Non‐profit education providers vis‐à‐vis the private sector: comparative analysis of non‐governmental organizations and traditional voluntary organizations in Pakistan

Bano, Masooda

doi:10.1080/03057920701420932

Cited by 20 publications

(12 citation statements)

References 7 publications

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“…Interestingly, the incidence of these factors is such that selection practices are present not only in for-profit S-LFPSs, as frequently assumed. In contrast, our results suggest that exposure to competitive dynamics may not necessarily impact differently between non-profit and for-profit providers regarding the development of certain opportunistic behaviors that tend to widen the gap with the public sector (Bano, 2008).…”

Section: Discussioncontrasting

confidence: 78%

Speaking cooperation, acting competition: Supply-side subsidies and private schools in socioeconomically disadvantaged contexts in Buenos Aires

Moschetti

Snaider

2019

EPAA

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Few studies have explored how schools respond to competition in socially embedded education quasi-markets. This study focuses on how state-subsidized privately-run low-fee schools (S-LFPSs) compete with free public schools in some of the poorest neighborhoods of the City of Buenos Aires. In particular, we explore how S-LFPSs follow different logics of action to attract (and shape) enrollment profiting from their extended autonomy and some regulatory gaps. We applied discourse analysis on data from eight months of ethnographic case study research in nine S-LFPSs. Student selection and operational changes (e.g., increasing the student/teacher ratio) prevail over academic and curricular changes. Selection is operated by means of aptitude tests and screening interviews, and other symbolic artifacts aimed at signaling differences with state-run schools and the potential fit between schools and families. We present a heuristic typology of the different logics of action systematizing the schools’ responses as their leading orientations toward the competitive environment. We suggest that policy inconsistencies and deficient governmental oversight tilt the field against state-run schools. Rather than ensuring equality of educational opportunity, the policy contributes to shape and deepen a highly segregated and inequitable educational landscape.

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Section: Discussioncontrasting

confidence: 78%

Speaking cooperation, acting competition: Supply-side subsidies and private schools in socioeconomically disadvantaged contexts in Buenos Aires

Moschetti

Snaider

2019

EPAA

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“…In the case of supply-side subsidy schemes, predefined eligibility criteria for subsidy allocation could create some barriers against competition -especially shaping the kind of private providers allowed to participate and favoring, for example, non-profit organizations. However, exploratory findings from this study show no clear differences between for-profit and not-for-profit S-LFPSs regarding their orientations to competition operating under the same policy framework (see similar findings in Bano, 2008).…”

Section: Resultssupporting

confidence: 61%

Unfair competition: exploring state-funded low-fee private schools’ logics of action in Buenos Aires

Moschetti¹

2018

The State, Business and Education

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“…NGOs are often contrasted with private providers on the grounds of their philanthropic aims rather than being driven by profit. As Bano (2008) notes, however, the growing availability of development aid to NGOs is leading to the term 'NGO' becoming synonymous with non-profit making, and philanthropic aims being highly contested. At the same time, while NGOs are commonly viewed as playing a key role in addressing the educational needs of the most 'hard to reach', low-cost for-profit private providers are now (contentiously) viewed by some as reaching poor households who are underserved by the state system (Rose 2009;Tooley and Dixon 2006).…”

Section: Introductionmentioning

confidence: 96%

Achieving Education for All through public–private partnerships?

Rose¹

2010

Development in Practice

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Education is commonly regarded as a state responsibility. Non-state provision is, however, increasingly prevalent in many developing countries in response to the inaccessibility and poor quality of state provision. Its unplanned growth has led to proposals for developing 'public -private partnerships'. However, as a number of the papers in this collection indicate, such partnerships are insufficiently developed in national planning, with potentially adverse consequences for equity. More often, non-state providers are attempting to develop relationships with the state, both to strengthen their own service delivery as well as to put pressure on government to improve the quality of its own provision.Parvenir à l'É ducation pour tous à travers les partenariats publics-privés ? L'éducation est généralement perçue comme la responsabilité de l'É tat. Cependant, la prestation de services d'éducation par des entités ne relevant pas de l'É tat est de plus en plus fréquente dans de nombreux pays en développement, conséquence logique du caractère inaccessible et de la qualité médiocre des services de l'É tat. La croissance non planifiée de ce secteur a donné lieu à des propositions de développement de « partenariats publics-privés ». Cependant, comme l'indiquent plusieurs des contributions à ce recueil, les partenariats de ce type sont insuffisamment développés dans la planification nationale, ce qui a des consé-quences potentiellement négatives pour l'équité. Les prestataires non publics tentent, plus fréquemment, de développer des relations avec l'É tat, à la fois pour renforcer leur propre prestation de services et pour exercer une pression sur le gouvernement pour le pousser à améliorer ses propres services. Alcançando Educação para Todos através de parcerias pú blico-privadas?A educação é normalmente vista como uma responsabilidade do estado. A provisão não-estatal, porém, cada vez mais predomina em vários países em desenvolvimento em resposta à inacessibilidade e má-qualidade da provisão estatal. Seu crescimento não-planejado tem levado a propostas para desenvolver "parcerias público-privadas". Porém, como vários dos artigos desta coleção indicam, tais parcerias são insuficientemente desenvolvidas no planejamento nacional, com consequências potencialmente adversas para a equidade. Mais frequentemente, provedores não-estatais estão tentando desenvolver relações com o estado, tanto para fortalecer a implementação de seu próprio serviço como também para pressionar o governo para que melhore a qualidade de sua própria provisão. ¿Lograr la Educación para Todos a través de alianzas pú blico-privadas? Comúnmente se piensa que la educación es responsabilidad del Estado. Sin embargo, cada día se amplía más la oferta educativa privada en muchos países en desarrollo dada la baja calidad del servicio estatal y las dificultades para acceder a él. Esta sorprendente expansión ha dado lugar a iniciativas como la creación de "alianzas público-privadas". Varios ensayos del presente volumen señalan que estas alianzas no se han incorporad...

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Non‐profit education providers vis‐à‐vis the private sector: comparative analysis of non‐governmental organizations and traditional voluntary organizations in Pakistan

Cited by 20 publications

References 7 publications

Speaking cooperation, acting competition: Supply-side subsidies and private schools in socioeconomically disadvantaged contexts in Buenos Aires

Speaking cooperation, acting competition: Supply-side subsidies and private schools in socioeconomically disadvantaged contexts in Buenos Aires

Unfair competition: exploring state-funded low-fee private schools’ logics of action in Buenos Aires

Achieving Education for All through public–private partnerships?

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