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This open access book presents contemporary perspectives on the role of a learning society from the lens of leading practitioners, experts from universities, governments, and industry leaders. The think pieces argue for a learning society as a major driver of change with far-reaching influence on learning to serve the needs of economies and societies. The book is a testimonial to the importance of ‘learning communities.’ It highlights the pivotal role that can be played by non-traditional actors such as city and urban planners, citizens, transport professionals, and technology companies. This collection seeks to contribute to the discourse on strengthening the fabric of a learning society crucial for future economic and social development, particularly in the aftermath of the coronavirus disease.
Infrastructure plays a key role in fostering growth and productivity and has been linked to improved earnings, health, and education levels for the poor. Yet Latin America and the Caribbean are currently faced with a dangerous combination of relatively low public and private infrastructure investment. Those investment levels must increase, and it can be done. If Latin American and Caribbean governments are to increase infrastructure investment in politically feasible ways, it is critical that they learn from experience and have an accurate idea of future impacts. This book contributes to this aim by producing what is arguably the most comprehensive privatization impact analysis in the region to date, drawing on an extremely comprehensive dataset.
Impact evaluation aims to answer whether and to what extent a development intervention has delivered its intended effects, thus enabling evidence-based policy making. The desire for more hard evidence of the effectiveness of development interventions has fueled a growing interest in rigorous impact evaluation in the international development community. This report discusses the fundamental challenge of impact evaluation, which is to credibly attribute the impact, if any, to the intervention concerned. It then discusses the merits and limitations of various impact evaluation methods. It also presents a survey of recent applications of impact evaluation, focusing on the typical evaluation problems looked at, methods used, and key findings. The report includes six case studies and outlines practical steps in implementing an impact evaluation.
Businesses, philanthropies and non-profit entities are increasingly successful in capturing public funds to support private provision of schooling in developed and developing countries. Coupled with market-based reforms that include weak regulation, control over workforces, standardization of processes and economies of scale, private provision of schooling is often seen to be convenient for both public authorities and businesses. This book examines how the public subsidization of these forms of private education affects quality, equality and the realization of human rights. With original research from leading experts, The State, Business and Educationsheds light on the privatization of education in fragile circumstances. It illustrates the ways in which private actors have expanded their involvement in education as a business, and shows the influence of policy borrowing on the spread of for-profit education. Case studies from Argentina, Bangladesh, Brazil, China, India and Syrian refugee camps illustrate the ways in which private actors have expanded their involvement in education as a business. This book will be of interest not only to academics and students of international and comparative education, but also to education development professionals in both the private and public sectors, with its empirical assessment of case studies, and careful consideration of the lessons to be learned from each. Contributors include: M. Avelar, J. Barkan, M. de Koning, A. Draxler, C. Fontdevila, S. Kamat, F. Menashy, M.C. Moschetti, E. Richardson, B. Schulte, C.A. Spreen, G. Steiner-Khamsi, A. Verger, Z. Zakharia, A. Zancajo
Recognizing the diversity of models and strategies for private sector participation in education that have emerged in Latin America, the United States Agency for International Development (USAID) requested the Academy for Educational Development (AED) to conduct research with leaders in the public and private sectors in several countries. While much has been written about the benefits and challenges of private sector investment and public-private partnerships, there has been little research and analysis based on the on-the-ground experiences of education partnerships from different countries. AED met with representatives of the most active corporations and business associations culminating in a two-day workshop to jointly identify the issues and decision-making factors a business faces when it supports education. AED also interviewed Ministers of Education and senior level regional and municipal education representatives to capture their perspectives. Based on the voices, impressions, and experiences of both the public and private sectors, AED identified different decision-making factors and models for private sector support as well as the issues, trade-offs, and success strategies for developing effective, mature partnerships. The authors developed a conceptual framework that places public-private partnerships (PPPs) in education into the larger context of an education system that shows the private sector can potentially have a more systemic and sustainable impact in education through partnerships with the public sector than acting on its own. The collective voices and experiences from both sectors uncovered the following insights on PPPs in education: (1) The public and private sectors have different motives for forming partnerships that can affect the choice of model. These motives can change over time, expanding from narrower to broader goals; (2) As the scope and scale of an education initiative evolve from simpler to more complex forms of support--from donating materials to promoting policy reforms--there is often tension between the sectors. As the scope expands, a greater level of education expertise is needed, and partnerships become increasingly more complex; (3) The type of private sector support will depend on the need for visibility, control, flexibility, and the level of risk a private sector partner can assume. For the public sector, other issues arise such as whether a partnership fits within a government's education plan; (4) Three operative models of private sector support exist. Additionally, hybrid models that organize companies around common strategies yet enable them to maintain their own decision-making and visibility have also emerged in several countries; (5) While there are common success strategies for all education projects, there are also different strategies for the public and private sectors; (6) Evaluation of partnerships is critical, and should include the impact of the activity and the quality and cost-benefit of the partnership; and (7) Partners and partnerships can evolve over time. Similarly, countries are at different stages of partnership maturity with unique enabling environments. Partners can take steps to nurture and improve the context for partnerships. While PPPs can bring new ideas for problem solving, innovation, and resources to education, they also bring challenges and tensions. Understanding real experiences from both sectors across the spectrum of partnerships is the first step in unleashing the power of public-private partnerships as a tool in today's development paradigm. Appended are: (1) Research Design; and (2) Hybrid Models. A bibliography is included. (Contains 17 footnotes.).
Is the privatisation of state education defendable? Did the public sector ever provide a fair education for all learners? In Education plc, Stephen Ball provides a comprehensive, analytic and empirical account of the privatisation of education. He questions the kind of future we want for education and what role privatisation and the private sector may have in that future. Using policy sociology to describe and critically analyse changes in policy, policy technologies and policy regimes, he looks at the ethical and democratic impacts of these changes and raises the following questions: Is there a legitimacy for privatisation based on the convergence of interests between business and the 'third way' state? Is the extent and value of private participation in public education misunderstood? How is the selling of private company services linked to the remodelling of schools? Why have the technical and political issues of privatisation been considered but ethical issues almost totally neglected? What is happening here, beyond mere technical changes in the form of public service delivery? Is education policy being spoken by new voices? Drawing upon extensive documentary research and interviews with senior executives from the leading 'education services industry' companies, the author challenges preconceptions about privatisation. He concludes that blanket defence of the public sector as it was, over and against the inroads of privatisation, is untenable, and that there is no going back to a past in which the public sector as a whole worked well and worked fairly in the interests of all learners, because there was no such past. This book breaks new ground and builds on Stephen Ball's previous work on education policy. It should appeal to those researching and studying in the fields of social policy, policy analysis, sociology of education, education research and social economics.
Economic growth and the creation of wealth have cut global poverty rates, yet vulnerability, inequality, exclusion and violence have escalated within and across societies throughout the world. Unsustainable patterns of economic production and consumption promote global warming, environmental degradation and an upsurge in natural disasters. Moreover, while we have strengthened international human rights frameworks over the past several decades, implementing and protecting these norms remains a challenge.These changes signal the emergence of a new global context for learning that has vital implications for education. Rethinking the purpose of education and the organization of learning has never been more urgent. This book is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world.
This timely Handbook takes stock of the range of debates that characterise the field of international education and development, and suggests key aspects of a research agenda for the next period. It is deliberately divergent in its approach, recognising the major ideological and epistemological divides that characterise a field that draws on many traditions. Leading and emergent voices from different paradigms and contexts are afforded a space to be heard and each section puts current debates in larger historical contexts. The Handbook is divided in four parts and book-ended by an introduction and a conclusion, the latter oriented towards the implications that the volume has for future research agendas. The first part explores major strands of debates about education’s place in development theory. The second acknowledges the disciplining of the field by the education for all movement and examines the place that learning and teaching, and schools play in development. Part three looks beyond schools to consider early years, adult and vocational education but focuses particularly on the return to thinking about higher education's role in development. The final part considers the changing, but still important, role that international cooperation plays in shaping education in developing countries. Featuring over thirty chapters written by leading international and interdisciplinary scholars, the Routledge Handbook of International Education and Development offers the first comprehensive and forward-looking resource for students and scholars.