standards are good for business: standardized comparison and the private sector in education
TRANSCRIPT
Standards are good for business:
Standardized Comparison and the Private Sector in Education
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Types of Privatization (Stephen J. Ball)
Endogenous Privatization
Borrowing private-sector concepts for the public sector: Choice Competition between
schools New managerialism Contract or outcomes-
based education Performance
management
Exogenous Privatization
Opening up public services to private-sector participation. That is, contracting private companies for designing managing delivering advising, evaluating, etc.
public education.
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The PPP-Type under Investigation: Using Public Finance for Private Provision
Provision
Private Public
Finance
Private • Private schools• Private
universities• Home schooling• Private tutoring
• User fees• Student loans
Public • Vouchers• Contract
schools• Charter schools• Contracting out
• Public schoos• Public universities
(H. A. Patrinos et al. 2012)
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Examples
Quatar (Rand Corporation)
Indonesia (International Standard Schools)
Mongolia (Cambridge Education Services)
Punjab Education Fund & Entrepreneurship in Education
International Bacchalaureate
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“Good for Business”: The Rising Middle Class … (Pearson CEO, John Fallon, February 25, 2013)
International Baccalaureate2008-2013
Programs
Oct 2008
Oct 2013
Increase
Primary Years
430 1,092 154%
Middle Years
545 1,022 88%
Diploma Program
1,675 2,457 47%
Total 2,650 4,571 73%
“Education Made in …” Britain: mode 1 of GATS
– UK education sale on products and services: £12.5 billion annually
Britain: mode 2 of GATS – consumption of UK goods and services by non-UK residents: £8.5 billion annually
Germany: modes 1 & 2, annual gain for the economy: €9.4 billion
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The Legitimacy Problem or the Selling Points
International Business
Economy of Scale Cost-effectiveness of
the “product” (impact evaluations)
Replicability/transferability with minor local adaptation
Demand-driven: international standards
National Government
Impartiality (false dichotomy between commercial versus political interests)
Cost-effectiveness (“schools/centers/programs of excellence”)
Spill-over effects
Alignment (in particular in developing countries)
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The Backward Reform Process Pursued by International Business
Key Competencies/
Standards
Curriculum Framework
Teacher Education &
Development
Textbooks
Student Tests
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The Economy of Scale
Every person (student, teacher)
In every subject
At critical stages of the educational system
“life-long”
everywhere
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A Critique of the Aid Architecture
Ownership
Alignment
Harmonization
Results
Mutual Accountability
Source: Paris Declaration on Aid Effectiveness (2005)
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What Went Right -> Best Practices -> International Standards
What Went Wrong Approach
Learning from Mistakes
What-Went-Right Approach
Best Practices
Good Practices
Case Studies
Introspection:Learning from the
Past (Mistakes)Extraspection:
Learning from Others, “international
standards”
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Case Selection inComparative Policy Studies
OutcomesSimilar Different
Systems
Similar
SS-SOSimilar Systems with
Similar Outomes
SS-DOSimilar Systems with Different
Outcomes
Different
DS-SODifferent Systems
with Similar Outcomes
DS-DODifferent Systems
with Different Outcomes
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Case Selection:Examples
OutcomesSimilar Different
Systems
Similar
SS-SOIRRELEVANT
SS-DOTransatlantic
Transfer
Different
DS-SO“… even in Mongolia”
DS-DOWhat Ivan Knows that
Johnny Doesn’t
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Case Selection:Uses/Abuses
OutcomesSimilar Different
Systems
Similar
SS-SOIRRELEVANT
SS-DOWHAT-WENT-
RIGHTDifferent
DS-SOGLOBALIZATION
STUDIES
DS-DOCONTRASTIVE
ANALYSES
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Case Selection inthe What-Went-Right Approach
OutcomesDifferent
Systems
Similar
SS-DOPOLICY
LEARNING
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The Non-Sensical: Manipulating the Case to Fit the Solution
Which global solutions for the local problems?
Which local problems for the global solutions?
Frank-Olaf Radtke (2008: footnote 14)
“Benchmarks or “best practices” provide solutions […], but which problems are they supposed to resolve?
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Policy Borrowing and Lending Research
The study of traveling reforms: what is exported (and how) and what does not get exported
Borrowing from elsewhere as political “coalition-builder”
Educational import as a programmatic conditionality for loans and grants from international agencies (“economics of borrowing”)
Who loses, who wins from importing international standards, reform packages, or international “products”
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Contact Information
Gita Steiner-Khamsi
Teachers College,
Columbia University
in the City of New York
(Issyk Kul Oblast, Kyrgyzstan, 2006)