The global expansion of private provision in primary and secondary education has taken place frequently under the umbrella of some form of public-private partnership (PPP) including vouchers, charter schools or subsidies (Verger et al., 2016). With the adoption of PPPs, educational systems are becoming more diverse, complex and segmented and, accordingly, their regulation becomes more challenging and demanding. PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on different dimensions of educational equity, such as school segregation and students selection practices (Alegre and Ferrer, 2010; Macpherson et al., 2014). As a response to these equity concerns, international organisations, scholars and other global actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidised schooling can contribute to improving equity and educational opportunities. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design and their governance. As a result of this debate, several international organisations call to adopt regulatory frameworks, funding formulas and accountability mechanisms that could contribute to reduce school segmentation and inhibit supply- and demand-side opportunistic behaviours in the context of PPPs (see, for instance, OECD, 2017). The presentation identifies the main regulatory dimensions involved in the governance of private subsidised schools in European and other OECD countries (e.g., funding, accountability, choice, autonomy, etc.) and presents a typology of four models of PPP regulatory frameworks. Drawing on a policy instruments perspective (Lascoumes and Le Galès, 2007), the presentation also analyses the recent regulatory reforms adopted in each of the identified models as a means to promote equity, particularly by tackling school segregation. The evidence presented is based on a systematic literature review of the relationship between PPPs and education equity in education systems with a historical or significant presence of publicly funded private schools. Finally, the presentation systematises the main lessons drawn from the literature reviewed regarding the regulation of private subsidised schools in the context of PPPs.

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