Education budgets are being reduced by many governments, especially in low- and middle-income (LMIC) countries, as finite resources are diverted toward the health crisis brought about by the pandemic. As the crisis continues, some governments may opt to turn to education public-private partnerships (PPP) to meet funding shortfalls and build capacity. This paper discusses some of the common critiques of educational PPPs, examines some pertinent case studies, and offers suggestions for practitioners and decision-makers on sustainable and ethical PPPs in education.
This paper draws on existing literature and current reporting by international/intergovernmental organizations to explore the complex role of public and private collaboration and agency in education and offers insights and suggestions to the challenges that may arise with increased educational PPPs as a result of the pandemic.
PPPs are controversial, susceptible to issues of accountability and transparency, and findings so far are varied, and yet countries may turn to them to address funding and resource shortfalls arising from the pandemic. The author proposes recommendations to address the common issues in educational PPPs.
This paper will contribute to the evolving conversation on educational PPPs, its role and limitations.
