NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ950519
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-0268-0939
Framing and Selling Global Education Policy: The Promotion of Public-Private Partnerships for Education in Low-Income Contexts
Verger, Antoni
Journal of Education Policy, v27 n1 p109-130 2012
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile; Netherlands; Pakistan; United Kingdom