Framing and Selling Global Education Policy: The Promotion of Public-Private Partnerships for Education in Low-Income Contexts

Autor/in	Verger, Antoni
Titel	Framing and Selling Global Education Policy: The Promotion of Public-Private Partnerships for Education in Low-Income Contexts
Quelle	In: Journal of Education Policy, 27 (2012) 1, S.109-130 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2011.623242
Schlagwörter	Foreign Countries; Global Education; Partnerships in Education; Agenda Setting; International Organizations; Educational Policy; Entrepreneurship; Public Sector; Private Sector; Low Income; Access to Education; Reports; Semiotics; Case Studies; Interviews; Educational Development; Economic Development; Policy Analysis; Policy Formation; Educational Principles; Educational Environment; Politics of Education; Discourse Analysis; International Education; Content Analysis; Observation; Chile; Netherlands; Pakistan; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Globales Lernen; Hochschulpartnerschaft; International organisation; International organisations; International organization; Internationale Organisation; Politics of education; Bildungspolitik; Unternehmungsgeist; Öffentlicher Sektor; Privater Sektor; Niedriglohn; Education; Access; Bildung; Zugang; Bildungszugang; Abschlussbericht; Berichten; Semiotik; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Bildungsentwicklung; Wirtschaftsentwicklung; Politikfeldanalyse; Politische Betätigung; Bildungsprinzip; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Diskursanalyse; Internationale Erziehung; Inhaltsanalyse; Beobachtung; Niederlande; Großbritannien
Abstract	Public-private partnerships in education (ePPP) are acquiring increasing centrality in the agendas of international organizations and development agencies dealing with educational affairs. They are designed as an opportunity to correct inefficiencies in the public delivery of education and to mobilize new resources to increase the access to and cost-effectiveness of education in low-income contexts. This article explores the emergence of ePPP as a "programmatic idea" and, in particular, the semiotic strategies by means of which this idea has been located in the global education agenda and promoted internationally among practice communities by a network of policy entrepreneurs. The analysis is supported by extensive fieldwork and by a new approach to the analysis of the framing and mobilization of new policy ideas, which incorporates literature on agenda setting, policy entrepreneurs, and policy frame analysis. The approach reveals the complex way in which policy ideas, political actors, institutions, and material factors interact to strategically put forward new policy alternatives in developing contexts. (Contains 1 table, 2 figures, and 17 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10