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Standards are good for business:

Standards are good for business:. Standardized Comparison and the Private Sector in Education. Types of Privatization (Stephen J. Ball). Endogenous Privatization. Exogenous Privatization. Opening up public services to private-sector participation. That is, contracting private companies for

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Standards are good for business:

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  1. Standards are good for business: Standardized Comparison and the Private Sector in Education

  2. Types of Privatization (Stephen J. Ball) Endogenous Privatization Exogenous Privatization Opening up public services to private-sector participation. That is, contracting private companies for designing managing delivering advising, evaluating, etc. public education. • Borrowing private-sector concepts for the public sector: • Choice • Competition between schools • New managerialism • Contract or outcomes-based education • Performance management

  3. The PPP-Type under Investigation: Using Public Finance for Private Provision (H. A. Patrinos et al. 2012)

  4. Examples • Quatar(Rand Corporation) • Indonesia (International Standard Schools) • Mongolia (Cambridge Education Services) • Punjab Education Fund & Entrepreneurship in Education • International Bacchalaureate

  5. “Good for Business”: The Rising Middle Class … (Pearson CEO, John Fallon, February 25, 2013) • “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

  6. The Legitimacy Problem or the Selling Points International Business 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) • Economy of Scale • Cost-effectiveness of the “product” (impact evaluations) • Replicability/transferability with minor local adaptation • Demand-driven: international standards

  7. The Backward Reform Process Pursued by International Business

  8. The Economy of Scale • Every person (student, teacher) • In every subject • At critical stages of the educational system • “life-long” • everywhere

  9. A Critique of the Aid Architecture • Ownership • Alignment • Harmonization • Results • Mutual Accountability Source: Paris Declaration on Aid Effectiveness (2005)

  10. What Went Right -> Best Practices -> International Standards What Went Wrong Approach What-Went-Right Approach Best Practices Good Practices Case Studies Learning from Mistakes

  11. Case Selection inComparative Policy Studies

  12. Case Selection:Examples

  13. Case Selection:Uses/Abuses

  14. Case Selection inthe What-Went-Right Approach

  15. 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?

  16. 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”

  17. Contact Information Gita Steiner-Khamsi Teachers College, Columbia University in the City of New York gs174@columbia.edu (IssykKul Oblast, Kyrgyzstan, 2006)

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