standards are good for business:

Standards are good for business:Standardized Comparison and the Private Sector in Education

2

Types of Privatization (Stephen J. Ball)

Endogenous Privatization

Borrowing private-sector concepts for the public sector: Choice Competition between

schools New managerialism Contract or outcomes-

based education Performance

management

Exogenous Privatization

Opening up public services to private-sector participation. That is, contracting private companies for designing managing delivering advising, evaluating, etc.public education.

3

The PPP-Type under Investigation: Using Public Finance for Private Provision

ProvisionPrivate Public

Finance

Private • Private schools• Private

universities• Home schooling• Private tutoring

• User fees• Student loans

Public • Vouchers• Contract

schools• Charter schools• Contracting out

• Public schoos• Public universities

(H. A. Patrinos et al. 2012)

4

Examples

Quatar (Rand Corporation) Indonesia (International Standard Schools) Mongolia (Cambridge Education Services) Punjab Education Fund & Entrepreneurship in

Education International Bacchalaureate

5

“Good for Business”: The Rising Middle Class … (Pearson CEO, John Fallon, February 25, 2013)

International Baccalaureate2008-2013

Programs

Oct 2008

Oct 2013

Increase

Primary Years

430 1,092 154%

Middle Years

545 1,022 88%

Diploma Program

1,675 2,457 47%

Total 2,650 4,571 73%

“Education Made in …” Britain: mode 1 of GATS

– UK education sale on products and services: £12.5 billion annually

Britain: mode 2 of GATS – consumption of UK goods and services by non-UK residents: £8.5 billion annually

Germany: modes 1 & 2, annual gain for the economy: €9.4 billion

6

The Legitimacy Problem or the Selling Points

International Business Economy of Scale

Cost-effectiveness of the “product” (impact evaluations)

Replicability/transferability with minor local adaptation

Demand-driven: international standards

National Government Impartiality (false dichotomy

between commercial versus political interests)

Cost-effectiveness (“schools/centers/programs of excellence”)

Spill-over effects

Alignment (in particular in developing countries)

7

The Backward Reform Process Pursued by International Business

Key Competencies/

Standards

Curriculum Framework

Teacher Education &

Development

Textbooks

Student Tests

8

The Economy of Scale

Every person (student, teacher) In every subject At critical stages of the educational system “life-long” everywhere

9

A Critique of the Aid Architecture Ownership Alignment Harmonization Results Mutual Accountability

Source: Paris Declaration on Aid Effectiveness (2005)

10

What Went Right -> Best Practices -> International Standards

What Went Wrong ApproachLearning from Mistakes

What-Went-Right Approach Best Practices

Good Practices

Case StudiesIntrospection:

Learning from the Past (Mistakes)

Extraspection:Learning from Others,

“international standards”

11

Case Selection inComparative Policy Studies

OutcomesSimilar Different

Systems

Similar

SS-SOSimilar Systems with

Similar Outomes

SS-DOSimilar Systems with Different

OutcomesDifferent

DS-SODifferent Systems

with Similar Outcomes

DS-DODifferent Systems

with Different Outcomes

12

Case Selection:Examples

OutcomesSimilar Different

Systems

Similar

SS-SOIRRELEVANT

SS-DOTransatlantic

Transfer

Different

DS-SO“… even in Mongolia”

DS-DOWhat Ivan Knows that

Johnny Doesn’t

13

Case Selection:Uses/Abuses

OutcomesSimilar Different

Systems

Similar SS-SO

IRRELEVANTSS-DO

WHAT-WENT-RIGHT

Different

DS-SOGLOBALIZATION

STUDIES

DS-DOCONTRASTIVE

ANALYSES

14

Case Selection inthe What-Went-Right Approach

OutcomesDifferent

Systems

Similar SS-DO

POLICY LEARNING

15

The Non-Sensical: Manipulating the Case to Fit the Solution

Which global solutions for the local problems?

Which local problems for the global solutions?

Frank-Olaf Radtke (2008: footnote 14)

“Benchmarks or “best practices” provide solutions […], but which problems are they supposed to resolve?

16

Policy Borrowing and Lending Research

The study of traveling reforms: what is exported (and how) and what does not get exported

Borrowing from elsewhere as political “coalition-builder”

Educational import as a programmatic conditionality for loans and grants from international agencies (“economics of borrowing”)

Who loses, who wins from importing international standards, reform packages, or international “products”

17

Contact Information

Gita Steiner-Khamsi

Teachers College,

Columbia University

in the City of New York

gs174@columbia.edu

(Issyk Kul Oblast, Kyrgyzstan, 2006)