23 SES 09 D, Privatization
Parallel Paper Session
The research project "Exogenous and endogenous dynamics of privatisation in and of education: the introduction of the model of quasi-market in Spain" directed by Julián Luengo and funded by the Ministry of education through the National Plan of ID (REF.) (EDU201020853) is developed jointly by the University of Granada and Complutense University of Madrid.
The theoretical framework of our research is based on the one established by S. Ball and D. Youdell (2007), in their document "Hidden Privatisation In Public Education", which describes the basic categories of privatisation processes analysis:
1. The privatisation “in” public education or "endogenous" privatisation. This form of privatisation involves the adoption of ideas, methods and practices from the private sector, in order to make the public sector increasingly more like a company and increasingly commercial.
2. The privatisation “of” public education or "exogenous" privatisation. These forms of privatisation involve opening the services of public education to the participation of the private sector, through modalities based on the economic benefit, as well as the use of the private sector to design, manage or provide different aspects of public education.
The privatisation process of education taking place in Spain over the past years is hardly debatable. However, until now, all these policies have not been analyzed as a whole, i.e., as part of a gradual formation process into an educational quasi-market in Spain.
The main purpose of the analysis we’re working in Madrid is to track and to make explicit the endogenous and exogenous privatisation dynamics in the local educational system, for the subsequent analysis of the educational effects that these dynamics can make.
Surely these changes, which respond primarily to political interests rather than educational, have begun to cause considerable and unanticipated educational effects in several ways, as for example the consideration of the teaching function, and even, the contents of compulsory education. To be able to assess the consequences and determine its actual scope, it is essential to begin by making visible all these privatisation processes, most of them somehow hidden by the objective of improving the effectiveness, efficiency and quality of public education system.
In addition, over the past year, these together dynamics of public services, especially remarkable in education, have been bolstered by arguments relating to the necessary reduction of investment in economic recession periods, ensuring that the privatisation of public services does not reduce the quality of them but the economic cost of the State.
The investigation is in its second phase of development. After the definition of all possible manifestations of endogenous and exogenous privatisation in the educational system of Madrid, we are beginning to study the educational implications of them, as described in the methodology.
- Ball, S. (2007). Education PLC, London: Routledge. - Ball, S., Youdell, D. (2007). Privatización encubierta de la educación, Informe Preliminar de V Congreso Mundial de Internacional de la Educación. - Broccolichi, S., van Zanten, A. (1997). Espaces de concurrence et circuits de scolarisation. L’évitement des collèges publics d’un district de la banlieue parisienne, Les Annales de la Recherche Urbaine, 75, pp.5-17. - Burch, P. (2009). Hidden Markets. New York: Routledge. - Calero, J. y Bonal, X. (1999). Política educativa y gasto público en educación. Barcelona: Ediciones Pomares-Corredor. - Fuenmayor, A, Granell, R y Villarreal, E. (2003). “Determinantes de la elección de centro educativo por parte de los padres” en Estudios de Economía Aplicada, 21 (2), pp. 377-389. - Glenn, Ch. L. y De Groof, J. (2005). Finding the Right Balance: Freedom and Accountability in Education. Netherlands: WLP. - Lips, C. y Jacoby, J. (2001). The Arizona Scholarships Tax Credit. Giving parent choices, saving taxpayers money. Policy Analysis, 414, 1-20. - Maroy, C. (2008). ¿Por qué y cómo regular el mercado educativo? Profesorado, 12 (2). - Ministerio de Educación (2011). Las cifras de la educación en España. Estadísticas e indicadores. Madrid: Ministerio de Educación. - Narodowski, M.; Nores, M. y Andrada, M. (2002). Nuevas tendencias en políticas educativas: alternativas para la escuela pública. En M. Narodowski, M. Nores y M. Andrada, Nuevas tendencias en políticaseducativas. Estado, escuela y mercado, (pp. 9-28). Argentina: Granica. - Olmedo, A., Santa Cruz, E. (2008). Las familias de clase media y elección de centro: el orden instrumental como condición necesaria pero no suficiente, en Profesorado. - Torres, J. (2001). Educación en tiempos de neoliberalismo. Madrid: Morata. - Villaroya, A. (2000). La Financiación de los Centros Concertados. Madrid: Ministerio de Educación, Cultura y Deporte. - Walford, G. (1990). Developing choice in British education. Compare, 1(20), 67-81.
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