Low cost schools, without teachers. The privatization of education «by default» in low-income countries
Abstract This research work tries to perform a critical and socio-historical analysis of the formation and expansion of private education models, as well as the logic of the privatization of education in some countries with low income. It is these contexts that are being used by new forms of education to experiment, establish and spread of low-cost and, therefore, affordable educational models for low-income families in contexts of economic and social vulnerability. The work focuses on the analysis of two countries and two educational projects. This is Kenya, the epicenter country of experimentation and spread of the bia model (Bridge International Academies), and Peru, in which the Innova Schools (is) are proliferating like daisies in the hands of the most important industrial and commercial corporation in the country. These projects, supported even by public institutions, are the result of the absence of the public network due to structural limitations and the high cost of the school. The private option is more economically profitable and of a higher level of quality of the official education offered. In the end, these projects are neither as integrated, nor as social, nor as excellent, nor as pedagogical as they are presented.
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Verger, A.; Fontdevila, C. y Zancajo, A. (2016). The Privatization of Education. A Political Economy of Global Education Reform. New York: Teachers College Press.
Walker, J. (2016). Beneficios privados, pérdidas públicas: por qué el impulso de las escuelas privadas de bajo coste está desencaminando la educación de calidad. Shaharazad Abuel-Ealeh.
Asley, L. D.; McLoughlin, C.; Aslam, M. y Wales, J. (2014). The role and impact of private schools in developing countries. Education Rigorous Literature Review.
De Grauwe, A.; Lugaz, C.; Barasa, T.; Tsepa, M.; Kayabwe, S. y Asiimwe, W. (2011). Strengthening local actors: the path to decentralizing education: Kenia, Lesotho, Uganda. iiep.
Edwards, B.; Klees, S. A. y Wildish, J. (2017). Dynamics of Low-Fee Private Schools in Kenya: Governmental Legitimation, School-Community Dependence, and Resource Uncertainty. Teachers College Record, 119(7), 1-42.
Heyneman, S. P. y Stern, J. M. B. (2013). Low cost private schools for the poor: What public policy is appropriate? International Journal of Educational Development. Recuperado el 20 de noviembre de 2019, de https://dialnet.unirioja.es/servlet/articulo?codigo=4736419.
Kasturi, V. y Lee, K. (2010). Bridge International Academies: A School in a Box. Harvard Business School Case, (9), 511-064. Recuperado el 20 de noviembre de 2019, de https://www.bridgeinternationalacademies.com/wp-content/uploads/2018/08/Case-Study-Harvard-Business-School-2010.pdf.
Kwauk, C. y Perlman, J. (2016). Bridge International Academies. Delivering Quality Education at a low cost in Kenya, Nigeria, and Uganda. Center for Universal Education at Brookings. Recuperado el 2 de noviembre de 2019, de http://www.bridgeinternationalacademies.com/wp-content/uploads/2016/09/Brookings-Millions-Learning-case-study.pdf.
Nyaomita, E.; Njoroge, J.; Oulai, D.; Sankale, J. y Mujidi, L. (2004). Community Schools in Kenya. Case study on community participation in funding and managing schools. International Institute for Educational Planning. Recuperado el 15 de octubre de 2019, de http://www.unesco.org/iiep.
Rancière, J. (1987). Le maître ignorant. Cinq leçons sur l'émancipation intellectuel. Fayard.
Slaugter, S. H. y Leslie, L. (1999). Academic Capitalism: Politics, Policies and the Entreprenaurial university. J.H. University.
Slaughter, S. H. y Rhoades, G. (2009). Academic Capitalism and the New Economy. Markets, State, and Higher Education. J.H.U. Press.
Tooly, J. (2015). Low-cost private schools: what we need to know, do know, and their relevance for education and development. En S. McGrath y Q. Gu (eds.) Routledge Handbook of International Education and Development (pp. 226-240). London: Routledge.
Tooley, J.; Dixon, P. y Stanfield, J. (2008). Impact of Free Primary Education in Kenya. A case study of private schools in Kenya. https://doi.org/10.1177/1741143208095788
Tooly, J. y Longfield, D. (2015). The role and impact of private schools in developing countries: a response to the dfid-Commissioned. Rigorous Literature Review. Pearson. Recuperado el 15 de abril de 2020, de eprint.ncl.ac.uk.
Vaillant, D. (2012). La gobernanza educativa y los incentivos docentes: los casos de Chile y Uruguay. Revista Uruguaya de Ciencia Política, 1(21), 1-18.
Valdiviezo, L. A. (2009). «Don't You Want Your Child to Be Better than You»? Enacting Ideologies and Contesting Intercultural Policy in Peru. En F. Vavrus y L. Bartlett (eds.) Critical Approaches to Comparative Education (pp. 147-162). Palgrave Macmillan. https://doi.org/10.1057/9780230101760_9
Verger, A.; Fontdevila, C. y Zancajo, A. (2016). The Privatization of Education. A Political Economy of Global Education Reform. New York: Teachers College Press.
Walker, J. (2016). Beneficios privados, pérdidas públicas: por qué el impulso de las escuelas privadas de bajo coste está desencaminando la educación de calidad. Shaharazad Abuel-Ealeh.
Vega Gil, L., & Martín García, A. (2020). Low cost schools, without teachers. The privatization of education «by default» in low-income countries. Aula, 26, 101–115. https://doi.org/10.14201/aula202026101115
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