differing forms of mutual engagements at stake between the actors involved and the challenges they face. As the partnership studied lacked formal agreements, the manager’s and partners’ locally performed acts of proximity became a means of binding the partnership together. In these acts, a mutual explorative engagement intertwined with a familiar engagement, thus creating a distinct attachment of familiar strangers between the public and private actors – an attachment through which ideas on education and common educational visions could traverse the public and private sectors.

Public-Private Partnership in Education: A Case Study on Sindh Education Foundation

Public-Private Partnership in Education: A Case Study on Sindh Education Foundation

ДЕРЖАВНО-ПРИВАТНЕ ПАРТНЕРСТВО У СФЕРІ ОСВІТИ І НАУКИ

The article examines the use of public-private partnership in education, one of the most important in the social sphere. The experience of using public-private partnership projects in foreign countries, such as Great Britain, Northern Ireland, Japan and the Republic of Korea, is analyzed. The mechanisms of cooperation between the state and the private partner are described, and the positive sides are shown on concrete examples of functioning public-private partnership projects in the world. A qualitatively distinctive feature of the pattern of interaction between the state, business and educational institutions is that it should take into account the impact of PPP on society through the social orientation of educational services, as well as the implementation of public functions and implementation of state educational policy. PPP's priority areas are innovation-oriented infrastructure projects and projects in the fields of science, technology and education. Strategic partnership of educational institutions, research organizations and enterprises is expressed in long-term agreements and programs of cooperation in research and education; namely staff, resources and financial support for joint activities; purposeful training of personnel at enterprises; conducting joint research, research and development work; creation of joint structures of educational, scientific and innovative profiles. Forms of partnership cooperation are the development of technology parks, resource centers and technology transfer centers, which provides for public-private partnership in the field of research, project efforts to create innovative products, modernization of technological processes and more. It is believed that PPPs will ease financial constraints, as the private sector itself makes huge investments within PPPs. As the private and public sectors complement, the overall resource base should increase. As the resource base increases, access to education will improve and the quality of education will improve. In the absence of PPPs with limited public resources, the education system can be severely affected. In such circumstances, PPP is seen as the main, though not the only option for the development of education.

How Collaborative Project Development Theory Can Be Used to Provide Guidance for International Curriculum Partnerships

In this paper we explore collaboration in the context of the educational services industry (ESI). We look to literature from the communication field to consider ethical strategies and methods for ensuring the validity of the outcomes of collaborative working. Drawing on Collaborative Product Development and conversation theory we devise four principles that can guide the collaborative process within an education-based partnership project. We then use a case study to consider how these principles supported the outcomes of a cross-national partnership project. Finally, we draw on these principles to consider the lessons for project management in education public private partnerships.

English

There is a dearth of phenomenological interpretive studies in public-private partnership (PPP) policy in education service delivery. The limited extant literature on PPPs in education hardly explores insights into how stakeholders understand them, and what they perceive as critical success factors (CSFs) for their implementation in the context of developing countries. The overarching purpose of this study is to explore the stakeholders’ perceptions of PPP policy in universal secondary education (USE) and its CSFs in Uganda. It employed the interpretive paradigm and the participants were purposively selected from government bodies, partnership private schools and local communities. Document review and interviews were used as the data collection methods while the resultant data were analyzed using content and thematic techniques. The findings reveal that most stakeholders’ understandings of the PPP in USE were diverse and context-specific; and that most school-based stakeholders implemented this policy without clearly understanding its origin, goals and guidelines. While most government-based stakeholders perceived the policy as successful, the majority of school-based stakeholders deemed it unsuccessful. The majority of stakeholders perceived regular policy reviews, commitment to partnership roles, sufficient funding, the selection of partners with adequate capacity, effective policy communication, regular policy monitoring and strong enforcement mechanisms as its CSFs. In view of the findings, it can be inferred that unless appropriate policy reforms and best practices informed by these findings are undertaken, the success and sustainability of PPP policy in USE would remain uncertain.   Key words: Public-private partnership, policy, education, reforms, critical success factors. &nbsp

Encouraging skill development: Evidence from public-private partnerships in education in Russia’s regions

How and when are governments able to encourage firms and schools to work together to develop workers’ skills? Upgrading the quality of human capital in the workforce is widely seen as a key challenge faced by countries looking to escape the “middle income trap.” Growing attention has been paid to public-private partnerships (PPP) between individual firms and schools as a powerful tool for meeting this challenge, but key facilitators of PPP thought crucial in existing studies – strong, independent employers’ associations and labor unions – are often missing in such settings. To explore the emergence of PPP in skill development in the developing world, we draw on recent reform experiences in Russia’s regions that have led to a surge in complex, costly forms of PPP despite weakly developed business associations and unions. We argue that variation in the administrative capacity of regional governments and their political accountability explains this surge. Strong administrative capacity reassures all parties that regional authorities can monitor their counterparties’ compliance with agreements, while political accountability creates incentives for authorities to do so. We test our argument using original data on the existence and content of firm-school partnerships across all Russia’s regions for 2013.

How and why policy design matters: understanding the diverging effects of public-private partnerships in education

ABSTRACTDespite Public-Private Partnerships’ (PPPs) growing popularity within education policy circles, research on their effects yields contradictory results. The understanding of PPP effects is limited by the prevalence of generalist analyses that neglect to acknowledge the exceptional heterogeneity of the policy frameworks in which PPPs crystallize. Building on a scoping literature review, this paper aims at identifying patterns of effects of main PPP modalities on education (namely vouchers, charter schools and public subsidies for private schools) by considering the mediating role of policy-design variables. Our results show that PPP configurations oriented at the generation of market-like dynamics are frequently found to exacerbate school segregation and educational inequalities. Conversely, those PPP arrangements less conducive to market competition and those that follow an affirmative action rationale (such as targeted vouchers) are more likely to yield more positive effects on learning outcomes than other types of PPPs, without necessarily undermining equity.

ENTREPRENEURIAL COMPETENCE IN THE CONTEXT OF NATIONAL EDUCATION SYSTEMS INTERNATIONALIZATION: INSTITUTIONAL LEVEL

The goal of the article is to substantiate the likelihood of interconnection between mobility as a form of internationalization of national higher education systems and the formation of entrepreneurial competence among students of contemporary universities. The author emphasizes that in the context of the integration of European education systems internationalization is one of the priority directions for reforming national higher education systems. It promotes greater access to higher education for representatives of different countries; universalization of diverse knowledge; enhancement of international cooperation at national and institutional levels; enhancement of academic mobility; orientation of education to the realities of the globalized world of the XXI century with the active development of public-private partnerships in education, etc. Theoretical framework is supported by analytical review of practical data presented on the official electronic resource of United Nations Institute for Education, Science and Culture (UNESCO) and CEDOS Analytical Center, Ukraine. Entrepreneurial competence has been identified as the one, which consists of knowledge, skills and attitudes appropriate in a particular economic, cultural and social context. Knowledge encompasses insights regarding available possibilities and ability to recognize those that are adequate for one’s professional or business activities, for example: skills of planning; organizing; analysis; communication; performing; reporting; assessment; recording; skills related to project design and implementation; capability to cooperate and be flexible within a team; recognizing one’s own strengths and weaknesses; capability to be proactive and respond to changes in a positive way; ability to assess and take risks when it is appropriate.As a result, the study outlines the statement on fundamental importance of mobility as a form of institutionalization of institutional level and the formation of entrepreneurial competence among students and graduates of the XXI century universities. This mobility promotes culturally competent attitude towards the world. The attitude in which people constantly acquire new knowledge and skills while building new relationships with the surrounding environment and increasing their own level of competitiveness in the global labor market of the XXI century.

Інституційний вектор інтернаціоналізації національної системи вищої освіти Словацької Республіки: національні університети Словаччини та програми міжнародного співробітництва Європейського Союзу

Integration of the Ukrainian national higher education system into the European Higher Education Area (EHEA) has already been traditionally identified as one of the priorities of the Ukrainian national education policy determined by the XXI century. The priority character as well as the urgency of the task leave the contradiction between the public need for the Ukrainian higher education institutions to join the EHEA and insufficient scientific validity of the ways providing the solution of this task unresolved. There are also certain discrepancies between Ukrainian higher education officials' perceptions concerning the directions and scope of reforms, since a fierce competition at the international education market and the process of national higher education system internationalization might lead to the situation when particular aspects of the system at times contradict the requirements of modern social environment in which Ukrainian universities operate. The current state strategy, increased media attention, and public Q&A sessions on specific issues within the specified context indicate that the Ukrainian higher education system is gradually adapting to the current globalized conditions while diversifying management mechanisms by means of step-by-step implementation of the internationalization process. The Ukrainian context of internationalization of higher education under study is outlined through the prism of East European, where the end of the XXth – the beginning of the XXI century can be named as the period of transformations in socio-political life of the countries and as the period of convergence of national higher education systems. It has been emphasized that with the establishment of the EHEA in the context of the integration of European education systems, the internationalization is one of the priority directions for reforming national higher education systems; it promotes greater access to higher education for representatives of different countries; universalization of diverse knowledge; enhancement of international cooperation at national and institutional levels; enhancement of academic mobility; orientation of education to the realities of the globalized world of the XXI century which involves an active development of public-private partnerships in education, etc. It can be concluded that the analysis of the East European experience of national higher education internationalization aimed at further implementation of its elements into the structure of the Ukrainian higher education will facilitate the development of new ideas and approaches to training specialists and will create opportunities and mechanisms for quality improvement of the national higher education. The research states that the accession of the East European countries (such as the Slovak Republic) to the European Union (EU) has given them new opportunities to develop national higher education and has ensured theire active participation in the EU-funded international research and education programmes, the access to the EU funds for developing educational infrastructure and improving the education quality. As a result, national higher education institutions (HEIs) in Eastern Europe have experienced an influx of foreign students and have shown an increase in student and staff outcoming mobility. This situation, in turn, has created a competition in the field of international student recruitment and involvement of external funding into the fields of research and innovation. As the result of the research, the following perspective levels of the Ukrainian higher education system reforming have been identified – political, management-centred, organizational and institutional. Keywords: Higher Education System, Institution of Higher Education, Internationalization, Institutional Level of Internationalization, International Cooperation Programmes, Eastern Europe, Slovakia, European Union.

Public-private partnership in education: Features and prospects

Effective and constructive interaction of the state and business is an essential condition for the country's socio-economic development. One of the tools to ensure the growth of the financial, innovation, technological potential of the territories is the implementation of public-private partnership projects (hereinafter - PPP). The modern market system creates the conditions for the organization of cooperation of market entities in all sectors and areas, including in the field of education. Within this article, a comprehensive review of the PPP typology, structured on the basis of the multidimensionality of the classifications proposed by the authors, was conducted. Special attention is paid to the typology of partnership in the field of education, which has become widespread and has been actively implemented in Russia for the last five years. Based on the review of typologies of public-private partnerships in education, the main criteria were identified, by which the types of partnerships were classified, the main distinguishing features of PPP in education were formulated, the basic principles characteristic of PPP projects were identified, and the prospects and benefits that the sphere education from participation in public-private partnership.

How Educational Policies Are Adopted in Developing Countries: The Case of Ghana’s Proposed Public-Private Partnerships in Education

The literature on public-private partnerships (PPPs) generally concurs that its entry in the education sector is fairly recent, particularly in developing countries. Also, there is little empirical evidence to prop up the claims about its efficacy in addressing the challenges it is purported to address in the education sector- cost-reduction, efficiency, accountability, and quality. And finally, the exponents for their promotion in developing countries are largely neoliberal-oriented transnational actors. However, not much is known about how they are adopted, especially in developing countries where policy-making is often shrouded in secrecy. To add to our illumination the politics involved in the adoption of PPPs in education, this paper examines the PPP policy to be piloted in Ghana. Specifically, it explores how the policy was either internally or externally motivated, by analysing the texts of the three Education Strategic Plans (ESPs) and relevant publications related to some transnational actors. The findings indicate that the PPP policy was the outcome of the synapse of domestic incremental and systemic policy-making processes and the mechanisms of globalisation (transnational forces). However, the role of transnational actors in shaping the PPP policy appears to be greater than any rational internal processes deduced from the ESP documents and outside of them. For the sustainability of the policy, it is, therefore, important the transnational actors, who are directly involved in promoting the policy but depends on external support, work on maintaining good relationships with their network of sponsors, to ensure the continual inflows of resources to execute the policy.

A State Level Analysis of the Social Infrastructure: Public Private Partnership in Education and Health

A State Level Analysis of the Social Infrastructure: Public Private Partnership in Education and Health