Privatization of Education in India: A Critical View

Privatization is considered a process which is defined as the transfer of shares or assets, management, responsibilities from the public to private sector. Today it becomes a major issue in Education system. The present paper traces supportive decisions taken by India Government favouring privatization of Education. It also seeks to analyse the present condition of higher education with special reference to privatization of education in India. The paper follows analytical description as methodology through secondary data. It points out the emergence of private sector in higher education. Positive and negative impact of privatization on education & society are also identified. Int. J. Soc. Sc. Manage. Vol. 8, Issue-2: 352-358

Neoliberalism in Chile

Chile was one of the first countries in the world to undergo a transition to neoliberalism. Neoliberalism became official state policy in 1975, during the Pinochet dictatorship (1973–1990), during which time it generated two deep economic crises and historicall high unemployment. Since 1990, civilian administrations have continued to administer the neoliberal model, popularly referred to as el modelo, with selective reforms. Despite economic growth and reductions in poverty rates since 1990, el modelo has become ever more controversial. In the 21st century, public protest has increased as broad sectors of society negatively affected by the privatization of education, healthcare, and pension systems, among other ills, have organized collectively to express their discontent.

Occupational Mobility among the Kaivarttas (Fisherman Community) in a Village Setting

Kaivarttas are one of the major fishing communities of Assam. In the last few decades, the processes like globalization of marketing, liberalization of different policies and privatization of education have changed the life style of the Kaivarttas, not only in an urban area but village too. Now, they are engaged in different areas occupations including government, private and entrepreneurial works. As the occupation is closely interrelated with socio-economic and cultural factors, therefore, it is important to make a study to understand their adoption of new occupation in response to the process of social change. Present study is undertaken into two Kaivartta populated village in Majuli Island to understand the occupational mobility among them. The study shows that most of the villagers have taken up new occupations rather than fishing.

Recensão ao livro The privatization of education: A political economy of global education reform

Recensão ao Livro: Verger, A., Fontdevila, C., & Zancajo, A. (2016). The privatization of education: A political economy of global education reform. New York, NY: Teachers College Press. A privatização da educação tem sido percebida como uma tendência mundial, principalmente em referência aos seus indicadores educacionais fundamentais, como provisão e financiamento. Os debates sobre os benefícios, os desafios e os custos da privatização da educação em escalas local e global têm desafiado pesquisadores nacionais e internacionais. Nesse contexto, a obra The Privatization of Education: A Political Economy of Global Education Reform (A Privatização da Educação: uma economia política da reforma da educação global, em tradução livre), cujos autores são Antoni Verger, Clara Fontdevila e Adrián Zancajo, investiga o fenômeno da privatização da educação, não como um processo monolítico, mas a partir de uma perspetiva comparada e global da economia política. Contribui, desta forma, para suprir uma lacuna nos estudos a respeito do tema: como e por que ocorre a privatização da educação? Partindo de um robusto mapeamento sobre a literatura internacional, os autores utilizam uma metodologia de revisão sistemática da literatura (Systematic literature review) na tentativa de explicar por que as pressões por uma reforma educacional em favor do mercado não se traduzem em um processo unívoco e linear. A obra se propõe a enfrentar o desafio de abrir a “caixa preta” da privatização da educação em escala internacional analisando sistematicamente suas tendências, suas razões, seus agentes e as condições por trás da difusão e adoção de políticas de privatização nos sistemas educativos. (...)

Educación intercultural bilingüe, privatización por defecto y desigualdad entre los docentes Awajún de la región San Martín

This paper explores some effects of the privatization of education and Awajun teacher training in the reproduction of inequality in the Educación Intercultural Bilingüe (EIB), main education policy for indigenous peoples in Peru. Since Leg- islative Decree N° 882 was promulgated in 1996, within the context of neoliberal policies, private education grew enormously. Although scarcely supervised by the State, this education offer became attractive to Awajun teachers from San Mar- tin, who work in the EIB service, in which indigenous teachers with professional degrees are scant. However, the engagement with private education contributes to the increasing devaluation of Awajun teachers’ roles and to the configuration of unequal educative networks. This qualitative research is based on informa- tion collected from interviews, observations and surveys with Awajun students and teachers, as well as with non-indigenous teacher trainers from public and private institutions in the cities of Moyobamba, Rioja, Nueva Cajamarca, and Jaén. In a complementary way, the study bases on official documents regarding the privatization of education, teacher training and EIB policy during the period of 1990 to 2015.

Private encroachment through crisis-making: The privatization of education for refugees

How has education for refugees been shaped by broader dynamics of educational privatization? This paper argues that the invoking of the ‘refugee crisis’ narrative has been a crucial force in facilitating the privatization of this sector. The urgency of crisis helps to naturalize private actors’ participation in refugees’ education as equal partners to host governments, multilateral agencies, and civil society. Consistent with Stephen Ball’s (2012) distinction between privatization in and of education, the privatization of refugee education also advances through two dimensions: the creation of a new space – a new ‘market’ – for private actors, and the infusion of market and business principles such as ‘innovation’ into all aspects of education. The crisis narrative has created a new ‘horizon of taken-for-granted’ (Hall, 1993), where it is simply natural that private actors must participate in the assumption of the traditional responsibilities of the state in providing education for refugees.