Regulating Public-Private Partnerships: An Equity Perspective

• In Event: Situating the Paradoxes of Market-Driven Education Policies Within a Human Right to Education Framework

Abstract

Context and objectives
The role of governance and regulation of Public-Private Partnerships (PPPs) for the provision of basic education has emerged as a global debate in the past few years. A number of studies have found that the market dynamics triggered by PPPs are likely to amplify educational inequalities, exacerbate school segregation dynamics and give rise to social stratification between public and private schools (Baum, 2017). In the light of the mounting body of evidence on the equity impact of PPPs, a range of international agencies have called for the adoption of regulatory reforms that could contribute to balance the supposed positive effects of PPPs and better outcomes in terms of equity (e.g., OECD, 2017; World Bank, 2018).
However, although the prominence acquired by regulatory frameworks in the debate around PPPs and equity, the different policy options and instruments available for such purposes have not been systematically examined. The aim of this paper is to: 1) determine the regulatory dimensions involved in the governance of PPPs for education provision; and 2) identify the main regulatory policy options available for each one of these dimensions to and inhibit the more problematic impact of PPPs in terms of equity.
Perspective(s) or theoretical framework
The analysis is based on a policy instruments approach. This perspective departs from the assumption that the selection of policy instruments, as well as their continuous adaptation to contextual junctures, are the result of the complex and ever-evolving interaction between institutions, political and economic interests, and ideas. This implies analyzing the set of problems associated with the choice or use of a given policy instrument, as well as the representations and problematizations involved in the reformulation and evolution of the instruments in question (Lascoumes & Le Galès, 2007).
Methods and Data sources
The evidence presented draws on a systematic review of the available academic literature and policy documents (n=336) addressing the relationship between PPPs regulatory frameworks and equity in education systems with a significant presence of PPP schools.
Results
The analysis of the literature has allowed us to identify five regulatory dimensions that have the potential to affect the equity outcomes of PPPs: 1) Authorization of providers; 2) Funding; 3) School choice and admissions; 4) Autonomy and accountability; and 5) Workforce. For each of these dimensions, a set of policy principles and options has been identified as having the potential to address the social mechanisms that negatively impact equity. The different policy options are examined in relation to the evidence available on their effectiveness, as well as the barriers, implementation problems and resistances they might face in different economic and institutional contexts.
Scientific or scholarly significance of the study or work
Based on these findings, the presentation contributes to reflecting on the opportunities and limits of regulatory reforms to address negative effects on equity of PPPs, as well as on the need to factor in the political, administrative and social costs of such regulatory efforts when assessing the appropriateness, effectiveness and added value of this policy approach.

Authors

• Adrian Zancajo, University of Manchester

• Antoni Verger, Universitat Autònoma de Barcelona

• Clara Fontdevila, University of Glasgow

• Xavier Bonal