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Journal ArticleDOI

Privatização da educação em 24 países africanos: tendências, pontos comuns e atípicos

25 Sep 2020-Educação & Sociedade (Centro de Estudos Educação e Sociedade - Cedes)-Vol. 41
TL;DR: In this paper, a corpus documental for a realizacao de analise de conteudo dos dados invocados, de modo a evidenciar o contéudo manifesto, is used to infer inferir that predominate, nos diferentes paises, a perspectiva da privatización da educacao planejada em detrimento da de facto, and constatar that, quando os documentos mencionam a gestao privada, referem-se, principalmente, a comun
Abstract: RESUMO O artigo busca focar nas principais tendencias no âmbito da privatizacao da educacao em 24 paises africanos considerados frageis pela Parceria Global para a Educacao, comparando as diferencas e os pontos em comum. Com esse objetivo, recorre-se a um corpus documental para a realizacao de analise de conteudo dos dados invocados, de modo a evidenciar o conteudo manifesto. A analise realizada permite inferir que predomina, nos diferentes paises, a perspectiva da privatizacao da educacao planejada em detrimento da de facto, e constatar que, quando os documentos mencionam a gestao privada, referem-se, principalmente, a comunidade/aos pais. Concluiu-se que predomina a perspectiva de que as decisoes sao baseadas em evidencias cientificas, existindo, contudo, cinco paises considerados atipicos.

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Citations
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Journal ArticleDOI
TL;DR: In this paper, the authors examined determinants for adolescents' school enrolment in private and public schools in Bissau, Guinea-Bissau including 2,039 randomly selected school-attending adolescents.

4 citations

Journal ArticleDOI
01 Jan 2022
TL;DR: In this paper , a pesquisa bibliográfica sobre o tema and analisamos os documentos do setor de educação do Minas Gerais do Estado for the período from 2015 to 2020.
Abstract: RESUMO Este artigo tem como objetivo analisar o financiamento da educação em Moçambique numa altura em que o setor está enfrentando problemas de exiguidade de fundos para o financiamento e implementação das suas políticas. Como procedimentos metodológicos, realizamos uma pesquisa bibliográfica sobre o tema e analisamos os documentos do setor de educação – Conta Cidadão e Contas Gerais do Estado – do período de 2015 a 2020. Os resultados desta pesquisa nos mostram que, embora o financiamento direto do governo ao setor da educação, por meio de fonte interna, esteja a crescer, esse crescimento ainda está aquém das necessidades do setor. O financiamento da educação em Moçambique depende, ainda, em grande medida, do apoio externo de doadores.
Journal ArticleDOI
01 Jan 2022
TL;DR: In this paper , the authors conducted a bibliographic research on the subject and analyzed the documents of the education sector (Citizen Account and State General Accounts) from 2015 to 2020.
Abstract: ABSTRACT This article aims to analyze the funding of education in Mozambique at a time when the sector is facing problems of scarcity of funds for the financing and implementation of its policies. As methodology, we conducted a bibliographic research on the subject and analyzed the documents of the education sector – Citizen Account and State General Accounts – from 2015 to 2020. The findings of this research show us that, although government direct funding to the education sector, through an internal source, is growing, this growth is still below the needs of the sector. The funding of education in Mozambique is still largely dependent on external donors’ support.
References
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Journal ArticleDOI
TL;DR: Boaventura de Sousa Santos is Professor of Sociology, School of Economics, University of Coimbra and Distinguished Legal Scholar, Law School, UW-Madison as mentioned in this paper.
Abstract: Boaventura de Sousa Santos is Professor of Sociology, School of Economics, University of Coimbra and Distinguished Legal Scholar, Law School, University of Wisconsin‐Madison. He is also director of...

99 citations

Journal ArticleDOI
TL;DR: This paper explored the social justice implications of two linked education governance developments which have been instrumental in reshaping many education systems throughout the world: the privatatising and globalising of education (Klees, Stromquist, & Samoff, 2012).
Abstract: This paper explores the social justice implications of two, ‘linked’, governance developments which have been instrumental in reshaping many education systems throughout the world: the ‘privatising’ and ‘globalising’ of education (Klees, Stromquist, & Samoff, 2012). We argue that such education governance innovations demand an explicit engagement with social justice theories, both in themselves, and as offering an opportunity to address issues of social justice that go beyond the re/distribution of education inputs and outputs, important though these are, and which take account of the political and accountability issues raised by globalising of education governance activity. To do this we draw upon Iris Marion Young’s concept of ‘the basic structure’ and her ‘social connection model’ of responsibility (Young, 2006a,b) to develop a relational account of justice in education governance frameworks.

76 citations

Journal ArticleDOI
TL;DR: This paper explored the emergence of new and varied, largely transnational, markets in education by focusing on three examples of the global education industry at work, including the rise and consequences of an emerging Global Education Industry (GEI), which represents new forms of private, for profit involvement in education across the globe.
Abstract: This paper addresses the rise and consequences of an emerging global education industry (GEI), which represents new forms of private, for profit involvement in education across the globe. The paper explores the emergence within the GEI of new and varied, largely transnational, markets in education by focusing on three examples of the GEI at work. The first example addresses the issue of Charter Schools, what they have come to represent, how they have been implemented, and, especially, the impact they have had on public schooling more broadly. While they have taken different forms in different places, they have succeeded in installing the idea of quasi-markets in education, which has been directly instrumental in opening up opportunities for private investment in education. The second example concerns the ways that the increasingly global standardisation of education policies, provision and practices, presents lucrative opportunities for investment and profit. The forms and consequences of such sta...

70 citations

Journal ArticleDOI
TL;DR: In this article, the authors examined the different manifestations of education privatization on the light of Cultural Political Economy (CPE) to understand why and how education privatization unfolds in a broad variety of settings.
Abstract: Over the last two decades, education privatization has become a widespread phenomenon, affecting most education systems and giving place to a consistent increase in private school enrolment globally. However, far from being a monolithic phenomenon, privatization advances through a variety of context-sensitive policy processes that translate into multiple policy outcomes. This paper aims at understanding why and how education privatization unfolds in a broad variety of settings and, to this purpose, examines the different manifestations of education privatization on the light of Cultural Political Economy (CPE). The conceptual and analytical tools provided by CPE prove to be particularly well suited to explore such a multi-faceted and multi-scalar phenomenon. CPE has helped us to capture the intersect and tension between different drivers (global and local, material and ideational) of education privatization through the evolutionary mechanisms of variation, selection and retention. On the basis of ...

62 citations

Journal ArticleDOI
TL;DR: In this article, the authors argue that education should be at the centre of fragile states discussions as more than a basic service; in relation to fragility, education is at the same time cause, effect, problem and possible solution.
Abstract: Within the fragile states agendas and policies of development agencies and organisations education is of concern; education is a social service sector in which the impacts of state fragility are significant, in terms of access and quality of provision for children, working conditions and support for teachers, good governance and legitimacy for the society/community as a whole. However, this article argues that education should be at the centre of fragile states discussions as more than a basic service; in relation to fragility, education is at the same time cause, effect, problem and possible solution. Education needs to be part of fragility analysis as well as in the identification of priority stabilising interventions. In education – as in other sectors and domains – gender equality and state fragility are inherently connected and gender equality must be integrated through all analysis and interventions. The article ends with some recommendations for moving in this direction.

60 citations