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1.
James Tooley 《Journal of Philosophy of Education》2003,37(3):427-447
Professor Harry Brighouse has written extensively against 'educational choice' reforms in England and Wales and in the USA, and has challenged the status quo of private school provision in England and Wales. This paper explores the extent to which his arguments are applicable to the more radical, but prima facie linked, concept of the 'privatisation of education', that is, where funding, provision or regulation of education are progressively moved away from the state to the private sector. The arguments address in particular the issues of autonomy-facilitating education and educational equality, suggesting that Brighouse's arguments that use these concepts are not powerful objections to the case for choice or privatisation. Indeed, it is suggested that there are several arguments in Brighouse's writings, concerning the virtues of efficiency, diversity and innovation, and the power of the 'mimicking effect' of parents who are not skilled choosers, that contain the kernel for an argument advanced elsewhere that defends, rather than opposes, the privatisation of education. 相似文献
2.
Glenda Kruss 《Globalisation, Societies & Education》2005,3(3):261-279
In much of the literature on the privatisation of higher education, it appears as both a relatively recent phenomenon, and one that is homogenous in its causes, forms and effects. Drawing on the case of South Africa, this study challenges these assumptions, suggesting that without a sense of the long history of private provision and its interwoven relationship with public higher education in that country, it is difficult to appreciate fully the effects of global and local dynamics. The paper draws on an empirical study conducted in 2001 to provide a historical sweep of private provision prior to 1990, before tracing the origins and history of contemporary cases. The analysis demonstrates that there are four distinct pathways to the establishment of private institutions, related to global pressures towards the marketisation and diversification of higher education. Distinct forms of private providers are shaped by the complex global, national and historical dynamics and relationships with the public higher education sector described. 相似文献
3.
A. R. Welch 《Higher Education》2007,54(5):665-687
If, as some have argued, private higher education is now the most dynamic segment of higher education, it is also the case
that its growth, partly in response to the increasing mismatch between spiralling demand and limited state capacity, is often
ad hoc. The article examines the contours of this trend in Indonesia, where the balance of public and private higher education
has shifted sharply over the last two decades. While the private sector has been responsible for much of the expansion in
higher education, its role in relation to quality is more questionable. Indonesia’s economic burdens, sharply exacerbated
by the effects of the Asian financial crisis of the late 1990s, make it likely that the trend towards privatisation, including
of its public institutions, will continue. Together with the current rise of trans-national higher education, however, this
is only likely to sharpen existing difficulties around longstanding issues of quality, equality, and regulatory capacity. 相似文献
4.
Alfredo M. Gomes Susan L. Robertson Roger Dale 《Globalisation, Societies & Education》2012,10(2):221-245
This article aims to discuss the relationship between higher education (HE), globalisation and regionalism projects focusing on HE in Latin America and Brazil. It is claimed that HE has predominantly taken the diverse, yet concerted and co-ordinated routes of globalisation and regionalisation and, by doing so, been profoundly transformed. The first section considers a set of theoretical categories in relation to the phenomena of globalisation and regionalisation. The second section analyses the global and regional dimensions of HE in Latin America, exploring: (1) the Common Market of the South (MERCOSUR), along with the processes and mechanisms put into place to settle MERCOSUR's Educative Sector. It is argued that despite the political relevance of this regional project, its major developments are still harbouring important but preliminary preparations for future regional positioning and empowerment; (2) it is argued that the commodification, privatisation and ‘marketisation’ of HE, having occupied the centre stage in determined nations of the world, have become the founding conditions of a global market in HE; and (3) the Brazilian HE policies are examined in order to develop an argument about the decisive role played by national government in promoting and adjusting the process of globalisation and the regionalism project for HE. 相似文献
5.
Vladimir A. Geroimenko Grigori A. Kliucharev W. John Morgan 《European Journal of Education》2012,47(1):77-91
This article considers the potential role of private institutions in the development of Russian higher education. After decades of a government centralised higher education system, there is a clear trend towards the privatisation of education institutions and the diversification of education practices. Some commentators consider this to indicate that the Russian State is losing control of education; others welcome private initiatives, both in formal and informal education. Russian higher education has also been greatly challenged by the current demographic gap: the total number of secondary school graduates expected in 2012 is half that of 2006. This strengthens the competition for the enrolment of students in private and public (federal and municipal) institutions. Based on recent interviews with senior management at a number of provincial private universities, this article suggests possible avenues for private universities to extend into the education market and considers the implications. 相似文献
6.
Since the early 1990s, European higher education has been undergoing drastic changes with regard to the organisation and governance of academic work. The political emphasis on higher education autonomy and accountability went hand in hand with the introduction of market type steering devices and a new discourse regarding the universities' responsibilities to society. This article is about both carriers of diffusion processes that are crucial in disseminating private sector logics and the limits to such processes. By taking into account contradictory societal pressures towards isomorphism and differentiation; we will draw on neo-institutionalism and the sociological systems theory to provide a definition of privatisation in higher education. Especially, we are interested in detecting systematic limits to the privatisation of higher education. We therefore examine a relatively recent phenomenon in higher education governance: the increasing reliance of institutions on management consulting services. First findings show that the more market-centred a higher education system is, the more readily it accepts the economic rationale of the consulting business. Nevertheless, our study also stresses that management consultancy for higher education institutions is of limited scope. Systemic differences remain unbroken as the adherence to different value systems, communication patterns and resources limit the scope of external, private consulting activities in higher education. 相似文献
7.
Diversity has been an important topic of research for some time in higher education, though the purposes underlying this attention have varied across national and regional contexts. In many parts of the world, the term diversity has been emphasized with regard to variety among the programs or services provided by academic institutions, and differences among the types of institutions themselves. It is particularly important to discuss whether different dimensions of diversity may influence the degree of effectiveness of higher education (HE) in fulfilling its contribution and relevance to economic and social development. We are particularly interested in analyzing whether unitary or binary systems present significant differences in different dimensions of diversity that may be relevant to enhance higher education institutions’ (HEIs) contribution to territorial cohesion, notably by enhancing the local stock of human capital and contributing to the social and cultural development of their regions. Therefore, we propose the following research questions: *Are there relevant patterns regarding different dimensions of diversity between unitary and binary HE systems? *In the case of binary systems, is it possible to find relevant differences in different dimensions of diversity between universities and more vocational HEIs? By looking at these questions, we aim at contributing both to the literature on HE institutional diversity and to the study of the role played by HEIs on regional development. 相似文献
8.
Mariano Narodowski 《Compare》2015,45(1):47-69
During the second half of the twentieth century, the Argentine education system went through a clear process of privatisation expressed in the increasing enrolment and state funding of the private sector. Especially in the 1990s, when the country implemented neoliberal economic policies, the academic literature had found in neoliberalism (in ideology, public policy and the enactment of certain laws) an explanation for this process of privatisation. Since the 2000s, and after a severe economic crisis, successive governments have rejected the neoliberal policies and have established a set of regulations and public policies with the explicit purpose of changing the previous policy trend. This article shows that after one decade of this new policy opposed to neoliberalism, the evidence suggests that privatisation of education has not only not been reversed but even expanded in a significant manner, reaching striking rates of increase, both in private enrolment and in state funding. Finally, the evidence presented shows that neither neoliberal nor post-neoliberal policies seem to determine the privatisation of education for the Argentine case. The article concludes with some remarks so as to design an explanatory model to account for the dynamics of the education system. 相似文献
9.
The international dimension of higher education has expanded rapidly in recent decades and private provision is becoming increasingly widespread in response to the diverse pressures of globalisation, rapid expansion in demand and increased pressures on public finances. As higher education has become marketised, opportunities for international providers have increased dramatically. Foreign providers may opt for delivery locally or remotely and via a variety of different legal and organisational arrangements. The focus of this article is on foreign provision of HE with specific reference to China and the UK. In the period post-Mao, the policy environment for higher education in China has changed dramatically, culminating in 2003 in the decision to allow foreign universities to formally establish partnerships with Chinese universities for the delivery of higher education. The development and operation of the University of Nottingham Ningbo, China, is discussed in order to provide more detailed insights into the nature and challenges of delivering foreign HE provision in a Chinese context. 相似文献
10.
Haim H. Gaziel 《European Journal of Education》2012,47(2):290-298
The purpose of this study is to seek to understand the process of privatisation and deregulation of Israel's higher education system which had been until the late 20th century predominantly public. Since 1994, public and governmental agencies became major clients of private universities. Thus the public sector played a major role in the expansion of international universities and in the operation of their academic programmes and became their major financial source. This partnership between the public and the private sector could be explained by the following: the increased demand for higher education by native born Israelis and the large flux of immigrants from the former USSR and Ethiopia on the one side, and the socialist ideology which deeply rooted in the Israeli society, to enable for everyone who wishes to attain higher education to find a place in the undergraduate system (particularly the population of the developmental towns and minority groups) on the other, pushed the Israeli government to expand its boundaries. Israel's public universities have been subjected to relax admissions requirement, which they refused to do. Another reason is the increasing demand from the public service in general and particularly from the education service that having a BA degree would increase the teacher salary and it does not matter whether the degree comes from an Israeli university(with its higher standards) or from a branch of an international university(with its lower standards). That explains the expansion and diversification that occurred in the higher education system in Israel. The 1998 Branches Act stipulating that any overseas institution intending to open an off shore branch must obtain a licence from the Council of Higher Education. The new regime demonstrates the paradox in higher education policy, on one side privatisation by the backdoor, on the other, regulation and control by the Israeli government. 相似文献
11.
《International Journal of Educational Development》2004,24(2):137-154
Trends suggest that business practices and private sector ideas and values are increasingly permeating public funded higher education institutions world-wide. The impact of business practices and values on higher education policy and practice is discernible in the growing dominance of global privatisation, quasi-marketisation and new managerialism in the higher education sector. However, reactions of different role players and responses of higher learning institutions to these external demands have varied according to local conditions and institutional types. This article contributes to the debate on the increasing permeation of business practices and private sector ideas and values on higher education in South Africa after apartheid using the case study of the University of Pretoria. It begins with the review of debates on higher education on this topic in general, and then moves on to analyse these debates in South Africa using the resource dependence theory and structuralism as conceptual frames. It argues that: (i) the increasing marketisation and quasi-marketisation in higher education and training could be attributed to the influence of neo-liberalism and new managerialism; (ii) changes in higher education provision, policy and practice in South Africa need to be understood in terms of marketisation and quasi-marketisation rather than in terms of privatisation; (iii) although the influence of these external forces is unlikely to be reversed, provision, policies and practices must be tempered by imperatives of redress and equity in South Africa; and (iv) the case study of the University of Pretoria reported here is used as an example of the extent to which institutions are becoming entrepreneurial. 相似文献
12.
Turning around low-performing private universities in China: A perspective of organisational ecology
Xiaofan Li 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(6):735-758
While China has a long history of private institutions of higher learning, they disappeared almost entirely after the founding of the People’s Republic of China in 1949 and did not re-emerge until the 1980s. Their reappearance is one of the ramifications of economic marketisation and privatisation in China. But private higher education institutions are now facing new challenges and competition in the education system. Approximately 500 of them were shut down between 2000 and 2009 for financial, legal or other reasons. Looking through the theoretical lens of organisational ecology – a sociological theory that applies ecological principles to organisational studies – this paper traces how the social and economic environment induced the re-emergence of private universities in China and how it has had an impact on their non-linear pattern of development. Using a number of relevant theory fragments from the overarching framework of organisational ecology as tools, the author then explores possible strategies for turning around low-performing private universities in China. 相似文献
13.
Education Management Organisations (EMOs), for-profit and non-profit management companies engaged in take-over and operation of public education, are becoming big business in the USA and the UK. It is estimated that in the US, EMOs were projected to generate up to $123 billion dollars in revenue in 2000. In the smaller UK system it is estimated that about 5 billion of services in public education could be contracted out to private organisations per annum. This paper examines the policy frameworks that have enabled EMOs to take-over and progressively contribute to the privatisation of public education in two national settings, the USA and England and Wales. The British scene is distinctive because government policies that have sought to expand the role of the private sector, via public-private partnerships, in the provision of public sector services and its strong accountability system, have provided opportunities for EMOs to be engaged in, or take-over, schools and educational administrative services formerly provided by LEAs. In the US, in the mid-1990s, EMOs were invited to take over school districts and specific schools. However, this practice has been succeeded by a new focus on taking over the management of charter schools. A large capital market that is able to finance enterprises involved in educational services supports the development of EMOs in the US. Our research findings, however, point to halting progress by EMOs in public education in the US. There have been well-publicised failures to deliver the promised better education at a lower cost and also well-documented failure to raise student performance levels in school and school districts. The paper concludes with reflections on the extent to which EMOs have taken forward privatisation and its implications for the governance of education. 相似文献
14.
A significant global trend during the 1990s is the restructuring of higher education systems. The essence of this restructuring process is a redefinition of the relationship between institutions of higher learning, the state, and the market, and a drastic reduction of institutional autonomy. This article is an analysis of the restructuring process in the forms of privatisation of higher education and corporatisation of public universities in Malaysia. This analysis highlights the context of higher education reforms in the era of globalization, major trends in higher education reforms and Malaysias responses to these global trends. By focusing on the institutional level, this article examines the expansion and diversification of private higher education as well as the change in the governance and culture of public universities brought about by privatisation and corporatisation. 相似文献
15.
Daniel C. Levy 《European Journal of Education》2012,47(2):178-197
The importance of private higher education (PHE) is increasingly clear globally. But does Europe fit the global generalisation? This question can be assessed with reference to two major considerations: the size of PHE and the degree of private-public difference. The growth of PHE in Europe has been delayed and limited compared to that in most of the world, though still significant. For the 27-member European Union, the PHE share is best put at 12%, with a modestly higher share for Europe more broadly defined. Europe's PHE share is thus less than half that of the global share. The regional share is considerably higher in Eastern than in Western Europe. In terms of distinctiveness, European PHE differs from public higher education in important respects that reflect world patterns. Inter-sectoral differences are decisive in finance. Though less quantifiable, they appear fundamental albeit blurred in some but not all aspects of governance and activities. Blurring in activities, governance, and even finance occurs through changes within both sectors, especially through partial privatisation within the public sector. Still, Europe's private sector is far from simply isomorphic to the public sector. Considering together size and distinctiveness, a reasonable assessment is that PHE has moderate and increased importance in Europe. 相似文献
16.
Mark Ginsburg Oscar Espinoza Simona Popa Mayumi Terano 《Globalisation, Societies & Education》2003,1(3):413-445
This chapter explores the processes of privatisation of higher education in Chile (after 1981) and Romania (after 1989), focusing on the emergence of private institutions, the expansion in enrolments in these institutions, and the relative increase in private sources of funding for the post‐secondary sub‐sector. Attention is also given to related trends in higher education in these two countries: domestic marketisation (a strengthening of an orientation toward selling programmes/commodities to students/consumers within the country) and international commercialisation (an expansion of initiatives by domestic and foreign institutions to provide distance education, study abroad/exchange, and foreign site‐based degree programmes). Of importance to an understanding of globalisation, these two societies, which at the time exhibited similar economic systems but had different political systems and were situated in different regional contexts, experienced remarkably similar processes of and outcomes from privatisation, marketisation, and commercialisation. In both cases these processes were promoted by ‘internal’ political actors but also shaped by ‘external’ forces, notably the World Bank's higher education policy recommendations and the conditionalities included in the stabilisation and structural adjustment programmes ‘negotiated’, respectively, with the International Monetary Fund and the World Bank in order to obtain loans. As a result of these processes—occurring prior to and during the emergence of the General Agreement on Trade in Services (GATS) as a component of the World Trade Organization (WTO)—higher education institutions in both Chile and Romania are much more vulnerable to foreign influence/domination, although they also have somewhat greater opportunities to broaden their role in the global ‘business’ of higher education. 相似文献
17.
Christopher Lubienski 《牛津教育评论》2013,39(4):498-513
The American experiment with charter schools advanced on dual impulses of increasing opportunities for disadvantaged students and unleashing market competition. While critics see these independently managed schools as a form of privatisation, proponents contend that they are public schools because of funding and accountability arrangements and potential benefits, and believe that the economic logic around these schools will produce equitable educational opportunities. This analysis considers how charters are or are not instances of privatisation in education, showing that the marketised environment they are intended to nurture serves as a route for profit-seeking strategies. In reviewing the research on charter school organisational behaviour and outcomes in marketised environments, I find evidence of de facto privatisation in function if not in form. As charter schools often act like profit-seeking entities, but fail to achieve expected academic and equity outcomes, the concluding discussion considers how these schools are placed between conflicting goals, and serve as entry points for private organisations seeking to penetrate the publicly funded education sector. I conclude that perhaps their most important role is in serving as a vehicle for privatising public policy—diminishing the public while enhancing the position and influence of private interests and organisations in education policymaking. 相似文献
18.
Ka Ho Mok 《European Journal of Education》2012,47(2):228-241
In the last few decades, in the wake of three major crises in political faith and the overall instability that followed the end of the Cultural Revolution, the post-Mao Chinese government has sought to improve the lives of its citizens and to restore political legitimacy through rapid economic growth that has focused almost exclusively on GDP. This strong focus has brought about rapid, widespread economic growth to China, and has, by classical market standards, been a success. At the same time, issues of social development and human well-being have received less attention. Before the Hu-Wen leadership's formal accession to power, the Jiang-Zhu administration sought to adopt neo-liberal ideas and practices to reform the delivery of social services and the implementation and funding of social policy. In this context, major fields of social policy such as health, education, and housing have been going through the processes of marketisation and privatisation, which have placed much of the financial burden of meeting these social welfare needs on China's citizens. After several decades of privatisation and marketisation in the educational system, the Chinese government has been the subject of repeated criticism for failing to tackle what is popularly known as the ‘new three mountains phenomenon’, namely, the rising cost of health, education, and housing in recent years. Against the wider policy context described above, this article examines the social and political consequences of the privatisation and marketisation of education. It also discusses the major policies and strategies recently adopted by the Chinese government to restore the role of the State in the education system in order to address the negative consequences of the privatisation of education. Finally, it critically examines the main implications of major reforms undertaken in higher education in Mainland China. 相似文献
19.
《Journal of Further & Higher Education》2012,36(3):77-80
Abstract In order to achieve rapid growth in student numbers, a number of Higher Education Institutions have borrowed some of the concepts of franchising from the private service sector. A franchise involves one party — the franchisor — developing a service and monitoring standards, whilst a second party — the franchisee, delivers the service in return for a share of the reward. This article draws comparisons between private sector and higher education franchising and analyses the franchise strategies open to the HE sector. It concludes that if managed correctly, franchising will bring benefits to the higher education sector, colleges of further education and students alike. The uncertain start to higher education franchising mirrors the early days of private sector franchising, but like the latter, it has potential subsequently to achieve rapid mutually beneficial growth. 相似文献
20.
Molly N.N. Lee 《School Effectiveness & School Improvement》2013,24(1):86-98
This article analyses the relationship between educational development and the socio-political and economic context of Malaysia. Under the rubric of Vision 2020, there is a liberalisation of educational policies leading to the democratisation, privatisation and decentralisation of the Malaysian educational system. In conjunction with mass education, both the primary and secondary school curricula were revised with great emphasis on the development of an all-round individual, the acquisition of basic skills, the inculcation of moral values, and the abolishment of early specialisation. The educational administrative system has been decentralised to promote school-based management and teacher empowerment. Furthermore, the private sector has been encouraged to play an active role in providing higher education. 相似文献