Privatization of education in developing counties Introduction Worldwide, there is an ongoing and fast paced expansion of private sector in the sphere of education, a social phenomenon that has been pointed to have both beneficial and adverse consequences…
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There is also the supply-side pressure on public schools caused by the reduction of quality in public sector education owing to reduced funding (Belfield and Levin, 2002, p.31). The third factor has been the encouragement and financial aid given by various funding agencies for the expansion of the private sector worldwide (Belfield and Levin, 2002, p.32). There still is a prevailing argument that public funding for education of all is the only way to ensure quality and more than that, equality of educational opportunity. On the other hand, proponents of private education argue that private participation in education takes off the burden of finances for educational sector from the shoulders of the government and also by mobilizing more funds, improve the quality of education. There is also the view being put forth that private schools play only a “peripheral role as ‘conduits’ for educational expansion” (Aslam, 2007, p.2). Yet, the question that has remained unanswered clearly so far has been whether the socially backward sections of the society are able to bear the costs of education in private sector, which evidently is more that the costs in the public sector. As long as this question remains, there arises the concern of social disparity with respect to the basic right of education. ...
oorer sections too and that private schools act as a quality benchmark for even public sector schooling by way of creating a competitive environment (Aslam, 2007; Belfield and Levin, 2002; Dixon, 2012). Private schools: definition, structure and ownership Aslam (2007) has defined private schools as “privately-owned entities owned and managed by sole-proprietors, NGOs, trusts or other forms of management” (p.5). Another definition has been that “privatization is the transfer of activities, assets and responsibilities from government/public institutions and organizations to private individuals and agencies”, which points to the diversity of patterns and structures involved in private sector education (Belfield and Levin, 2002, p.19). Private schools can be classified based on the social income group they cater to. There are private schools functioning for low income groups, like the schools in the slums of Hyderabad in India, private schools that teach students from middle income groups like the “‘budget’ private schools” of Nigeria, and there are also elite private schools that charge very high fee and provide high quality education (Tooley, p.137-139). Another categorization of private schools is based on whether they are recognized by the concerning government of the country or not (Aslam, 2007, p.5). Thus there are recognized and unrecognized schools functioning. The existence of unrecognized schools are a hurdle before any effort to really assess the quality of education involved because by remaining unrecognized, these schools tend to evade costs like taxation and also monitoring by the government authorities (Aslam, 2007, p.6). Also the fact being that only recognized private schools are bound to keep their fee structure in cognizance with the ...
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In fact, U.S. Secretary of Education Margaret Spellings described the malfunction of the educational system by asserting that the high school diploma has become “a certificate of attendance” rather than a “record of achievement” (FDU). Even though, we are living in an era during which knowledge has become one of the most important commodities, schools are providing students with minimal knowledge that such a young generation can use to be able to adapt to and actively thrive in life after high school (Langer).
The two schools have many differences but the basic function of schooling cannot be separated. That is both the schools serve the purpose of providing education to the students. Charter schools are schools that are mainly funded by public funds and they may receive private funding (Murphy 2002).
This report was very fiercely contested. There were numerous reports that were subsequently released to show that students from such schools actually performed better (Lubienski & Lubienski, p. 2). In addition to these, the recent studies that have show that there are students using vouchers to attend private schools also ignited a heated debate as to whether these programs deserved all the hype.
The discussion will largely base its arguments on education as a basis for a positional good whose value relies heavily on the amount consumed as compared to the rest. However, equity in opportunity should not be taken to mean equity in education. This is because education is a complex wholesome product but not merely academic schooling. The paper shall focus on equity of schooling and equalization of education as received under same learning conditions or setting.
In the first phase of this introduction, there is needs to know that these countries that are called the Developing nations have consist of two third of the whole world, they are also found in parts of the word like in Latin America, Africa and Asia. Developing countries a feature also shows that they depend largely on foods supply from other nations depend on foreign wealth.
USA is one country where education now takes hot criticism from scholars as it comes under the state of change in the hands of government policy-makers. The present paper examines and highlights salient features of both public and private education in the light of latest research and findings in both these areas.
A good education provides a foundation for acquiring cognitive intelligence, and a good social atmosphere develops an intellectual individual. The idea of best school has developed two types of schooling; they are termed as “Private school” and “Public school”.