discursive essay on privatisation of education

• Undergraduate
• High School
• Architecture
• American History
• Asian History
• Antique Literature
• American Literature
• Asian Literature
• Classic English Literature
• World Literature
• Creative Writing
• Linguistics
• Criminal Justice
• Legal Issues
• Anthropology
• Archaeology
• Political Science
• World Affairs
• African-American Studies
• East European Studies
• Latin-American Studies
• Native-American Studies
• West European Studies
• Family and Consumer Science
• Social Issues
• Women and Gender Studies
• Social Work
• Natural Sciences
• Pharmacology
• Earth science
• Agriculture
• Agricultural Studies
• Computer Science
• IT Management
• Mathematics
• Investments
• Engineering and Technology
• Engineering
• Aeronautics
• Medicine and Health
• Alternative Medicine
• Communications and Media
• Advertising
• Communication Strategies
• Public Relations
• Educational Theories
• Teacher's Career
• Chicago/Turabian
• Company Analysis
• Education Theories
• Shakespeare
• Canadian Studies
• Food Safety
• Relation of Global Warming and Extreme Weather Condition
• Movie Review
• Admission Essay
• Annotated Bibliography
• Application Essay
• Article Critique
• Article Review
• Article Writing
• Book Review
• Business Plan
• Business Proposal
• Capstone Project
• Cover Letter
• Creative Essay
• Dissertation
• Dissertation - Abstract
• Dissertation - Conclusion
• Dissertation - Discussion
• Dissertation - Hypothesis
• Dissertation - Introduction
• Dissertation - Literature
• Dissertation - Methodology
• Dissertation - Results
• GCSE Coursework
• Grant Proposal
• Marketing Plan
• Multiple Choice Quiz

Personal Statement

• Power Point Presentation
• Power Point Presentation With Speaker Notes
• Questionnaire
• Reaction Paper
• Research Paper
• Research Proposal
• SWOT analysis
• Thesis Paper
• Online Quiz
• Literature Review
• Movie Analysis
• Statistics problem
• Math Problem
• All papers examples
• How It Works
• Money Back Policy
• Terms of Use
• Privacy Policy
• We Are Hiring

Privatization of Education, Essay Example

Pages: 15

Words: 4242

Hire a Writer for Custom Essay

Use 10% Off Discount: "custom10" in 1 Click 👇

You are free to use it as an inspiration or a source for your own work.

Introduction

The recent report by UNESCO (Belfield & Levin, 2002, p. 10) asks the following question:

“In both developed and developing countries, privately managed and regulated schools –  whether owned or financed by public authorities – are generally supposed to be more effective, more efficient, and produce better results than schools managed by the state. But is this the case in reality?”

The following review of related statistics, literature, theories,  and research, the authors will attempt to answer the above question, in particular focus on the role of the government to provide equal opportunities and basic services for all of its citizens in the Western and Eastern world alike. Hentschke (2007) also states that there are several myths, misconceptions, and opportunities related to privatizing public services, such as education. These will be examined in detail in the below essay.

Delegation of Authority

The American Council of Education (Belfield & Levin, 2004) states that delegating authority to private companies has several questionable consequences, which might negatively affect the outcome of learning, and would potentially increase the gap between social classes’ education quality and academic achievement. The authors list these problematic aspects as: performance constraints, profit-oriented approach, and lack of compliance with national educational standards.

Belfield & Levin (2004, p. 19) defines the privatization of education services as: “the transfer of activities, assets and responsibilities from government/public institutions and organizations to private individuals and agencies”. The above definition is interesting, as it focuses on the transfer of activities, assets, and responsibilities. However, without public schools, the interest of many children would not be served. Indeed, today, the majority of private schools work on a fee-paying basis, as they do not receive government funding. Charter schools in America, however, are allocated funds based on attendance, services provided, and budgets submitted. The budget and spending, priorities of charter schools are closely monitored by government agencies in the United States, as well as the United Kingdom and Australia. In the UK, the government’s authority, called Office for Standards in Education (OFSTED) carries out inspections in every educational institution and rates the quality of leadership, teaching, and other services (SCORE, 2010). If the school was owned by a private company, the government’s role could be reduced to advisory, and the influence of national policies would also be lower on the individual school or higher education institution.

This means that while charter (public) schools are funded by the government’s budget, private schools rely on profits selling their services (education), therefore, they are profit-oriented. By winning a large government contract to run the existing system, improve the quality of access, education, and teaching, they would need money from either the government or the pupils, which would make the issue more complicated.

Lack of control over the budget, spending, and other decisions is one of the evident problems with allowing the private sector to operate in providing public services. As Ryan and Sibieta (2010) state that private schools in the United Kingdom and Australia operate on a charity basis, therefore, they do not receive any government funding. They collect tuition fees and donations to operate and educate children. However, this financial independence also provides private schools with a high level of autonomy (Ryan & Sibieta, 2010, p. 3). Further, as the fees in the above mentioned two countries are extremely high, only children from wealthy families are able to go to private schools. They will benefit from lower teacher-pupil ratios, higher quality of education, more support, and better technology. This means that – while public education as a government service is available for everyone  – inequalities are present, and growing as a result of the private sector education’s presence.

The Government’s Responsibilities

Gollust & Jacobson (2006) states that by allowing privatization, the government transfers the decision making authority to private sector companies, which means that the future of children is in the hands of businesspeople, instead of policymakers and regulators. As the right to education is people’s universal right, and it is included in the Declaration of Human Rights (Article 26), which states that “Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory”, it is evident that it is the government’s responsibility to provide this universal right to all citizens, and protect individuals’ interest. When the education system is ran by private companies the control of the government is reduced, and policymakers and regulators cannot take full responsibility for equality and quality. This is one of the main reasons why privatization of education can potentially endanger human rights and equal opportunities of children.

The role of autonomous schools within the public sector is problematic in many ways. As it has been mentioned before, these schools focus on children whose parents can afford paying a fee. This means that the profit-oriented approach is incompatible with the Declaration of Human Rights (Article 26). As Jamjoom (2012, p. 124)  states: “private higher education institutions tend to offer subjects that are of low cost and meet students’ and market needs”. One of the aspects is positive, while the other is negative. First, as the private universities are profit-oriented, they focus on courses that are profitable, and this means that they are not necessarily willing to provide education that has a low or negative profit. On the other hand, they match their courses to the market’s and students’ needs, which is positive, as it provides graduates a better chance for finding a job in the market. However, the government should be responsible for distributing taxes in a way that it provides equal opportunities for all citizens and children in education. If higher education was handed over to private universities, some courses would be proven to be unprofitable, and potentially disappear.

Issues Surrounding Privatization of Education

As the above literature review has revealed, privatizing education service delivery has both potential benefits and risks. As a public service, education should be closely monitored in order to provide all people with equal rights and opportunities. By providing private companies with greater authority, the government would lose control over standards, quality, policies, and course development.

According to the UNICEF’s (2007) human rights based approach, education is supposed to be the responsibility of the government. The policy study (UNICEF, 2007) lists the government’s different types of responsibility regarding providing equal opportunities and universal rights to education. The document describes these responsibilities as: creating a supportive political and economic environment, creating effective partnerships, eliminating discrimination, setting minimum standards, providing policies to guarantee the rights to education and encourage participation. It is evident that if the services are ran by the private sector, some of these elements would fall out of the control of the government. Indeed, applying nationwide policies and standards for potentially hundreds of providers would be expensive, and result in an extensive use of human resources and administrative budget. Decentralizing the education system would mean that new measures, controls, and safeguards would need to be put in place, and private providers might potentially feel like the environment is over-regulated.

One of the most problematic aspects of privatizing education is that companies would be allowed to turn public sector service delivery into profits (Hentschke, 2007). Gollust & Jacobson. (2006) states that the main idea behind privatization is that the private sector would be able to deliver public services more effectively than the government agency. However, given the fact that the education system, databases, and other school resources at the moment are highly centralized, decentralization of education would potentially create chaos and administrative issues that would negatively impact the quality of service. While government agencies currently share information about results, statistics, pilot studies, and strategies, companies that would compete for students nationwide might not be as willing to share information as state agencies. This would result in a lack of common understanding, and decentralization would negatively impact the quality of services.

In the United States, private schools are already widening the gap between the rich and the poor, and this means that some children are disadvantaged compared to others. This is the problem that is described by the UNESCO’s document (Belfield & Levin, 2002) as follows: “any private education system based on ability-to-pay is inequitable”. That statement, in the light of the fact that rights to education is a universal human right is a valid argument, and should be considered when examining the issue.

Communication and collaboration is one of the major issues that is relevant to privatizing education systems partly or fully. Calabrese (2008, p. 5) researched the related literature in the Sub-Saharan African region, and found that the lack of communication and collaboration was the greatest constraint to developing a supportive private education sector. Table 1 (Calabrese, 2008, p 5) shows that the top five constraints of privatization of public services in Sub-Saharan Africa were: lack of consensus, political uncertainty, inadequate management capacity, legal constraints, and the lack of program ownership. All the above constraints mentioned by the author can negatively impact the successful outcome of programs attempting to move education from the public to the private sector.

Blakeley & Snyder (1997) highlights the fact that in the United States economic segregation is becoming more prevalent than ever before, and this means that children whose parents can afford to send them to private, better performing schools start life with an advantage. Disadvantaged community children should have the same right to quality education as those who were born to wealthy parents. The authors talk about “gated communities” in America, and it is an issue that has been present for decades. Taking one example of Marblehead in California, the difference between the life of people inside and outside of the gate is clearly visible.

The authors state that “Privatization is the new means by which local communities, burdened with an increasing share of the costs of schools, roads, police, housing, and other services, pass off previously public roles”, however, they do not talk about privatization as a new means of delivering public services. According to the idea of the article, the government of the state should be privatized, therefore, it could replace public government. The authors assume that by becoming a private organization, governments could automatically become more effective in distributing and delivering services. Therefore, those privileged would need to pay extra tax for their protection, and this income would help the government provide better public services to those who are less fortunate. The main problem with the above idea is that it would not reduce the gap between classes, and would certainly not make the nation work together as a community on common goals. It is against equal distribution of services, goods, and it is not likely that the utopia described could ever become reality. First of all, providing some citizens a higher level of protection and security than others in exchange for money is not only unethical, but also against basic human rights principles. Secondly, the above proposal that is described – while not supported  – by the authors would not consider the fact that the government’s main responsibility is to serve all citizens as well as possible.

As the American Council on Education (2004) lists the key issues related to higher education privatization in the United States: accountability, autonomy, the relationship between the private sector company and the state, the question of performance contracts, and the alignment with national educational agenda, policies.

While in the United States a great emphasis is placed on consumer choice, and many argue that parents should be provided with a choice of schools, based on their budget, the public sector should not be profit-oriented, and therefore, the privatization of the education system would not serve the purpose of a government.

Pros and Cons of Privatizing Education

Pro arguments

Most authors and advocates supporting the privatization of the education system base their argument on two claims: the better performance of private schools, and the more effective delivery of services. These arguments will be reviewed in detail, and facts, statistics will be examined in order to determine whether or not they are valid.

Belfield & Levin (2002) state that the quality of public education is declining, according to some authors. Therefore, declining parents the ability to provide their children with the best future they can afford would be affecting their human rights. The argument listed by the authors is valid, and indeed, there is a current demand for private schools. As the authors conclude the message: “if governments cannot afford to provide and fund all the education that parents expect for their children, then those parents will seek private suppliers” (Belfield & Levin, 2002, p. 29). The demand is also often mentioned as the main natural driver for privatization movements and educational reforms. As an increasing number of students seek education in English-speaking countries, and are willing to pay high fees to be educated in English and become proficient in the language, due to the impact of globalization, private universities can make a profit. However, if government-owned universities started charging higher fees for international students, it would be perceived as discrimination, and would certainly bring up ethical issues.

Finally the authors also state that “privatization of education may be seen as an effort to reduce the inequities in current public schooling” (Belfield & Levin, 2002, p.  33). The report quotes the success of some of the successful targeted voucher programs put in place in the United States. Families with lower income would still be provided with a choice of school.

Some advocates argue that privatization is already present in many parts of the education system. As an example, Gollust and Jacobson (2006)  mention outsourcing school supplies, as well as transport. Therefore, partnerships in education already exist, just like in health care. Laboratories owned by private firms provide priority services for Medicaid in the United States, and one could find several more examples for the presence of private companies in the public sector. Drawing on the experiences of existing partnerships, policymakers could create rule-sets and policies that would guarantee the successful delivery of services, quality, and compliance.

Hentschke (2007) also mentions “supply-side” privatization, which has been a growing trend in the United States in recent years. Contracting out services in order to reduce costs and improve effectiveness has been around for many years, and are present in many aspects of people’s lives. Public companies are present in military intelligence, waste management, welfare services, administration of public records, and so on, generally considered as government responsibilities. Further, Belfield and Levin (2002, p. 38) states that allowing the private sector to enter the competition in the education sector would result in “increased choice to improve substantially the quality of education”. The competition and the market environment would – according to the authors – also encourage and support innovation and tailoring the systems to the needs of pupils.

Con arguments

The con arguments regarding the privatization of education are more numerous, and many of the authors state that the role of the government to provide equal opportunities would be affected if privatization of the entire education system was completed in any countries. One of the most valid arguments mentioned by Belfield and Levin (2002) is that privatizing the education sector would greatly damage the social cohesion of the country. Indeed, social exclusivity goes against democratic values and ethics, therefore, this claim should be examined in detail.

Most authors argue that education is a social good, and it is available for everyone as a citizen through their basic human rights. Therefore, turning it into a profit would be unethical and irrelevant. As Belfield and Levin (2002, p. 51) conclude: “a market of competitive choices will lead to civic strife rather than to social cohesion”. Still, the authors confirm that currently there is not enough evidence based on country-specific studies to support the above claim. In some cases, private schools could be more inclusive than public ones, and the examples of the voucher system introduced in the United States have provided evidence for the above claim.

One of the main roles of the public education system is – according to Gollust & Jacobson (2006) is to teach children norms and social cohesion. While in some countries the role of socializing children is assigned to parents, this is not the case in many countries. Therefore, without having a standard curriculum for political, mental health, and social skills education, generations would be divided based on views on society, public responsibility, and democracy. This would undermine not only social cohesion, but also the opportunity of creating meaningful discussions and developing policies for the future.

Many authors also state that standards of education cannot be maintained without full control on teacher selection and curriculum, therefore, long term the quality of service provided for students would suffer. Many authors that take a stand against the privatization of education system claim that government guidelines and authorities enforcing quality standards provide an invaluable service for all parents, and there is a free choice in most democratic countries. Belfield & Levin (2002, p. 22) conclude that the role of the previously mentioned UK regulator and guidance service, OFSTED, and the same services provided in Denmark help parents choose the right school. The system of Denmark covers not only public, but also private schools, and makes all educational institutions accountable. Without government interventions, policies could not be enforced, and government initiatives could not be supported by the educational sector.

Those against privatization and providing choices also argue that increased competition does not improve education quantity. Further, reviewing the related statistics from the United States, comparing the performance of private and public schools, Belfield & Levin (2002, p. 43) found that private schools were not significantly more effective than charter ones. While in some developing countries private school pupils were found to outperform their counterparts attending public schools, in the developed world, there was little or no evidence for increased effectiveness of private education (Belfield & Levin, 2002). This analysis of the argument clearly indicates that parents who send their children into private schools in the hope of providing a better future for them are mainly wasting money, and they could select a well performing public school as well, saving money. Voucher systems are mainly criticized because the vouchers usually do not cover travel expenses, and this means that many students would need to pay for their transportation, even though they qualify for the place. Many authors who speak up against the privatization of education claim that it would produce greater social inequalities in the future generations.

The most important argument that is made by those who oppose privatization of education is based on the claim that it would further increase the segmentation of the society, and diminish social cohesion.

International Review of Educational Reforms and Privatization

Belfield & Levin (2002) mentions some international examples of successful, and not so successful attempts to involve the private sector in education. These examples will be reviewed in order to draw conclusions and determine guidelines for future implementation of privatization.

The universal voucher program of Chile, introduced in 1980 allowed students to enroll to a private or public school, and the school received government funding based on the number of pupils served. This intervention increased private school enrollment, however, no evidence was found that these schools provided better services, but students achieved better grades attending private institutions. Elite private schools (fee-paying, not accepting vouchers) scored highest, followed by religious schools. Public and private schools. ‘ test results appeared to be similar.

In the United States, the Milwaukee Parental Choice Program was introduced in a small community. The children whose parents took up the offer were from lower income families, but they had to have enough money to cover the cost of transportation and books. One of the limitations of the program’s evaluation is that the public schools in question were not required to post test scores, therefore, the academic achievement of pupils who chose private schools could not be compared with those who stayed in the public system. Further, it is important to note that various socio-economic factors influence academic achievement that can only be taken into consideration, if a large scale research is concluded.

Privatization of Education in Saudi Arabia

In Saudi Arabia, there is one very important trend that needs to be taken into consideration, according to Jamjoom (2012). Globalization has brought to life the demand for bilingual or English education, and currently there are two powers fighting against each other in the national education sector: the common use of English in private higher education, and the trend that is trying to make universities more relevant to the local culture, and therefore prefer Arabic as the main teaching language. Indeed, one of the main impacts of globalization is the common use of English in business and professional/academic life. Therefore, it is necessary for future graduates to speak the language. As Jamjoom (2012) confirms, being able to communicate in English increases graduates’ employability. Further, it has already been discussed that the global demand for English language higher education has been growing for decades. Private universities that create curriculum that matches international standards of English education provide a benefit for students, and an alternative for leaving the country for studying in another country. From the market perspective, the government is able to increase its tax income by keeping the money spent on university fees within the country.

The government, according to Jamjoom (2012, p. 155) “introduced a “Saudisation” policy that was designed to provide local graduates with better employment opportunities. However, the government’s higher education system still failed to meet the needs of the market, and train professionals who can be valuable for companies in the country. The author also states that this failure of the public sector higher education system has created a demand for private universities. Driven by high demand, private universities could tailor their curriculum and courses to better match the expectations of employers. The courses do not only focus on academic subjects that are needed in the future by the new graduate, but also their work-readiness. This stated, private universities in Saudi Arabia currently fill a gap in the sector, and benefit both employers and students. The parents of those who are looking to pursue a career and become proficient in English only have to pay the university fees, and save money on traveling and lodging abroad.

The preceding review of related literature, country-specific policies and examples has revealed that basic education should always be provided and protected by the government of the country. However, in higher education, it is important to meet the expectations of the market and students, and state owned universities do not always fulfill this goal. The review of the situation in Saudi Arabia has shown that the employability and work-readiness of those graduating from private universities is higher, therefore, they get more value through the private sector. However, this is not always the case. Without collaboration among policymakers, the public, and private companies, the education system would be either serving plainly market or policy purposes.

It has also been revealed that the private sector is already involved in the delivery of several public services, through government contracts. Still, it is the government agency’s responsibility to set adequate guidelines for quality and standards. The example of Denmark can be a guideline for further implementation. While private schools are present in the country, the government agency has full control and authority over the performance and curriculum of the schools. Involving private companies in research, quality improvement in order to reduce costs of programs would potentially be beneficial for all parties. However, without consensus and discussion of problems, no common goals can be set or achieved. The role of the public should not be neglected, either. Gollust & Jacobson (2006, p. 1737) states that “In a 2002 public opinion poll, 69% of the public responded that the public education system should be strengthened instead of relying on voucher systems for children to attend private options”. This indicates that Americans consider education as a basic right, and expect the government to increase democracy and equality through providing equal chances for all children, and this is why the “No Child Left Behind” program is popular. In other parts of the world, however, education is considered to be reserved for the high achievers or the privileged, therefore, different approaches are needed. When developing an educational reform that involves private sector integration in service delivery, Calabrese’s (2008) framework should be followed: building consensus for the reform, promoting participation, setting priorities, and work together on improving effectiveness and equality at the same time.

American Council on Education (2004) Shifting ground: Privatization: Autonomy, accountability, and privatization in public higher education. Washington D.C.

Belfield, C. & Levin, H. (2002) Education privatization: causes, consequences and planning implications. Paris. UNESCO: International Institute for Educational Planning

Blakely, E. & Snyder, M. (1997) Divided we fall: Gated and walled communities in the United States. Princeton Architectural Press.

Calabrese, D.. (2008) Privatization, public-private partnerships, and private participation in infrastructure projects . World Bank.

Gollust, S. &  Jacobson, P. (2006) Privatization of public services: organizational reform efforts in public education and public health. Public Health. 2006;96:1733–1739.

Hentschke, G. (2007) Privatization in education: myths, realities, prospec ts. Urban Ed.

Jamjoom, Y. (2012) Understanding private higher education in Saudi Arabia- emergence, development and perceptions. Dissertation Thesis. Institute of Education University of London for the degree of Doctor of Philosophy

Ryan, C. & Sibieta, L. (2010) Private schooling in the UK and Australi a. Institute for Fiscal Studies.

SCORE (2010) The role and performance of Ofsted . SCORE’s response to the Education Select Committee inquiry. Retrieved from http://www.scoreeducation.org/media/7968/oct2010_roleofofsted.pdf

United Nations. (1949) Universal Declaration of Human Rights.

Unicef (2007)  A human rights-based approach to Education For All . United Nations Educational, Scientific and Cultural Organization.

Stuck with your Essay?

Get in touch with one of our experts for instant help!

Program Offered by Chapman University, Personal Statement Example

AAS Fashion Marketing, Essay Example

Time is precious

don’t waste it!

Plagiarism-free guarantee

Privacy guarantee

Secure checkout

Money back guarantee

Related Essay Samples & Examples

Voting as a civic responsibility, essay example.

Pages: 1

Words: 287

Utilitarianism and Its Applications, Essay Example

Words: 356

The Age-Related Changes of the Older Person, Essay Example

Pages: 2

Words: 448

The Problems ESOL Teachers Face, Essay Example

Pages: 8

Words: 2293

Should English Be the Primary Language? Essay Example

Pages: 4

Words: 999

The Term “Social Construction of Reality”, Essay Example

Words: 371

• Search Menu

Sign in through your institution

• Browse content in Arts and Humanities
• Browse content in Archaeology
• Anglo-Saxon and Medieval Archaeology
• Archaeological Methodology and Techniques
• Archaeology by Region
• Archaeology of Religion
• Archaeology of Trade and Exchange
• Biblical Archaeology
• Contemporary and Public Archaeology
• Environmental Archaeology
• Historical Archaeology
• History and Theory of Archaeology
• Industrial Archaeology
• Landscape Archaeology
• Mortuary Archaeology
• Prehistoric Archaeology
• Underwater Archaeology
• Zooarchaeology
• Browse content in Architecture
• Architectural Structure and Design
• History of Architecture
• Residential and Domestic Buildings
• Theory of Architecture
• Browse content in Art
• Art Subjects and Themes
• History of Art
• Industrial and Commercial Art
• Theory of Art
• Biographical Studies
• Byzantine Studies
• Browse content in Classical Studies
• Classical History
• Classical Philosophy
• Classical Mythology
• Classical Literature
• Classical Reception
• Classical Art and Architecture
• Classical Oratory and Rhetoric
• Greek and Roman Papyrology
• Greek and Roman Epigraphy
• Greek and Roman Law
• Greek and Roman Archaeology
• Late Antiquity
• Religion in the Ancient World
• Digital Humanities
• Browse content in History
• Colonialism and Imperialism
• Diplomatic History
• Environmental History
• Genealogy, Heraldry, Names, and Honours
• Genocide and Ethnic Cleansing
• Historical Geography
• History by Period
• History of Emotions
• History of Agriculture
• History of Education
• History of Gender and Sexuality
• Industrial History
• Intellectual History
• International History
• Labour History
• Legal and Constitutional History
• Local and Family History
• Maritime History
• Military History
• National Liberation and Post-Colonialism
• Oral History
• Political History
• Public History
• Regional and National History
• Revolutions and Rebellions
• Slavery and Abolition of Slavery
• Social and Cultural History
• Theory, Methods, and Historiography
• Urban History
• World History
• Browse content in Language Teaching and Learning
• Language Learning (Specific Skills)
• Language Teaching Theory and Methods
• Browse content in Linguistics
• Applied Linguistics
• Cognitive Linguistics
• Computational Linguistics
• Forensic Linguistics
• Grammar, Syntax and Morphology
• Historical and Diachronic Linguistics
• History of English
• Language Evolution
• Language Reference
• Language Acquisition
• Language Variation
• Language Families
• Lexicography
• Linguistic Anthropology
• Linguistic Theories
• Linguistic Typology
• Phonetics and Phonology
• Psycholinguistics
• Sociolinguistics
• Translation and Interpretation
• Writing Systems
• Browse content in Literature
• Bibliography
• Children's Literature Studies
• Literary Studies (Romanticism)
• Literary Studies (American)
• Literary Studies (Asian)
• Literary Studies (European)
• Literary Studies (Eco-criticism)
• Literary Studies (Modernism)
• Literary Studies - World
• Literary Studies (1500 to 1800)
• Literary Studies (19th Century)
• Literary Studies (20th Century onwards)
• Literary Studies (African American Literature)
• Literary Studies (British and Irish)
• Literary Studies (Early and Medieval)
• Literary Studies (Fiction, Novelists, and Prose Writers)
• Literary Studies (Gender Studies)
• Literary Studies (Graphic Novels)
• Literary Studies (History of the Book)
• Literary Studies (Plays and Playwrights)
• Literary Studies (Poetry and Poets)
• Literary Studies (Postcolonial Literature)
• Literary Studies (Queer Studies)
• Literary Studies (Science Fiction)
• Literary Studies (Travel Literature)
• Literary Studies (War Literature)
• Literary Studies (Women's Writing)
• Literary Theory and Cultural Studies
• Mythology and Folklore
• Shakespeare Studies and Criticism
• Browse content in Media Studies
• Browse content in Music
• Applied Music
• Dance and Music
• Ethics in Music
• Ethnomusicology
• Gender and Sexuality in Music
• Medicine and Music
• Music Cultures
• Music and Media
• Music and Religion
• Music and Culture
• Music Education and Pedagogy
• Music Theory and Analysis
• Musical Scores, Lyrics, and Libretti
• Musical Structures, Styles, and Techniques
• Musicology and Music History
• Performance Practice and Studies
• Race and Ethnicity in Music
• Sound Studies
• Browse content in Performing Arts
• Browse content in Philosophy
• Aesthetics and Philosophy of Art
• Epistemology
• Feminist Philosophy
• History of Western Philosophy
• Metaphysics
• Moral Philosophy
• Non-Western Philosophy
• Philosophy of Language
• Philosophy of Mind
• Philosophy of Perception
• Philosophy of Science
• Philosophy of Action
• Philosophy of Law
• Philosophy of Religion
• Philosophy of Mathematics and Logic
• Practical Ethics
• Social and Political Philosophy
• Browse content in Religion
• Biblical Studies
• Christianity
• East Asian Religions
• History of Religion
• Judaism and Jewish Studies
• Qumran Studies
• Religion and Education
• Religion and Health
• Religion and Politics
• Religion and Science
• Religion and Law
• Religion and Art, Literature, and Music
• Religious Studies
• Browse content in Society and Culture
• Cookery, Food, and Drink
• Cultural Studies
• Customs and Traditions
• Ethical Issues and Debates
• Hobbies, Games, Arts and Crafts
• Natural world, Country Life, and Pets
• Popular Beliefs and Controversial Knowledge
• Sports and Outdoor Recreation
• Technology and Society
• Travel and Holiday
• Visual Culture
• Browse content in Law
• Arbitration
• Browse content in Company and Commercial Law
• Commercial Law
• Company Law
• Browse content in Comparative Law
• Systems of Law
• Competition Law
• Browse content in Constitutional and Administrative Law
• Government Powers
• Judicial Review
• Local Government Law
• Military and Defence Law
• Parliamentary and Legislative Practice
• Construction Law
• Contract Law
• Browse content in Criminal Law
• Criminal Procedure
• Criminal Evidence Law
• Sentencing and Punishment
• Employment and Labour Law
• Environment and Energy Law
• Browse content in Financial Law
• Banking Law
• Insolvency Law
• History of Law
• Human Rights and Immigration
• Intellectual Property Law
• Browse content in International Law
• Private International Law and Conflict of Laws
• Public International Law
• IT and Communications Law
• Jurisprudence and Philosophy of Law
• Law and Politics
• Law and Society
• Browse content in Legal System and Practice
• Courts and Procedure
• Legal Skills and Practice
• Primary Sources of Law
• Regulation of Legal Profession
• Medical and Healthcare Law
• Browse content in Policing
• Criminal Investigation and Detection
• Police and Security Services
• Police Procedure and Law
• Police Regional Planning
• Browse content in Property Law
• Personal Property Law
• Study and Revision
• Terrorism and National Security Law
• Browse content in Trusts Law
• Wills and Probate or Succession
• Browse content in Medicine and Health
• Browse content in Allied Health Professions
• Arts Therapies
• Clinical Science
• Dietetics and Nutrition
• Occupational Therapy
• Operating Department Practice
• Physiotherapy
• Radiography
• Speech and Language Therapy
• Browse content in Anaesthetics
• General Anaesthesia
• Neuroanaesthesia
• Clinical Neuroscience
• Browse content in Clinical Medicine
• Acute Medicine
• Cardiovascular Medicine
• Clinical Genetics
• Clinical Pharmacology and Therapeutics
• Dermatology
• Endocrinology and Diabetes
• Gastroenterology
• Genito-urinary Medicine
• Geriatric Medicine
• Infectious Diseases
• Medical Toxicology
• Medical Oncology
• Pain Medicine
• Palliative Medicine
• Rehabilitation Medicine
• Respiratory Medicine and Pulmonology
• Rheumatology
• Sleep Medicine
• Sports and Exercise Medicine
• Community Medical Services
• Critical Care
• Emergency Medicine
• Forensic Medicine
• Haematology
• History of Medicine
• Browse content in Medical Skills
• Clinical Skills
• Communication Skills
• Nursing Skills
• Surgical Skills
• Browse content in Medical Dentistry
• Oral and Maxillofacial Surgery
• Paediatric Dentistry
• Restorative Dentistry and Orthodontics
• Surgical Dentistry
• Medical Ethics
• Medical Statistics and Methodology
• Browse content in Neurology
• Clinical Neurophysiology
• Neuropathology
• Nursing Studies
• Browse content in Obstetrics and Gynaecology
• Gynaecology
• Occupational Medicine
• Ophthalmology
• Otolaryngology (ENT)
• Browse content in Paediatrics
• Neonatology
• Browse content in Pathology
• Chemical Pathology
• Clinical Cytogenetics and Molecular Genetics
• Histopathology
• Medical Microbiology and Virology
• Patient Education and Information
• Browse content in Pharmacology
• Psychopharmacology
• Browse content in Popular Health
• Caring for Others
• Complementary and Alternative Medicine
• Self-help and Personal Development
• Browse content in Preclinical Medicine
• Cell Biology
• Molecular Biology and Genetics
• Reproduction, Growth and Development
• Primary Care
• Professional Development in Medicine
• Browse content in Psychiatry
• Addiction Medicine
• Child and Adolescent Psychiatry
• Forensic Psychiatry
• Learning Disabilities
• Old Age Psychiatry
• Psychotherapy
• Browse content in Public Health and Epidemiology
• Epidemiology
• Public Health
• Browse content in Radiology
• Clinical Radiology
• Interventional Radiology
• Nuclear Medicine
• Radiation Oncology
• Reproductive Medicine
• Browse content in Surgery
• Cardiothoracic Surgery
• Gastro-intestinal and Colorectal Surgery
• General Surgery
• Neurosurgery
• Paediatric Surgery
• Peri-operative Care
• Plastic and Reconstructive Surgery
• Surgical Oncology
• Transplant Surgery
• Trauma and Orthopaedic Surgery
• Vascular Surgery
• Browse content in Science and Mathematics
• Browse content in Biological Sciences
• Aquatic Biology
• Biochemistry
• Bioinformatics and Computational Biology
• Developmental Biology
• Ecology and Conservation
• Evolutionary Biology
• Genetics and Genomics
• Microbiology
• Molecular and Cell Biology
• Natural History
• Plant Sciences and Forestry
• Research Methods in Life Sciences
• Structural Biology
• Systems Biology
• Zoology and Animal Sciences
• Browse content in Chemistry
• Analytical Chemistry
• Computational Chemistry
• Crystallography
• Environmental Chemistry
• Industrial Chemistry
• Inorganic Chemistry
• Materials Chemistry
• Medicinal Chemistry
• Mineralogy and Gems
• Organic Chemistry
• Physical Chemistry
• Polymer Chemistry
• Study and Communication Skills in Chemistry
• Theoretical Chemistry
• Browse content in Computer Science
• Artificial Intelligence
• Computer Architecture and Logic Design
• Game Studies
• Human-Computer Interaction
• Mathematical Theory of Computation
• Programming Languages
• Software Engineering
• Systems Analysis and Design
• Virtual Reality
• Browse content in Computing
• Business Applications
• Computer Security
• Computer Games
• Computer Networking and Communications
• Digital Lifestyle
• Graphical and Digital Media Applications
• Operating Systems
• Browse content in Earth Sciences and Geography
• Atmospheric Sciences
• Environmental Geography
• Geology and the Lithosphere
• Maps and Map-making
• Meteorology and Climatology
• Oceanography and Hydrology
• Palaeontology
• Physical Geography and Topography
• Regional Geography
• Soil Science
• Urban Geography
• Browse content in Engineering and Technology
• Agriculture and Farming
• Biological Engineering
• Civil Engineering, Surveying, and Building
• Electronics and Communications Engineering
• Energy Technology
• Engineering (General)
• Environmental Science, Engineering, and Technology
• History of Engineering and Technology
• Mechanical Engineering and Materials
• Technology of Industrial Chemistry
• Transport Technology and Trades
• Browse content in Environmental Science
• Applied Ecology (Environmental Science)
• Conservation of the Environment (Environmental Science)
• Environmental Sustainability
• Environmentalist Thought and Ideology (Environmental Science)
• Management of Land and Natural Resources (Environmental Science)
• Natural Disasters (Environmental Science)
• Nuclear Issues (Environmental Science)
• Pollution and Threats to the Environment (Environmental Science)
• Social Impact of Environmental Issues (Environmental Science)
• History of Science and Technology
• Browse content in Materials Science
• Ceramics and Glasses
• Composite Materials
• Metals, Alloying, and Corrosion
• Nanotechnology
• Browse content in Mathematics
• Applied Mathematics
• Biomathematics and Statistics
• History of Mathematics
• Mathematical Education
• Mathematical Finance
• Mathematical Analysis
• Numerical and Computational Mathematics
• Probability and Statistics
• Pure Mathematics
• Browse content in Neuroscience
• Cognition and Behavioural Neuroscience
• Development of the Nervous System
• Disorders of the Nervous System
• History of Neuroscience
• Invertebrate Neurobiology
• Molecular and Cellular Systems
• Neuroendocrinology and Autonomic Nervous System
• Neuroscientific Techniques
• Sensory and Motor Systems
• Browse content in Physics
• Astronomy and Astrophysics
• Atomic, Molecular, and Optical Physics
• Biological and Medical Physics
• Classical Mechanics
• Computational Physics
• Condensed Matter Physics
• Electromagnetism, Optics, and Acoustics
• History of Physics
• Mathematical and Statistical Physics
• Measurement Science
• Nuclear Physics
• Particles and Fields
• Plasma Physics
• Quantum Physics
• Relativity and Gravitation
• Semiconductor and Mesoscopic Physics
• Browse content in Psychology
• Affective Sciences
• Clinical Psychology
• Cognitive Psychology
• Cognitive Neuroscience
• Criminal and Forensic Psychology
• Developmental Psychology
• Educational Psychology
• Evolutionary Psychology
• Health Psychology
• History and Systems in Psychology
• Music Psychology
• Neuropsychology
• Organizational Psychology
• Psychological Assessment and Testing
• Psychology of Human-Technology Interaction
• Psychology Professional Development and Training
• Research Methods in Psychology
• Social Psychology
• Browse content in Social Sciences
• Browse content in Anthropology
• Anthropology of Religion
• Human Evolution
• Medical Anthropology
• Physical Anthropology
• Regional Anthropology
• Social and Cultural Anthropology
• Theory and Practice of Anthropology
• Browse content in Business and Management
• Business Ethics
• Business Strategy
• Business History
• Business and Technology
• Business and Government
• Business and the Environment
• Comparative Management
• Corporate Governance
• Corporate Social Responsibility
• Entrepreneurship
• Health Management
• Human Resource Management
• Industrial and Employment Relations
• Industry Studies
• Information and Communication Technologies
• International Business
• Knowledge Management
• Management and Management Techniques
• Operations Management
• Organizational Theory and Behaviour
• Pensions and Pension Management
• Public and Nonprofit Management
• Strategic Management
• Supply Chain Management
• Browse content in Criminology and Criminal Justice
• Criminal Justice
• Criminology
• Forms of Crime
• International and Comparative Criminology
• Youth Violence and Juvenile Justice
• Development Studies
• Browse content in Economics
• Agricultural, Environmental, and Natural Resource Economics
• Asian Economics
• Behavioural Finance
• Behavioural Economics and Neuroeconomics
• Econometrics and Mathematical Economics
• Economic History
• Economic Systems
• Economic Methodology
• Economic Development and Growth
• Financial Markets
• Financial Institutions and Services
• General Economics and Teaching
• Health, Education, and Welfare
• History of Economic Thought
• International Economics
• Labour and Demographic Economics
• Law and Economics
• Macroeconomics and Monetary Economics
• Microeconomics
• Public Economics
• Urban, Rural, and Regional Economics
• Welfare Economics
• Browse content in Education
• Adult Education and Continuous Learning
• Care and Counselling of Students
• Early Childhood and Elementary Education
• Educational Equipment and Technology
• Educational Strategies and Policy
• Higher and Further Education
• Organization and Management of Education
• Philosophy and Theory of Education
• Schools Studies
• Secondary Education
• Teaching of a Specific Subject
• Teaching of Specific Groups and Special Educational Needs
• Teaching Skills and Techniques
• Browse content in Environment
• Applied Ecology (Social Science)
• Climate Change
• Conservation of the Environment (Social Science)
• Environmentalist Thought and Ideology (Social Science)
• Natural Disasters (Environment)
• Social Impact of Environmental Issues (Social Science)
• Browse content in Human Geography
• Cultural Geography
• Economic Geography
• Political Geography
• Browse content in Interdisciplinary Studies
• Communication Studies
• Museums, Libraries, and Information Sciences
• Browse content in Politics
• African Politics
• Asian Politics
• Chinese Politics
• Comparative Politics
• Conflict Politics
• Elections and Electoral Studies
• Environmental Politics
• European Union
• Foreign Policy
• Gender and Politics
• Human Rights and Politics
• Indian Politics
• International Relations
• International Organization (Politics)
• International Political Economy
• Irish Politics
• Latin American Politics
• Middle Eastern Politics
• Political Behaviour
• Political Economy
• Political Institutions
• Political Methodology
• Political Communication
• Political Philosophy
• Political Sociology
• Political Theory
• Politics and Law
• Politics of Development
• Public Policy
• Public Administration
• Quantitative Political Methodology
• Regional Political Studies
• Russian Politics
• Security Studies
• State and Local Government
• UK Politics
• US Politics
• Browse content in Regional and Area Studies
• African Studies
• Asian Studies
• East Asian Studies
• Japanese Studies
• Latin American Studies
• Middle Eastern Studies
• Native American Studies
• Scottish Studies
• Browse content in Research and Information
• Research Methods
• Browse content in Social Work
• Addictions and Substance Misuse
• Adoption and Fostering
• Care of the Elderly
• Child and Adolescent Social Work
• Couple and Family Social Work
• Direct Practice and Clinical Social Work
• Emergency Services
• Human Behaviour and the Social Environment
• International and Global Issues in Social Work
• Mental and Behavioural Health
• Social Justice and Human Rights
• Social Policy and Advocacy
• Social Work and Crime and Justice
• Social Work Macro Practice
• Social Work Practice Settings
• Social Work Research and Evidence-based Practice
• Welfare and Benefit Systems
• Browse content in Sociology
• Childhood Studies
• Community Development
• Comparative and Historical Sociology
• Economic Sociology
• Gender and Sexuality
• Gerontology and Ageing
• Health, Illness, and Medicine
• Marriage and the Family
• Migration Studies
• Occupations, Professions, and Work
• Organizations
• Population and Demography
• Race and Ethnicity
• Social Theory
• Social Movements and Social Change
• Social Research and Statistics
• Social Stratification, Inequality, and Mobility
• Sociology of Religion
• Sociology of Education
• Sport and Leisure
• Urban and Rural Studies
• Browse content in Warfare and Defence
• Defence Strategy, Planning, and Research
• Land Forces and Warfare
• Military Administration
• Military Life and Institutions
• Naval Forces and Warfare
• Other Warfare and Defence Issues
• Peace Studies and Conflict Resolution
• Weapons and Equipment

Privatization in and of Public Education

• Cite Icon Cite
• Permissions Icon Permissions

Privatization of education has become a global trend, tailored to fit local economic and political contexts. The papers in this collection highlight the varied aspects of privatization, including its exogenous/endogenous, central/peripheral, and for-profit/philanthropic dimensions. The researchers presented the multifaceted effects and consequences of privatization, which are not only structural and relational but also ethical, subjective, and discursive. The shift from education as a public good to a private commodity is part of the neoliberal modernization of the state. Privatization introduces an economic perspective that treats knowledge and the learner as commodities, and it transforms the relationship between schools, teachers, students, parents, and the state. The state now plays a role in facilitating privatization, acting as a midwife for the marketization of education services.

Signed in as

Institutional accounts.

• GoogleCrawler [DO NOT DELETE]
• Google Scholar Indexing

Personal account

• Sign in with email/username & password
• Get email alerts
• Save searches
• Purchase content
• Activate your purchase/trial code
• Add your ORCID iD

Institutional access

Sign in with a library card.

• Sign in with username/password
• Recommend to your librarian
• Institutional account management
• Get help with access

Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:

IP based access

Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.

Choose this option to get remote access when outside your institution. Shibboleth/Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic.

• Click Sign in through your institution.
• Select your institution from the list provided, which will take you to your institution's website to sign in.
• When on the institution site, please use the credentials provided by your institution. Do not use an Oxford Academic personal account.
• Following successful sign in, you will be returned to Oxford Academic.

If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.

Enter your library card number to sign in. If you cannot sign in, please contact your librarian.

Society Members

Society member access to a journal is achieved in one of the following ways:

Sign in through society site

Many societies offer single sign-on between the society website and Oxford Academic. If you see ‘Sign in through society site’ in the sign in pane within a journal:

• Click Sign in through society site.
• When on the society site, please use the credentials provided by that society. Do not use an Oxford Academic personal account.

If you do not have a society account or have forgotten your username or password, please contact your society.

Sign in using a personal account

Some societies use Oxford Academic personal accounts to provide access to their members. See below.

A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.

Some societies use Oxford Academic personal accounts to provide access to their members.

Viewing your signed in accounts

Click the account icon in the top right to:

• View your signed in personal account and access account management features.
• View the institutional accounts that are providing access.

Signed in but can't access content

Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.

For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.

Our books are available by subscription or purchase to libraries and institutions.

• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Rights and permissions
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

Essay on Privatisation of Education

Students are often asked to write an essay on Privatisation of Education in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Privatisation of Education

Introduction.

Privatisation of education refers to the transfer of ownership, management, and control of schools from the public sector to the private sector.

Benefits of Privatisation

Privatisation can lead to improved quality of education. Private schools often offer better facilities and teaching methods.

Drawbacks of Privatisation

However, privatisation can also lead to inequality. Not all families can afford private education, which can create a gap between rich and poor students.

While privatisation has its benefits, it’s crucial to ensure that all students have access to quality education, regardless of their financial status.

250 Words Essay on Privatisation of Education

Privatisation of education refers to the shift from public to private ownership and control of educational institutions, a trend gaining momentum globally. This essay explores the implications of this shift, both positive and negative.

The Upside of Privatisation

Privatisation often leads to increased efficiency and quality due to competition. Private institutions, driven by profit, strive to provide superior services to retain and attract more students. This often results in innovative teaching methods, upgraded infrastructure, and a broader curriculum.

The Downside of Privatisation

However, privatisation can also exacerbate educational inequities. High-quality private education often comes at a steep price, making it inaccessible to economically disadvantaged students. This can further widen the gap between the rich and the poor, leading to societal imbalances.

Regulatory Frameworks

To mitigate these drawbacks, robust regulatory frameworks are essential. These can ensure that private institutions maintain certain standards, offer scholarships to underprivileged students, and do not indulge in exploitative practices.

In conclusion, while privatisation of education can drive quality and innovation, it can also lead to increased social inequality. Therefore, a balanced approach, where public and private institutions coexist and complement each other, coupled with strong regulatory frameworks, may offer the most sustainable solution.

500 Words Essay on Privatisation of Education

The concept of privatisation of education.

The privatisation of education refers to the transfer of ownership, management, and control of educational institutions from the public sector to the private sector. This shift is part of a broader trend towards marketisation and neoliberalism, which emphasises competition, choice, and individualism.

The Drivers of Educational Privatisation

Several factors drive the privatisation of education. The primary driver is the perceived inefficiency of public education systems. Critics argue that public schools are often bureaucratic and unresponsive to students’ needs. Privatisation, they believe, can introduce competition and innovation, thereby improving educational quality.

Additionally, privatisation is seen as a way to increase access to education. In many developing countries, public education systems struggle to meet the demand for schooling, leading to overcrowded classrooms and inadequate resources. Private providers can help fill this gap.

The Potential Benefits of Privatisation

Privatisation can potentially result in several benefits. Firstly, it can introduce competition, which may spur public schools to improve their performance. Secondly, private schools often have more flexibility in their curriculum and teaching methods, which can lead to more innovative and effective educational practices. Lastly, privatisation can increase parental choice, allowing parents to select schools that best fit their children’s needs.

The Potential Drawbacks of Privatisation

Despite these potential benefits, privatisation also has potential drawbacks. A key concern is that it can exacerbate educational inequality. Private schools often charge fees, which can exclude low-income families. Even if scholarships or vouchers are available, these may not cover all costs, and low-income families may lack the information or resources to navigate the private school system.

Moreover, privatisation can lead to a focus on profit-making at the expense of educational quality. For example, private schools may cut corners on teacher salaries or facilities to reduce costs. They may also focus on teaching to the test or on narrow academic skills at the expense of broader educational goals.

The Balance between Public and Private Education

In conclusion, the privatisation of education presents both opportunities and challenges. On one hand, it can introduce competition and innovation, potentially improving educational quality and increasing access. On the other hand, it can exacerbate educational inequality and lead to a focus on profit-making at the expense of educational quality.

Therefore, a balanced approach is necessary. Policymakers must ensure that privatisation complements, rather than replaces, public education. They must also regulate private schools to ensure that they meet minimum standards and do not exclude disadvantaged students. In this way, privatisation can be harnessed to improve education for all, not just for a privileged few.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Power of Education
• Essay on Online Education
• Essay on National Education Day

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Single Blog Title

The Privatization of Education: The Big Picture

In this NORRAG Highlights, based on a talk given on February 14, 2023 at the Comparative and International Education Society’s (CIES) annual meeting in Washington D.C., Steven J. Klees, Distinguished Scholar-Teacher and Professor of International Education Policy at the University of Maryland, settles accounts with the privatization of education, which he considers a juggernaut of patriarchal racial neoliberal capitalism.

Privatization is a scourge. Basic services should be public, publicly owned and run. It is not a question of effectiveness or costs. Privatized basic services are inequitable and violate human rights.

In education, the advent of neoliberalism in the 1980s drastically changed the narrative. Before neoliberalism, it was generally believed that basic education (primary and secondary) should usually be provided by governments, with private schooling mostly the preserve of the wealthy and religious schools. The changed narrative brought by neoliberalism no longer asked whether privatization was necessary; instead, it asked when and how should we privatize? This assault on public sector motivations, competence, and budgets happened almost overnight – due completely to ideology, there was no evidence for this shift.

This shift has led to the massive expansion of private schooling around the world, most especially in developing countries, with critics fighting a rear-guard action against this juggernaut. The fight has given us efforts like the work of PEHRC and others that led to the Abidjan Principles , Education International’s Global Response campaign, high-level reports by UN Special Rapporteurs , as well as groups in most countries challenging the privatization of education. Have all these efforts slowed the juggernaut? Perhaps, but not noticeably. Have they changed the narrative? Perhaps some, but certainly not enough.

Critical researchers have responded to the slew of studies by privatization advocates pointing out their ideological biases and methodological flaws and pointing to contrary evidence. While we critics must respond to the advocates, to me, all this research is in many ways a waste of time and money. In terms of the narrow measurement of “learning,” embodied in test scores in a few subjects, the conclusion is what we all know – with similar students, sometimes private schools perform a little better, sometimes public schools do, and often there are no important differences. The other conclusion, hardly challenged by the right, is that privatization, even with low-cost private schools, further stratifies the system exacerbating inequality. But has this critical research changed the narrative or slowed the juggernaut? Perhaps a little, but far from enough.

What can slow or stop the juggernaut and change the story? I see more hope in increased mobilization across sectors. In 2019, there was a conference in Amsterdam that brought together public service advocates and this past December an even bigger one in Santiago, Chile that had over a thousand representatives from over one hundred countries fighting for public services in education, health, water, energy, housing, food, transportation, social protection, and care sectors. The Global Manifesto produced prior to the meeting and the Santiago Declaration produced after are marvelous documents with excellent analyses of the problem and principles for universal quality public services that will hopefully serve as a rallying cry for cross-sector mobilization by civil society and social movements around the world. The argument that there is not enough money to fund needed public services is simply a refusal to change priorities and tax those who are well-off.

However, the underlying reason we don’t have essential basic public services – the big picture – are the structures of patriarchal racial neoliberal capitalism. Neoliberalism exalts the market, but what does this mean? The market is a euphemism. It means the private sector should basically run the world. Critics of capitalism are accused of believing in a conspiracy by the rich and powerful; the critics response is there is no need for conspiracy. The reproduction of poverty and inequality, environmental destruction, racism, sexism, and more are built into the very structures that surround us.

Yet let’s not dismiss conspiracies too soon.  What is the World Economic Forum but the rich and powerful getting together to set an agenda for the world? How many have heard of the Trilateral Commission? It’s the same people as the WEF getting together without much publicity each year to do the same. The WEF has been pushing its 2010 Global Redesign Initiative which essentially wants to turn the UN itself into a giant PPP – with quite a bit of success. These patriarchal racial capitalist institutions, run essentially by rich white men, may not have bad intentions but they are deluded into the self-interest of believing that all we need are win-win solutions to reform current polices, supposedly for everyone – without, of course, changing any of the structures that maintain their wealth and power.

We will not stop or reverse the privatization of education juggernaut without system change . Under patriarchal racial capitalism, especially the neoliberal version, privatization is the solution to most of our ills. But business leaders are singularly unqualified to deal with education or other social problems that have no simple bottom line (like profits) and whose real solution may threaten their dominance and power. While system change is very difficult, there are many groups, organizations, and movements around the world working on exactly that. The Santiago Declaration explicitly recognizes that the battle for public services means we need to “move away from the racial, patriarchal, and colonial patterns of capitalism and towards socio-economic justice, ecological sustainability, human rights, and public services.”

In what kind of world is it considered legitimate to charge the poorest for basic services? The answer is in a patriarchal, racist, capitalist world. I hope and believe that future generations will look back in horror at the fundamentally uncivilized nature of today’s world.

Steven J. Klees is Distinguished Scholar-Teacher and Professor of International Education Policy at the University of Maryland.

In the 2010 documentary Waiting for Superman, they show why charters school can save some students from a rigid bankrupt public system. The documentary explains that even though teachers are at the heart of education, teacher unions may be the reason why boards of education have decided to move towards private charter schools. They say teacher unions protect incompetent teachers from being fired because of tenure policies. Boards of Education don’t see another way to improve education but to embrace a more flexible system of private education. What is your opinion about that?

Leave a Reply Cancel Reply

• NORRAG Blog

Related Posts

• Fundamental Educational Challenges – Awaiting AI-supported Solutions
• AI and Unequal Knowledge in the Global South
• Making Education AI-Friendly
• The “Friendly Users” Who Feed AI
• AI and Children’s Rights
• Karen Mundy Global Governance and Educational Change
• Education International Worlds of Education

ReviseSociology

A level sociology revision – education, families, research methods, crime and deviance and more!

The Privatisation of Education

A summary of endogenous and exogenous privatisation in England and Wales since the 1988 Education Act, and evaluations.

Table of Contents

Last Updated on November 23, 2022 by Karl Thompson

Education in England and Wales has become increasingly privatised since the 1980s. The 1988 Education Act introduced endogenous privatisation through marketisation and New Labour, the Coalition and the Tories since 2015 have pursued exogenous privatisation through setting up academies and getting more private companies involved with running educational services.

This post covers the following:

• what is privisation?
• State and private education in the U.K.
• Increasing privatisation
• Exogenous and Endogenous education
• Arguments for the privatisation of education
• Arguments against the privatisation of education.

What is Privatisation?

Privatisation is where services which were once owned and provided by the state are transferred to private companies, such as the transfer of educational assets and management to private companies, charities or religious institutions.

The UK government spends approximately £90 billion a year on education, which includes to costs of teacher’s salaries, support workers, educational resources, building and maintaining school buildings, and the cost of writing curriculums, examinations and inspections (OFSTED), which means there is plenty of stuff which could potentially be privatised.

Most aspects of education in the UK have traditionally been run by the state, and funded directly by the government with taxpayer’s money, managed by Local Education Authorities (local councils). However, with the increasing influence of Neoliberal and New Right ideas on education, there has been a trend towards the privatisation of important aspects of education, both in the UK and globally. In other words, increasing amounts of taxpayer’s money goes straight to private companies who provided educational services, rather than to Local Education Authorities.

Private and State Education in the UK

The U.K. has always had private schools, also known as independent schools. These are fee paying schools which are entirely funded by the parents (or other wealthy benefactors) who pay annual fees to send their children to them.

Only the very wealthiest of parents (7%) can afford to send their children to independent schools and most parents (93%) rely on state funded education, which is funded tax payers, which has been the case since the Foster Act introduced free education for all children from the age of 10 in 1870.

Successive education acts gradually expanded the scope of state education throughout the late 19th and early to mid 20th centuries and by the 1970s Britain had one of the most broad ranging comprehensive education systems in the world, delivering free education to every 5-16 year old entirely funded and delivered by the state and managed by Local Education (government) authorities.

During this time Independent schools continued to exist and wealthy parents were free to send their children to them if they could afford the fees, so we’ve always had a ‘purely private’ education system, just only available to the minority.

The Privatisation of State Education

When the New Right conservative government came to power in 1979 they looked at State education, thought it was inefficient and sub-standard compared to the quality of education being delivered by independent schools.

They started a process of privatising state education and this process continued under New Labour (1997-2010) and the Coalition Government (2010 – 2015) and has been carried on to the present day under the current New Right Conservative government.

Endogenous and Exogenous Privatisation

Ball and Youdell (2007) distinguish between endogenous privatisation (privatisation from outside) and exogenous privatisation (privatisation within the education system)

Endogenous privatisation involves the establishment of a market in education – giving parents the right to choose which schools to send their children to and making schools compete for pupils in a similar way to which companies compete for consumers.

Exogenous Privatisation involves both British and international companies taking over different aspects of the UK education system, so the government gives money to private companies to run services related to education rather than the state running these services directly.

Endogenous Privatisation

Endogenous privatisation refers to ‘privatisation within the education system’ – it involves the introduction of free-market principles into the day to day running of schools. This is basically marketization and includes the following:

• Making schools compete for pupils so they become like businesses
• Giving parents choice so they become consumers (open enrolment)
• Linking school funding to success rates (formula funding)
• Introducing performance related pay for teachers
• Allowing successful schools to take over and manage failing schools.

Broadly speaking endogenous privatisation was achieved through the 1988 Education Act, and was just tweaked to run more efficiently in following decades (for example by allowing successful academies to take over failing schools and by tweaking league tables so that schools couldn’t ‘game’ them).

Refer to the post on the 1988 Education act for the strengths and limitations of this type of privatisation!

Exogenous Privatisation

Exogenous privatisation is where private companies take over the running of aspects of educational services from the state.

Exogenous privatisation is what we’ve seen a lot more of since the New Labour government came to power in 1997 and introduced academies and then went on to outsource a lot of education services to private companies, a process which has been continued since and to the present day.

Examples of exogenous privatisation include…

• The setting up of Academies. Since New Labour, the establishment of Academies has meant greater involvement of the private sector in running schools. Academies are allowed to seek 10% of their funding from businesses or charities, which increases the influence of private interests over the running of the school, and some recent academy chains such as the Academies Enterprise Trust are run by private companies, and managed by people with a background in business, rather than people with a background in teaching.
• The Building and maintaining school buildings – Under New Labour A programme of new buildings for schools was financed through the Private Finance Initiative (PFI). Private companies did the building, but in return were given contracts to repay the investment and provided maintenance for 25-35 years. The colleges, schools or local education authorities had to pay the ongoing costs.
• Running examination systems – The UK’s largest examinations body Edexcel is run by the Global Corporation Pearsons. Pearsons runs the exam boards in over 70 countries, meaning it sets the exams, it pays the examiners, it runs the training courses which teachers need to attend to understand the assessment criteria, and increasingly it writes the text books.
• The Expansion of the Education Services Industry more generally. This is related to the above point – There are more International Corporations involved in education than ever before – two obvious examples include Google and Apple, both of which are well poised to play an increasing role in providing educational services for a profit.

Arguments for Privatisation

The main perspectives which argue for privatising education are Neoliberalism and The New Right.

The Neoliberal/ New Right argument is that state-run education is inefficient. They argue that the state’s involvement leads to ‘bureaucratic self-interest’, the stifling of initiative and low-standards. To overcome these problems the education system must be privatised, and New Right Policies have led to greater internal and external privatisation.

The main argument for endogenous privatisation is that the introduction of Marketisation within education has increased competition between schools and driven up standards.

The main argument for exogenous privatisation is that private companies are used to keeping costs down and will run certain aspects of the education system more efficiently than Local Education Authorities, even if they make a profit. Thus it’s a win-win situation for the public and the companies.

Arguments against the Privatisation of Education

If private companies have an increasing role in running the education system this may change the type of knowledge which pupils are taught – with more of an emphasis on maths and less of an emphasis on critical humanities subjects which aren’t as profitable. Thus a narrowing of the curriculum might be the result

Stephan Ball has also referred to what he sees as the cola-isation of schools – The private sector also increasingly penetrates schools through vending machines and the development of brand loyalty through logos and sponsorships.

There might be an increasing inequality of educational provision as private companies cherry pick the best schools to take over and leave the worst schools under Local Education Authority Control.

If we want universal education for all in our current very unequal society, the state probably has to be involved in some way. If we abandoned state education altogether and moved to a purely independent school system based on fees then millions of children would get no education at all because millions of parents lack the means to pay fees because they are too poor.

Simon et al (2022) (1) compared for profit early years providers with not for profit early years providers in England and Wales during the period of 2014-2018. They found that private providers were far more likely to have high levels of debt, poor accounting and spent less on wages proportionate to the funding they received from government.

They theorised that for profit nursery chains were deliberately putting nurseries at risk of bankruptcy in order to extract government money to parent companies. (Presumably if the nurseries did go bankrupt the government would just have to bail them out!).

The main perspective which criticises the privatisation of education is Marxism.

Signposting

For more links to my posts on the sociology of education please see this page, which follows the AQA A-level specification.

To return to the homepage – revisesociology.com

Share this:

• Share on Tumblr

2 thoughts on “The Privatisation of Education”

Thanks for the comment. You make valid points. NB I’m just using the language of the AQA and associated text books. both of those would come under the label ‘Marxism’ in AQA A-level sociology land. There are many that would argue that’s the wrong label to use, but that’s the AQA for you!

The main perspective which criticises Privatisation is financial, not Marxism. Privatisation costs Governments billions of pounds to set up, huge costs in making contracts which favour the corporations (who also sue if done incorrectly), PFI payments, payments to “consultants”, payments to shareholders, and the profits go abroad to offshore accounts when direct payment between Government and schools keeps the money circulating within the country. The second most important perspective that criticises Privatisation is that essential services – like education and health, are not commodities to be bought or sold. They are essential to a community, and should therefore be accountable and not for profit.

Your organisation should be ashamed of spouting ideology in the guise of rational argument

Leave a Reply Cancel reply

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Discover more from ReviseSociology

Subscribe now to keep reading and get access to the full archive.

Continue reading

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

The Privatization of Education: A Political Economy of Global Education Reform

Harvard Educational Review

Related Papers

The State, Business and Education

Gita Steiner-Khamsi

Antoni Verger

Antoni Verger , Adrián Zancajo

The privatization of basic education is a global phenomenon growing in all corners of the world. However, education privatization is a multi-faceted process, which crystallizes and evolves in different forms and which eludes simplistic characterizations. This article defines educational privatization and examines its growth in different regions, discussing why it emerged and how it has developed. The article also reflects on the main effects of education privatization policies, with an emphasis on the challenges these policies pose for educational equity and for the public regulation of education.

Clara Fontdevila , Antoni Verger , Adrián Zancajo

Episodes of disaster are powerful triggers of education reform. The sense of urgency and bewilderment associated with catastrophic situations (including natural disaster or armed conflicts) prove a seizable opportunity for education reform advocates, rendering other stakeholders more receptive to drastic interventions. In particular, catastrophic situations are distinctive enablers of privatization and pro-market education reforms in that they allow for a particularly accelerated and drastic advancement of such types of reforms. This is in contrast with other educational privatization trajectories that are fundamentally gradual in nature—such as those involving a historical trend of retrenchment of the state, or the spontaneous development of an educational supply, tolerated or encouraged by the government in a context of education expansion. On that account, and despite the limited importance of disaster episodes triggering education privatization in quantitative terms, the singularity resulting from their transformative power render

Reimagining Globalization and Education

Adrián Zancajo , Antoni Verger , Clara Fontdevila

Antoni Verger , Clara Fontdevila , Adrián Zancajo

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 a systematic literature review methodology, encompassing 227 research papers, the article identifies and systematizes six different paths towards education privatization – understood as groups of frequently associated circumstances, mechanisms and courses of action leading to privatization. Conceived as ideal types, these different paths ultimately allow for a richer understanding of education privatization and show that the international diffusion of education privatization norms and discourses is far from producing policy convergence at a global scale.

JOURNAL OF EDUCATION POLICY

Pablo Martinis

Over the last decades privatization policies have taken centre stage in many processes of educational reform globally. In Latin America, these policies have played an important role since the 1990s leading to an increasing participation of private agents in educational provision. The case of Uruguay stands out for having remained somehow apart from this privatization agenda. More recently, however, research has identi- fied a significant shift in the discursive order especially driven by a series of new actors including think tanks and civil society organiza- tions favourable to different forms of privatization. Building on case study methods and informed by a cultural political economy (CPE) approach this paper addresses two purposes. First, it attempts to explore possible explanations for the scarce development of the pri- vate sector in Uruguayan education. Second, it aims to characterize the discourses and strategies increasingly used by different actors to frame and promote policy ideas potentially leading to privatization policies. The study shows how a small but influential number of actors have become involved in the process of promoting ideas that seek to influence policymaking. Findings reveal how these actors frame school autonomy and accountability as policy solutions by means of different strategies of networking and knowledge mobilization.

Background paper prepared for the 2021/2 Global education monitoring report: Non-state actors in education

Adrián Zancajo , Clara Fontdevila , Xavier BONAL

The global expansion of non-state actors as providers of basic education has frequently taken place under the umbrella of some form of public-private partnership (PPP). PPPs have expanded despite an increasing number of studies warning about the possible negative consequences of higher levels of private provision on equity, such as school segregation and students selection practices. As a response to these equity concerns, different actors have engaged in an intense debate on the pros and cons of PPPs and, specifically, how the governance of private subsidized schooling can be put at the service of the right to education. A growing consensus has emerged around the idea that the ultimate impact of PPPs depends largely on the specifics of their policy design. As a result of this debate, several international organizations call to adopt regulatory frameworks that could contribute to inhibit both school segmentation and opportunistic behaviors in the context of PPPs. Despite the centrality of regulation and accountability efforts in the debate around PPPs in basic education, the different policy options and instruments available for such purposes have been less systematically examined. The first objective of this paper is to identify the main regulatory and accountability dimensions involved in the governance of private subsidized schools, as well as the main policy designs available for each of these dimensions to promote equity in education. On this basis, the paper examines how different PPP regulatory dimensions can affect educational equity. The evidence presented is based on a review of the available literature on the relationship between PPPs and education equity in education systems with a significant presence of publicly funded private schools. Finally, the paper systematizes the main lessons drawn from the literature reviewed regarding the regulation of private subsidized schools in the context of PPPs.

Education policy analysis archives

Xavier BONAL , Antoni Verger , Adrián Zancajo

Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share important features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.

RELATED PAPERS

Education Policy Analysis Archives

Alexander Means

Adrián Zancajo

D. Brent Edwards Jr. , Alexander Means

National Center for the Study of Privatization in Education (Working Paper)

Critical Studies in Education

Clara Fontdevila , Antoni Verger , Marina Avelar

Antoni Verger , Gita Steiner-Khamsi , Christopher Lubienski

Revista Colombiana de Educación- ( R C E ) - Centro de Investigaciones Universidad Pedagógica Nacional (CIUP) , Adrián Zancajo , Clara Fontdevila

European Educational Research Journal

Educational Policy

D. Brent Edwards Jr. , Bob Lingard , Antoni Verger , Adrián Zancajo , Andreu Termes

D. Brent Edwards Jr. , Ee-Seul Yoon

D. Brent Edwards Jr. , Jeanne M Powers

Antoni Verger , Adrián Zancajo , Clara Fontdevila

Antoni Verger , Mauro Moschetti

Educational Markets and Segregation. Global Trends and Singular Experiences From Belgium and Chile

Adrián Zancajo , Clara Fontdevila , Antoni Verger

Antoni Verger , Clara Fontdevila , Ruarri Rogan

education policy analysis archives

Meredith Galloway

Realizing the Abidjan Principles on the Right to Education

Sylvain Aubry

Education, Globalisation and the State: Essays in honour of Roger Dale. Bern: Peter Lang

Journal of Supranational Policies of Education

Christopher Lubienski

Reimagining Education: The International Science and Evidence based Education Assessment

AKIYOSHI YONEZAWA

Fátima Antunes

Maria Balarin

Gul Muhammad Rind

D. Brent Edwards Jr. , Antoni Verger , Andreu Termes

Educational Review

Helen M Gunter

Journal of Educational Administration and History

Maija Salokangas

Christopher Lubienski , Ee-Seul Yoon

Marc Martínez Pons

Journal of Curriculum Studies 50(5): 595-607

Leonora Dugonjic-Rodwin

Mauro Moschetti

Journal of Vocational Education & Training

Leandro Sepúlveda

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Live revision! Join us for our free exam revision livestreams Watch now →

Reference Library

Collections

• See what's new
• All Resources
• Student Resources
• Assessment Resources
• Teaching Resources
• CPD Courses
• Livestreams

Study notes, videos, interactive activities and more!

Sociology news, insights and enrichment

Currated collections of free resources

Browse resources by topic

• All Sociology Resources

Resource Selections

Currated lists of resources

Topic Videos

Privatisation and Education

Last updated 11 Nov 2019

• Share on Facebook
• Share on Twitter
• Share by Email

The privatisation of education is explored in this topic video.

Privatisation is a process where institutions or other bodies are transferred from being owned by the state (or government) to being owned by private companies.

Examples of privatisation in the education system include Academies and Free Schools which are run and owned by private companies or corporations that have significant control over them, even though they continue to be funded by the taxpayer through the government. There has also been an increase in the use of private providers of further and higher education.

• Educational Policies
• Neoliberalism (Education)
• Privatisation

You might also like

Example answer for question 2 paper 1: a level sociology, june 2017 (aqa).

Exam Support

Educational Divide

10th January 2018

Learning in Syria

27th April 2018

School Segregation

21st January 2019

Classic Texts: Emile Durkheim "Moral Education" 1925

Study Notes

Bowles and Gintis on Education

Reaching 130 million girls with no access to education.

20th March 2020

Quick Revise - Education and Marketisation | AQA GCSE Sociology Revision Blast Video (Paper 1)

Our subjects.

• › Criminology
• › Economics
• › Geography
• › Health & Social Care
• › Psychology
• › Sociology
• › Teaching & learning resources
• › Student revision workshops
• › Online student courses
• › CPD for teachers
• › Livestreams
• › Teaching jobs

Boston House, 214 High Street, Boston Spa, West Yorkshire, LS23 6AD Tel: 01937 848885

• › Contact us
• › Terms of use
• › Privacy & cookies

© 2002-2024 Tutor2u Limited. Company Reg no: 04489574. VAT reg no 816865400.

• Website Inauguration Function.
• Vocational Placement Cell Inauguration
• Media Coverage.
• Certificate & Recommendations
• Privacy Policy
• Science Project Metric
• Social Studies 8 Class
• Computer Fundamentals
• Introduction to C++
• Programming Methodology
• Programming in C++
• Data structures
• Boolean Algebra
• Object Oriented Concepts
• Database Management Systems
• Open Source Software
• Operating System
• PHP Tutorials
• Earth Science
• Physical Science
• Sets & Functions
• Coordinate Geometry
• Mathematical Reasoning
• Statics and Probability
• Accountancy
• Business Studies
• Political Science
• English (Sr. Secondary)

Hindi (Sr. Secondary)

• Punjab (Sr. Secondary)
• Accountancy and Auditing
• Air Conditioning and Refrigeration Technology
• Automobile Technology
• Electrical Technology
• Electronics Technology
• Hotel Management and Catering Technology
• IT Application
• Marketing and Salesmanship
• Office Secretaryship
• Stenography
• Hindi Essays
• English Essays

Letter Writing

• Shorthand Dictation

Essay on “Privatization of Education” Complete Essay for Class 10, Class 12 and Graduation and other classes.

Privatization of Education: Solution to Resource Crunch

P OINTS TO DEVELOP 1 . Concept of privatization.

• State responsibility and failures.
• What privatization can do – benefits and dangers.
• Total privatization not feasible or desirable.
• State intervention should ensure proper working.

THE concept of privatization refers to private ownership in varying degrees – form total ownership to ownership in the form of joint ventures – and private management and control in public sector enterprises aimed at breaking state monopoly in various sectors. The effect of privatization is slowly being felt in all sectors of the economy.  Inevitably , it is being recommended for the education sector as well.

          Education is one of the fastest growing service sectors of the Indian economy. The medical and health care sector alone has developed faster  than education sector. The government spending on education in India was 3.3 per cent in 1999-2000, 1.3 per cent more than China’s public spending on education, which was per cent in 1999-2000. But the average government spending on education of the top 100 countries in the world was 5.24 per cent, about 50 per cent more than India’s. incidentally,  India was positioned 81. Privatization of education in India and /or more vigorous and active participation by private bodies in the education field, one feels, would significantly improve India’s rank bringing it at par with the top nations in this field.

          Since independence, the responsibility for expansion and development of education has lain largely on the state. Education was recently given the status of fundamental right. With development of the society and an increase in its economic capacity, it becomes obligatory for the state to increase its allocation of resources to the education sector in order to provide free, compulsory education to all children under 14 years of age; higher education for its citizens so that they can lead dignified lives; and equal opportunities for education to individuals and groups who are socially and economically weaker.

          The state education Commission (1964-66) set down  a total public expenditure on education of 6 per cent per annum of GNP by 1986 if the national income increased at the rate of  6 per cent per annum and population growth, at 2.1 per cent annum during 1955-56 to 1985-86. But even with a high growth rate of income, with the various sectors still low on the priority list. The state can non longer cope with the situation. Thus more and more people are looking towards privatization of education as a panacea.

          Knowledge is fast expanding and accumulation of it has become an important part of the development process. As a result , education itself has become an economic output necessary  for human resource development. The private sector , benefiting much from the knowledge industry, can  also take an active part in education. This is all the more needed with the outbreak of the technological revolution. Technological developments in the fields of communication, electronics, computers , etc,. require an educated and well trained manpower whose financial needs cannot be fulfilled by the public sector alone.

          Need for privatization ahs also risen because all these years of state –funded education has made it an almost free service and it has lost its real value where its direct beneficiaries (students ) are concerned. Privatization , by getting back the whole cost of education, or a large percentage of it, by way of education fees, would instill would take greater interest in ensuring an improvement in the quality of education. Privatization would demand the full cost of education. This would facilitate withdrawal of state subsidies and lighten the burden on the state. Institutions would be favored with  greater freedom; they would be able to hire talented staff, paying them better salaries. Privatization will also urge the beneficiaries of the output of educational establishments, mainly the corporate sector, to share the funding of these institutions.

          In spite of the state’s large contribution in the establishment of schools and colleges, privatization of education has been taking place rapidly at the school level. Private schools , set up and run by private entrepreneurs on a commercial basis, and curiously enough, called public schools, impart education mostly through the English medium and charge the full education cost-much more, indeed, some would say. The private sector’s attempts have also included schools run by reputed religious or social organizations and charitable trusts, which do not receive any grants from the government. But at the higher level, by private agencies but funded by both government and non- governmental means.

          The private sector cannot, however, totally cater to the country’s educational needs. For one, the heavy fees charged in the private institutions would deny poor sections opportunities for education. Witness the capitation fees charged in private professional colleges. This leads to identifications of privatization with commercial motives. Here it would be useful to note that India has a fairly large system of higher education in as much as we have today around 250 universities, over 10,500 colleges and nearly 55 lakh students being taught by 3 lakh –odd teachers. Despite this population in the relevant age group of 16-23 is a miserable 6 per cent. This is fairly low even when compared with developing nations, the figure being 20 per cent for both Thailand and Egypt, 11 per cent for Brazil, 16 per cent for the Mexico and 10 per cent for Turkey. On the  other hand, in the developed countries, access to higher educations is over expanded generally courtesy heavy state support, inadequate access continues to cause worry. This when higher is highly subsidized by the Indian government. privatization of  education, especially higher education, it is said, may further dampen prospective students and their guardians from seeking to study at higher levels. Hence, extreme caution is needed while speeding up the privatization process in education. Further, total privatization would give the institution the right to hire or fire staff according to their needs and to stop courses or open new courses as they see fit. This could have undesirable results, such as coin, security of teachers’ jobs has led to a fall in work specified number of  years’ service. There are no incentives to encourage advanced reading and research. Some balance courses depending on their market value will open the education sector to commercialization. Social sciences., physical science and courses in ancient languages like Sanskrit may not have a profitability value but these must figure in the school and college curricula for the sake of preserving an interest in culture and liberal arts. Privatization with appropriate state  intervention is what will suit Indian conditions.

          The recovery cost of education must be slowly in – creased. It has been pointed out that in the next 10 years  the contribution of fees by  students must rise to 25 per cent  of total expenditure. Evolving a strategy to accomplish this, the Ramamurti committee in 1990 suggested a fee hike at the higher education level with the richest recipients of education paying 75 percent of their educational cost, the next richest ,  50 per cent of the cost, the next richest section, 25 per cent and the economically weak sections bearing Zero cost. This discriminatory fee structure is not quite partitions. What can take its place is a uniform fee  structure, that nevertheless permits 25 per cent of the students from  economically weaker sections full fee exemption. This would increase the recovery cost and bring about a reduction in state subsidy.

          Graduate tax on users of the output of higher education institutions, i.e..  the corporate sector which is the biggest user of educated manpower, has been suggested by the world Bank. The Ramanmurti Committee was hesitant regarding any such measure, indicating that it would affect economic stability of the corporate sector by means of grants. Hence, the corporate sector needs to fund higher education’s on its own or else education cess  can be imposed on it so that a share of its gross profits will be available for funding purposes.       

          Universities can also get involved in research projects for the corporate sector and use part of the project funds for education needs. More importantly, each university should identify avenues of resource generation, both internal and external, depending upon the nature of the programmers offered and the locale. The Punnayya  committee  set up by the UGC and the Swaminathan panel of the AICTE have made some broad recommendations in this include proper utilization of funds, general economy in expenditures, pooling and most importantly, rationalization of fee structure. In the United States of America, the concept of private universities is an integrated part of the political and economic philosophy of consumer sovereignty. State intervention in education is exerted indirectly by regulating consumer response. The higher education system in the UK shares some features with those in the USA. State intervention should ensure that the private sector institutions provide the poor sections of the masses access to education in theses institutions.

          Education is admitted to be a necessity for development. The government is unable to find the funds required for it. In the circumstances, privatization is the only answer, provided certain guidelines ensure societal goods as well as the profit motive.    

About evirtualguru_ajaygour

commentscomments

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Quick Links

Popular Tags

Visitors question & answer.

• Md shoaib sarker on Short Story ” The Lion and The Mouse” Complete Story for Class 10, Class 12 and other classes.
• Bhavika on Essay on “A Model Village” Complete Essay for Class 10, Class 12 and Graduation and other classes.
• slide on 10 Comprehension Passages Practice examples with Question and Answers for Class 9, 10, 12 and Bachelors Classes
• अभिषेक राय on Hindi Essay on “Yadi mein Shikshak Hota” , ”यदि मैं शिक्षक होता” Complete Hindi Essay for Class 10, Class 12 and Graduation and other classes.

Download Our Educational Android Apps

Latest Desk

• Samkaleen Bhartiya Mahilaye  “समकालीन भारतीय महिलाएं” Hindi Essay, Nibandh 1000 Words for Class 10, 12 Students.
• Nijikarn – Gun evm Dosh  “निजीकरण: गुण एवं दोष” Hindi Essay, Nibandh 1200 Words for Class 10, 12 Students.
• Bharat mein Mahilaon ke Rajnitik Adhikar  “भारत में महिलाओं के राजनीतिक अधिकार” Hindi Essay, Nibandh 700 Words for Class 10, 12 Students.
• Bharat mein Jativad aur Chunavi Rajniti “भारत में जातिवाद और चुनावी राजनीति” Hindi Essay, Nibandh 1000 Words for Class 10, 12 Students.
• Example Letter regarding election victory.
• Example Letter regarding the award of a Ph.D.
• Example Letter regarding the birth of a child.
• Example Letter regarding going abroad.
• Letter regarding the publishing of a Novel.

Vocational Edu.

• English Shorthand Dictation “East and Dwellings” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines.
• English Shorthand Dictation “Haryana General Sales Tax Act” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines meaning.
• English Shorthand Dictation “Deal with Export of Goods” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines meaning.
• English Shorthand Dictation “Interpreting a State Law” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines meaning.

26 Planning a Discursive Essay

Discursive essay – description.

A discursive essay is a form of critical essay that attempts to provide the reader with a balanced argument on a topic, supported by evidence. It requires critical thinking, as well as sound and valid arguments (see Chapter 25) that acknowledge and analyse arguments both for and against any given topic, plus discursive essay writing appeals to reason, not emotions or opinions. While it may draw some tentative conclusions, based on evidence, the main aim of a discursive essay is to inform the reader of the key arguments and allow them to arrive at their own conclusion.

The writer needs to research the topic thoroughly to present more than one perspective and should check their own biases and assumptions through critical reflection (see Chapter 30).

Unlike persuasive writing, the writer does not need to have knowledge of the audience, though should write using academic tone and language (see Chapter 20).

Choose Your Topic Carefully

A basic guide to choosing an assignment topic is available in Chapter 23, however choosing a topic for a discursive essay means considering more than one perspective. Not only do you need to find information about the topic via academic sources, you need to be able to construct a worthwhile discussion, moving from idea to idea. Therefore, more forward planning is required. The following are decisions that need to be considered when choosing a discursive essay topic:

• These will become the controlling ideas for your three body paragraphs (some essays may require more). Each controlling idea will need arguments both for and against.
• For example, if my topic is “renewable energy” and my three main (controlling) ideas are “cost”, “storage”, “environmental impact”, then I will need to consider arguments both for and against each of these three concepts. I will also need to have good academic sources with examples or evidence to support my claim and counter claim for each controlling idea (More about this in Chapter 27).
• Am I able to write a thesis statement about this topic based on the available research? In other words, do my own ideas align with the available research, or am I going to be struggling to support my own ideas due to a lack of academic sources or research? You need to be smart about your topic choice. Do not make it harder than it has to be. Writing a discursive essay is challenging enough without struggling to find appropriate sources.
• For example, perhaps I find a great academic journal article about the uptake of solar panel installation in suburban Australia and how this household decision is cost-effective long-term, locally stored, and has minimal, even beneficial environmental impact due to the lowering of carbon emissions. Seems too good to be true, yet it is perfect for my assignment. I would have to then find arguments AGAINST everything in the article that supports transitioning suburbs to solar power. I would have to challenge the cost-effectiveness, the storage, and the environmental impact study. Now, all of a sudden my task just became much more challenging.
• There may be vast numbers of journal articles written about your topic, but consider how relevant they may be to your tentative thesis statement. It takes a great deal of time to search for appropriate academic sources. Do you have a good internet connection at home or will you need to spend some quality time at the library? Setting time aside to complete your essay research is crucial for success.

It is only through complete forward planning about the shape and content of your essay that you may be able to choose the topic that best suits your interests, academic ability and time management. Consider how you will approach the overall project, not only the next step.

Research Your Topic

When completing a library search for online peer reviewed journal articles, do not forget to use Boolean Operators to refine or narrow your search field. Standard Boolean Operators are (capitalized) AND, OR and NOT. While using OR will expand your search, AND and NOT will reduce the scope of your search. For example, if I want information on ageism and care giving, but I only want it to relate to the elderly, I might use the following to search a database: ageism AND care NOT children. Remember to keep track of your search strings (like the one just used) and then you’ll know what worked and what didn’t as you come and go from your academic research.

The UQ Library provides an excellent step-by-step guide to searching databases:

Searching in databases – Library – University of Queensland (uq.edu.au)

Did you know that you can also link the UQ Library to Google Scholar? This link tells you how:

Google Scholar – Library – University of Queensland (uq.edu.au)

Write the Thesis Statement

The concept of a thesis statement was introduced in Chapter 21. The information below relates specifically to a discursive essay thesis statement.

As noted in the introduction to this chapter, the discursive essay should not take a stance and therefore the thesis statement must also impartially indicate more than one perspective. The goal is to present both sides of an argument equally and allow the reader to make an informed and well-reasoned choice after providing supporting evidence for each side of the argument.

Sample thesis statements: Solar energy is a cost -effective solution to burning fossil fuels for electricity , however lower income families cannot afford the installation costs .

Some studies indicate that teacher comments written in red may have no effect on students’ emotions , however other studies suggest that seeing red ink on papers could cause some students unnecessary stress. [1]

According to social justice principles, education should be available to all , yet historically, the intellectually and physically impaired may have been exempt from participation due to their supposed inability to learn. [2]

This is where your pros and cons list comes into play. For each pro, or positive statement you make, about your topic, create an equivalent con, or negative statement and this will enable you to arrive at two opposing assertions – the claim and counter claim.

While there may be multiple arguments or perspectives related to your essay topic, it is important that you match each claim with a counter-claim. This applies to the thesis statement and each supporting argument within the body paragraphs of the essay.

It is not just a matter of agreeing or disagreeing. A neutral tone is crucial. Do not include positive or negative leading statements, such as “It is undeniable that…” or “One should not accept the view that…”. You are NOT attempting to persuade the reader to choose one viewpoint over another.

Leading statements / language will be discussed further, in class, within term three of the Academic English course.

Thesis Structure:

• Note the two sides (indicated in green and orange)
• Note the use of tentative language: “Some studies”, “may have”, “could cause”, “some students”
• As the thesis is yet to be discussed in-depth, and you are not an expert in the field, do not use definitive language
• The statement is also one sentence, with a “pivot point” in the middle, with a comma and signposting to indicate a contradictory perspective (in black). Other examples include, nevertheless, though, although, regardless, yet, albeit. DO NOT use the word “but” as it lacks academic tone. Some signposts (e.g., although, though, while) may be placed at the start of the two clauses rather than in the middle – just remember the comma, for example, “While some studies suggest solar energy is cost-effective, other critical research questions its affordability.”
• Also note that it is based on preliminary research and not opinion: “some studies”, “other studies”, “according to social justice principles”, “critical research”.

Claims and Counter Claims

NOTE: Please do not confuse the words ‘claim’ and ‘counter-claim’ with moral or value judgements about right/wrong, good/bad, successful/unsuccessful, or the like. The term ‘claim’ simply refers to the first position or argument you put forward (whether for or against), and ‘counter-claim’ is the alternate position or argument.

In a discursive essay the goal is to present both sides equally and then draw some tentative conclusions based on the evidence presented.

• To formulate your claims and counter claims, write a list of pros and cons.
• For each pro there should be a corresponding con.
• Three sets of pros and cons will be required for your discursive essay. One set for each body paragraph. These become your claims and counter claims.
• For a longer essay, you would need further claims and counter claims.
• Some instructors prefer students to keep the pros and cons in the same order across the body paragraphs. Each paragraph would then have a pro followed by a con or else a con followed by a pro. The order should align with your thesis; if the thesis gives a pro view of the topic followed by a negative view (con) then the paragraphs should also start with the pro and follow with the con, or else vice versa. If not aligned and consistent, the reader may easily become confused as the argument proceeds. Ask your teacher if this is a requirement for your assessment.

Use previous chapters to explore your chosen topic through concept mapping (Chapter 18) and essay outlining (Chapter 19), with one variance; you must include your proposed claims and counter claims in your proposed paragraph structures. What follows is a generic model for a discursive essay. The following Chapter 27 will examine this in further details.

Sample Discursive Essay Outline 

The paragraphs are continuous; the dot-points are only meant to indicate content.

Introduction

• Thesis statement
• Essay outline (including 3 controlling ideas)

Body Paragraphs X 3 (Elaboration and evidence will be more than one sentence, though the topic, claim and counter claim should be succinct)

• T opic sentence, including 1/3 controlling ideas (the topic remains the same throughout the entire essay; it is the controlling idea that changes)
• A claim/assertion about the controlling idea
• E laboration – more information about the claim
• E vidence -academic research (Don’t forget to tell the reader how / why the evidence supports the claim. Be explicit in your E valuation rather than assuming the connection is obvious to the reader)
• A counter claim (remember it must be COUNTER to the claim you made, not about something different)
• E laboration – more information about the counter claim
• E vidence – academic research (Don’t forget to tell the reader how / why the evidence supports the claim. Be explicit in your E valuation rather than assuming the connection is obvious to the reader)
• Concluding sentence – L inks back to the topic and/or the next controlling idea in the following paragraph

Mirror the introduction. The essay outline should have stated the plan for the essay – “This essay will discuss…”, therefore the conclusion should identify that this has been fulfilled, “This essay has discussed…”, plus summarise the controlling ideas and key arguments. ONLY draw tentative conclusions BOTH for and against, allowing the reader to make up their own mind about the topic. Also remember to re-state the thesis in the conclusion. If it is part of the marking criteria, you should also include a recommendation or prediction about the future use or cost/benefit of the chosen topic/concept.

A word of warning, many students fall into the generic realm of stating that there should be further research on their topic or in the field of study. This is a gross statement of the obvious as all academia is ongoing. Try to be more practical with your recommendations and also think about who would instigate them and where the funding might come from.

This chapter gives an overview of what a discursive essay is and a few things to consider when choosing your topic. It also provides a generic outline for a discursive essay structure. The following chapter examines the structure in further detail.

• Inez, S. M. (2018, September 10). What is a discursive essay, and how do you write a good one? Kibin. ↵
• Hale, A., & Basides, H. (2013). The keys to academic English. Palgrave ↵

researched, reliable, written by academics and published by reputable publishers; often, but not always peer reviewed

assertion, maintain as fact

The term ‘claim’ simply refers to the first position or argument you put forward (whether for or against), and ‘counter-claim’ is the alternate position or argument.

Academic Writing Skills Copyright © 2021 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

• Skip to main content

India’s Largest Career Transformation Portal

Essay on Privatization of Higher Education in India

August 3, 2019 by Sandeep

500+ Words Essay on Privatization of Higher Education

“Education is the most powerful weapon which can be used to change the world.” This beautiful thought had been voiced out by Nelson Mandela, and is so true in fact, that it still strikes a chord within us now.

The world cannot progress or change in any way unless the people make a step to do so, and they would not know what step to take or how to take it unless they were educated.

On the basis of size, India has the third largest higher educational system in the world, next to China and to United States. It has grown rapidly after achieving independence.

In terms of the number of educational institutes, India has an upper rank in the world. Even the Constitution of India , under various articles, commands that free and compulsory education be provided to children between the ages of 6 and 14 as a fundamental right.

The Education system in India consists of three phases as funding, philanthropic to public and then to private financing. The changing patterns have altered the regulations, equity, efficiency and quality of higher education. This has led to privatization of education on a large scale.

What is privatization of education?

In India, there are two types of schools – the government owned and aided ones, and the privately owned and managed schools. The government owned schools are not known to provide the standard of education and the excellent facilities available at and offered by the privately owned schools to the students.

Another drawback of the government owned schools is that most wards drop out after just a few years of education. One of the most important causes of this phenomenon is because of the paucity and lack of employment opportunities for the educated youth of India, especially from the rural areas.

Even after receiving a postgraduate degree, most youth must sit at home without a job. If this has to be the case, and the youth get only menial occupation opportunities in spite of being educated, then it is thought to be better to spend school time working instead in that sector and gaining some experience. Education is such a situation becomes more of a method of wasting time and is not given much importance.

Advantages of Privatizing Higher Education

Due to structural adjustment program going on globally, many countries are trying to explore alternative sources other than the public treasury for various development programmes. In the context of higher education, advocacy of private financing has become increasingly common.

It cannot be denied that most private institutes provide much better schooling facilities in comparison to the government owned institutes. In fact, most privately owned institutes specialize in a variety of boards, including ICSE (Indian Certificate of Secondary Education), CBSE (Central Board of Secondary Education), or even IGCSE (International General Certificate of Secondary Education).

Government schools as a rule specialize only in SSC (Secondary School Certificate). As a result, government owned schools focus on simplified portion, that too often rote learned whereas the latter focuses on practical applications, laboratory experiments and real life skills.

Another reason why government schools are not preferred over private institutes is because of the teachers employed. Most teachers at public schools are given a pittance of a salary and are hence, hardly motivated to work well. When teachers do not report to school, or even stay home from work often, students fail to show up too, learning by example, or simply wasting away their day.

On the other hand, since a lot of students drop out for reasons mentioned before, some teachers feel disillusioned and leave their jobs as well. This leaves the students who are actually willing to learn and motivated to get a true education, in the lurch. In this way, the whole process of education is devalued and reduced to nothing more than a farce.

Another major advantage that private institutes have is that it will end reservations and minority quota forever. At most government owned institutes, more than 50 % of the seats were for minority quota. This seems unfair in several ways.

Disadvantages of Privatizing Higher Education

Although there are a lot of pros to privatizing higher education, it has its fair share of cons too. Most of the higher education institutes in the country are already owned by private individuals. There are very few higher education institutes owned by government.

These private institutes charge inexplicably high amount of fees and only a few of them justify with the amount charged by providing quality education whereas in government institutes fess is low and there are limited number of seats.

Also, admissions in government institutes take place on merit basis but this is not so in private institutes, where admissions are often on the basis of donations to the school.

They are often more professional and profit driven than inclined to be a good place for studying. Privatization of education simply means that government is having less control over the higher education sector and letting the private organizations work with complete autonomy.

Although the quality of education can be more refined, however it still limits the check on these organizations, whose primary aim is not education but simply business that comes at the cost of high-end fees, commercialisation of education and even misuse of power. There is also financial unaccountability, as these centres can then become places for illicit trading of money.

The concept of privatization of higher education is completely against the constitution of India which promises to give everyone equal opportunities without any discrimination. This is true because of the scenario in private institutions where one handful of money buys better access to education.

Somehow, it gives the impression that a son of a farmer cannot dream high or rather, can only stay a farmer. Only the one with an affluent family backing him up and more connections can carve out their path in fields involving higher studies. It leaves the poor with nothing more than unfulfilled dreams. Hence, there will be a degradation in the quantity of graduates.

To quote Bill Gates, “Research shows that there is only half as much variation in student achievement between schools as there is among classrooms in the same school. If you want your child to get the best education possible, it is actually more important to get him assigned to a great teacher than to a great school.”

Education is a task which should consider all around development of alumni whereas private owned educational institutes are only concerned with high standards of behaviour more than moral, ethical, and emotional values. In the real world, there is a greater need for the ethically concerned ones in order to make ourselves comfortable.

Education is not a business as most of the privatized universities seem to practice. It should be all-inclusive, not exclusive. If one has the skills, he/she should be able to pursue their dreams no matter what status he or she belongs to.

Over the past six decades, India made considerable efforts in the field of higher education. Indian Institutes of Technology and Indian Institutes of Management have emerged as the institutes of excellence although they are government owned universities.

In order for the higher education of students to improve further, the best way would be for the public and private sector to work together.

Only then they will be able to take in more students and also obtain more funding from the government, which will make their facilities less expensive.

The important task in present scenario is to impart better and quality education. Children are the nation builders of the future and it is necessary to mould them into the good citizens. We need to provide them with the proper tools of education so that they can become the pillar of the nation’s growth.

Trending Essay

• Essay on Republic Day
• Essay on Independence Day
• Globalisation in India
• Mother’s Day essay
• Father’s Day essay
• Children’s Day essay

Charita Davis

• Expository Essay
• Persuasive Essay
• Reflective Essay
• Argumentative Essay
• Admission Application/Essays
• Term Papers
• Essay Writing Service
• Research Proposal
• Research Papers
• Assignments
• Dissertation/Thesis proposal
• Research Paper Writer Service
• Pay For Essay Writer Help

• Member Login

is here to help you!

Student years are the best time of one’s life. You are in the prime of your life and hopeful about the bright future ahead. This is the period that leaves the funniest photos, the sweetest memories, and gives you the most faithful friends. However, there is one thing that spoils all the fun – assignment writing. Have you ever struggled to write an essay or prepare a speech only to find that the deadline is getting closer, and the work is not ready yet? Are you desperate for someone to have your paper done? Ordering it online is a really convenient option, but you must be sure that the final product is worth the price. is one of the leading online writing centers that deliver only premium quality essays, term papers, and research papers.

Once you place an order and provide all the necessary instructions, as well as payment, one of our writers will start working on it. Be sure we won’t choose a person to do your paper at random. The writer assigned will hold an academic degree in the respective area of expertise, which makes it possible for him/her to find the relevant information, carry out exhaustive research, and develop a comprehensible and well-organized document. The final product will meet all your specifications regarding the content and formatting style. What is more, you will not have to proofread it for any grammatical or spelling errors, because our professionals have a really good command of the English language.

Definitely! It's not a matter of "yes you can", but a matter of "yes, you should". Chatting with professional paper writers through a one-on-one encrypted chat allows them to express their views on how the assignment should turn out and share their feedback. Be on the same page with your writer!

Customer Reviews

Write My Essay Service Helps You Succeed!

Being a legit essay service requires giving customers a personalized approach and quality assistance. We take pride in our flexible pricing system which allows you to get a personalized piece for cheap and in time for your deadlines. Moreover, we adhere to your specific requirements and craft your work from scratch. No plagiarized content ever exits our professional writing service as we care. about our reputation. Want to receive good grades hassle-free and still have free time? Just shoot us a "help me with essay" request and we'll get straight to work.

1(888)499-5521

1(888)814-4206

5 Signs of a quality essay writer service

Customer Reviews

Niamh Chamberlain

Can I pay after you write my essay for me?

Jalan Zamrud Raya Ruko Permata Puri 1 Blok L1 No. 10, Kecamatan Cimanggis, Kota Depok, Jawa Barat 16452

Finished Papers

Customer Reviews

Customer Reviews

Cookies! We use them. Om Nom Nom ...

Customer Reviews

You are going to request writer Estevan Chikelu to work on your order. We will notify the writer and ask them to check your order details at their earliest convenience.

The writer might be currently busy with other orders, but if they are available, they will offer their bid for your job. If the writer is currently unable to take your order, you may select another one at any time.

Please place your order to request this writer

PenMyPaper offers you with affordable ‘write me an essay service’

We try our best to keep the prices for my essay writing as low as possible so that it does not end up burning a hole in your pocket. The prices are based on the requirements of the placed order like word count, the number of pages, type of academic content, and many more. At the same time, you can be eligible for some attractive discounts on the overall writing service and get to write with us seamlessly. Be it any kind of academic work and from any domain, our writers will get it done exclusively for you with the greatest efficiency possible.