Verger, A.; Fontdevila, C.; & Zancajo, A. (2016). The Privatization of Education: A Political Economy of Global Education Reform. New York: Teachers College Press.
2016 Best book on Globalization and Education, awarded by the Comparative and International Education Society’s Globalization and Education SIG [VIDEO]
Education privatization is a global phenomenon that crystallizes in countries with very different cultural, political, and economic backgrounds. In this book, the authors examine how privatization policies are being adopted and why so many countries are engaging in this type of education reform. The authors explore the contexts, key personnel, and policy initiatives that explain the worldwide advance of the private sector in education, and identify six different paths toward education privatization--as a drastic state sector reform (e.g., Chile, the U.K.), as an incremental reform (e.g., the U.S.A.), in social-democratic welfare states, historical public-private partnerships (e.g., Netherlands, Spain), de facto privatization in low-income countries, and privatization via disaster.
Verger, A.; Lubienski, C. and Steiner-Khamsi, G. (2016). Yearbook of Education 2016: The Global Education Industry. New York: Routledge.
This latest volume in the World Yearbook of Education series examines the global education industry both in OECD countries as well as developing countries, and presents the works of scholars based in different parts of the word who have significantly contributed to this area of research. Focusing on the areas of cross-over in public-private partnerships in education, WYBE 2016 critically examines the actors and factors that have propelled the global rise of the education industry.
Zancajo, A. (2017). Las escuelas ante el mercado. Análisis de las respuestas de la oferta escolar en un entorno de competencia: El caso de Chile. [Schools in the marketplace. Analysis of school supply responses in a competitive environment: The case of Chile.]. UAB PhD dissertation.
Since the 1980s, market reforms in education have been adopted in a number of countries. This type of policy places the choice of families and competition between schools as the main mechanisms to improve the quality of education systems. This doctoral thesis analyses the ways in which schools respond to market incentives, as well as the factors conditioning their responses. Taking the analytical framework of policy enactment as a reference point, the research focuses on the analysis of how schools interpret their situation in the market and develop practices to respond to the pressures and incentives of competition.
Verger, A. (2016). The Global Diffusion of Education Privatization: Unpacking and Theorizing Policy Adoption. In: Mundy, K.; Green, A.; Lingard, B.; and Verger, A. (ed.). Handbook of Global Education Policy. Chichester: Wiley Blac
Due to the global dimension it is acquiring, education privatization is a suitable phenomenon to look at from a policy diffusion perspective. Nevertheless, the dominant approaches to policy diffusion (namely, rationalism and normative emulation) are not sufficiently well-equipped to explain the current dynamics of globalization of education privatization in its complexity. In this chapter, on the basis of theoretical currents like critical constructivism and cultural political economy, I elaborate an alternative approach that focuses on “policy adoption” as the entry point to the study of policy diffusion dynamics. This approach contributes to explaining the global expansion of education privatization policies (as well as other global education policies) by unpacking the most relevant mechanisms that constitute policy adoption (namely, variation, selection, and retention) and paying attention at variables (i.e. the role of ideas and multi-scalar interactions) that are often neglected in mainstream policy diffusion literature.
Verger, A., Fontdevila, C. and Zancajo, A. (2018). Privatization by Default in Low-Income Countries: The emergence and Expansion of Low-Fee Private Schools. In Verger, A., Altinyelken, H.K. and Novelli, M. Global Education Policy and International Development New Agendas, Issues and Policies (2nd edition). London: Bloomsbury Academic.
This chapter focuses on the reasons, agents, and other type of drivers behind the emergence and expansion of Low-Fee Private Schools (LFPSs) in the global south, and discusses the policy and socio-educational implications of such an expansion. Among other things, the chapter shows that a phenomenon that first emerged spontaneously, at a local level and, apparently, by default is now strongly promoted by several influential international players in the education-for-development field, including international organizations, donors and transnational corporations. These actors are actively constructing LFPSs as an appropriate partner to achieve the current global development goals. Accordingly, more and more governments and other key stakeholders are integrating (or considering to integrate) this type of schools into their education expansion plans, policies and strategies.
Fontdevila, C., Verger, A. and Zancajo, A. (2017). Taking advantage of catastrophes: education privatization reforms in contexts of emergency. In Koinzer, T., Nikolai, R. and Waldow, F. (Eds.) Private Schools and School Choice in Compulsory Education. Global Change and National Challenge. Wiesbaden: Springer VS.
Episodes of disaster are powerful triggers of education reform. The sense of urgency and bewilderment associated with catastrophic situations (including natural disaster or armed conflicts) prove a seizable opportunity for education reform advocates, rendering other stakeholders more receptive to drastic interventions. In particular, catastrophic situations are distinctive enablers of privatization and pro-market education reforms in that they allow for a particularly accelerated and drastic advancement of such types of reforms. This is in contrast with other educational privatization trajectories that are fundamentally gradual in nature—such as those involving a historical trend of retrenchment of the state, or the spontaneous development of an educational supply, tolerated or encouraged by the government in a context of education expansion. On that account, and despite the limited importance of disaster episodes triggering education privatization in quantitative terms, the singularity resulting from their transformative power render
Verger, A. and Moschetti, M. (2017). Partnering with the Private Sector in the Post-2015 Era? Main Political and Social Implications in the Educational Arena. In B. Caracciolo, C. Cheuvart, C. Dragomirescu-Gaina, S. Gonzales Del Pino, R. Mutafchieva & V. Ntousas (Eds). Progressive lab for sustainable development: From vision to action. Brussels: FEPS-Solidar.