Keynote: Public-private partnership in education for sustainability: Its risks and new questions
Keynote: Public-private partnership in education for sustainability: Its risks and new questions
The private sector is considered a key partner for achieving Sustainable Development Goals (SDGs), including equitable quality education. Some governments adopt Private-Public Partnership (PPP) as one of the strategies, where they play a wide range of mediating roles between the private and ‘public’ schools. While some view the PPP provision with hopes, others including some scholars and educational practitioners have raised concerns. The enhancement of education either promised by, or assumed to accrue from, PPP strategies, including improved quality and efficiency of education or addressing the needs of marginalized students, is often not realised. Moreover, they sometimes lead to curtailing of teacher professionalism and autonomy. Such disenchantments often result in the third parties in PPP - whether they be charities or educational businesses - being put under the microscope.
While acknowledging existing and undesirable consequences around PPP, in this presentation, it is suggested that perhaps the blame has been misplaced. Drawing on previous and ongoing research projects, both polity-specific and international, this presentation deconstructs the private and paints a rather complex picture of the practice of PPP and its (potential) impacts. The findings lead to some new questions. What system can help PPP work for quality education for all? Should the third-party partners be acknowledged as colleague educators, even when income generation is their essential, if not primary, goal? Is it perhaps time for us to revisit teacher professionalism in this continuously changing educational context? This presentation attempts to answer these questions and suggests directions for future study. Copyright © 2019 CESHK Spring Conference.
Choi, Tae-Hee
3cec7c93-92cd-4329-b0a7-3b208c65dcb7
March 2019
Choi, Tae-Hee
3cec7c93-92cd-4329-b0a7-3b208c65dcb7
Choi, Tae-Hee
(2019)
Keynote: Public-private partnership in education for sustainability: Its risks and new questions.
In Comparative Education Society of Hong Kong Annual Conference.
Record type:
Conference or Workshop Item
(Paper)
Abstract
The private sector is considered a key partner for achieving Sustainable Development Goals (SDGs), including equitable quality education. Some governments adopt Private-Public Partnership (PPP) as one of the strategies, where they play a wide range of mediating roles between the private and ‘public’ schools. While some view the PPP provision with hopes, others including some scholars and educational practitioners have raised concerns. The enhancement of education either promised by, or assumed to accrue from, PPP strategies, including improved quality and efficiency of education or addressing the needs of marginalized students, is often not realised. Moreover, they sometimes lead to curtailing of teacher professionalism and autonomy. Such disenchantments often result in the third parties in PPP - whether they be charities or educational businesses - being put under the microscope.
While acknowledging existing and undesirable consequences around PPP, in this presentation, it is suggested that perhaps the blame has been misplaced. Drawing on previous and ongoing research projects, both polity-specific and international, this presentation deconstructs the private and paints a rather complex picture of the practice of PPP and its (potential) impacts. The findings lead to some new questions. What system can help PPP work for quality education for all? Should the third-party partners be acknowledged as colleague educators, even when income generation is their essential, if not primary, goal? Is it perhaps time for us to revisit teacher professionalism in this continuously changing educational context? This presentation attempts to answer these questions and suggests directions for future study. Copyright © 2019 CESHK Spring Conference.
This record has no associated files available for download.
More information
Published date: March 2019
Identifiers
Local EPrints ID: 470820
URI: http://eprints.soton.ac.uk/id/eprint/470820
PURE UUID: 2d4c52af-6478-4b39-980b-d08424254cba
Catalogue record
Date deposited: 20 Oct 2022 16:35
Last modified: 21 Oct 2022 02:02
Export record
Contributors
Author:
Tae-Hee Choi
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics