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Education budgets are being reduced by many governments, especially in low- and middle-income (LMIC) countries, as finite resources are diverted toward the health crisis brought about by the pandemic. As the crisis continues, some governments may opt to turn to education public-private partnerships (PPP) to meet funding shortfalls and build capacity. This paper discusses some of the common critiques of educational PPPs, examines some pertinent case studies, and offers suggestions for practitioners and decision-makers on sustainable and ethical PPPs in education.

This paper draws on existing literature and current reporting by international/intergovernmental organizations to explore the complex role of public and private collaboration and agency in education and offers insights and suggestions to the challenges that may arise with increased educational PPPs as a result of the pandemic.

PPPs are controversial, susceptible to issues of accountability and transparency, and findings so far are varied, and yet countries may turn to them to address funding and resource shortfalls arising from the pandemic. The author proposes recommendations to address the common issues in educational PPPs.

This paper will contribute to the evolving conversation on educational PPPs, its role and limitations.

This study aims to develop a hierarchical reliability framework to evaluate the service delivery performance of education public–private partnerships (PPPs) effectively and efficiently during long-term operations.

The research design included development and test phases. In the development phase, three performance layers, i.e. indicator, component and system, in the education service delivery system were identified. Then, service component reliability was computed through first order reliability method (FORM). Finally, the reliability of the service system was obtained using dynamic component weightings. A PPP school example in Australia was set up in the test phase, where performance indicators were collected from relevant contract documents and performance data were simulated under three assumptive scenarios.

The example in the test phase yielded good results for the developed framework in evaluating uncertainties of service delivery performance for education PPPs. Potentially underperforming services from the component to the system level at dynamic timepoints were identified, and effective preventative maintenance strategies were developed.

This research enriches reliability theory and performance evaluation research on education PPPs. First, a series of performance evaluation indicators are constructed for assessing the performance of the service delivery of the education PPP operations. Then, a reliability-based framework for service components and system is developed to predict service performance of the PPP school operations with consideration of a range of uncertainties during project delivery.

The developed framework was illustrated with a real-world case study. It demonstrates that the developed reliability-based framework could potentially provide the practitioners of the public sector with a basis for developing effective preventative maintenance strategies with the aim of prolonging the service life of the PPP schools.

Evaluating education PPPs is challenging as it involves long-term measurement of various service components under uncertainty. The developed reliability-based framework is a valuable tool to ensure that reliability is maintained throughout the service life of education PPPs in the presence of uncertainty.

This chapter explores the rise of Public Private Partnerships (PPPs) in global education policy through theories of neoliberal globalization and analyzing the practices of international organizations that help to frame and establish such policies in various countries such as Egypt. PPPs have been a vehicle for promoting the involvement of transnational corporations, especially in the information and communication technology (ICT) sector, in education sector reforms. The chapter examines the case of Egypt and the role of internal and external actors in promoting educational reform, spearheaded by the largest PPP: the Egyptian Education Initiative. The chapter questions the relevance and impact of such education reforms in the unstable political, economic, and social environment of post-revolution Egypt.

This paper aims to identify the factors affecting the implementation of Public-Private Partnerships (PPPs) in the education sector.

Based on Scopus and adopting the protocol of Staples and Niazi (2007), this systematic literature review examined 21 articles on PPPs in the education sector. Content analysis is adopted to identify research gaps and provide information on critical issues in the cases.

The findings have identified the critical success factors of PPPs in the education sector in 12 countries, revealing varying degrees of success and implementation challenges. They reflect the importance of clear objectives, effective communication, and robust partnerships between the public and private sectors to achieve success. These insights contribute to an in-depth understanding of PPP implementation in education, which can guide future projects.

The critical success factors identified in PPPs implementation in education across various countries may provide a comprehensive worldwide perspective for researchers, practitioners and policymakers.

This chapter attempts to untangle the complex arena of private sector engagement in education by discussing the definitional challenges associated with understanding the non-state sector and by introducing some conceptual frameworks employed in research on private education. A thematic review of research from the field of Comparative International Education is provided to give the reader an understanding of the diversity that characterizes private involvement as well as the interconnectedness of private actors, specifically drawing attention to findings that grapple with equity implications. The chapter concludes with some suggestions for developing a framework for research via posing questions that ought to be asked when designing, conducting and analyzing findings from studies into private sector engagement in education.

Drawing upon theoretical insights on value creation perspectives, the authors aim to advance the understanding of performance and accountability in different hybrid organisations.

The authors conceptualise common theoretical origins of hybrid organisations and how they create and enact value, by reflecting on the Accounting, Auditing and Accountability Journal (AAAJ) special issue articles. Furthermore, the authors propose an agenda for future research into accounting, performance and accountability for hybrid organisations.

Hybrid organisations can be conceptualised through their approaches to value creation (mixing, compromising and legitimising). This article provides a more detailed understanding of accounting, performance and accountability changes in hybrid organisations.

This contribution also has relevant practical implications for actors, such as politicians, managers, professionals, auditors, controllers and accountants, encased in various hybrid organisations, policy contexts and multi-faceted interfaces between public, private and civil society.

Hybridity lenses reveal novel connections between different types of hybrid organisations and how they create and enact multiple values.

Contemporary organisational landscapes offer opportunities for hybrids to thrive. Public–private partnerships (PPPs) are one thriving hybrid form incorporating the use of resources and/or structures from both public and private sectors. The study examines the impact of such a hybrid structure on governance and accountability mechanisms in a context of institutional complexity.

This study uses an approach that draws on institutional logics and hybridity to examine governance arrangements in the PPP policy created for the delivery of UK schools. Unusually, it employs a comparative case study of how four local governments implemented the policy. It draws on a framework developed by Polzer et al. (2017) to examine the level of engagement between multiple logics and hybrid structures and applies this to the delivery of governance and accountability for public money.

The Polzer et al. framework enables a study of how the nature of hybrids can vary in terms of their governance, ownership and control relations. The findings show how the relationships between levels of engagement of multiple logics and hybrid structures can impact on governance and accountability for public money. Layering and blending combinations led to increased adoption of private sector accountability structures, whilst a hybrid with parallel co-existence of community and market logics delivered a long-term governance structure.

The paper examines the operation of hybrids in a complex education PPP environment in only four local governments and therefore cannot provide representative answers across the population as a whole. However, given the considerable variation found across the four examples, the paper shows there can be significant differentiation in how multiple logics engage at different levels and in varying combinations even in the same hybrid setting. The paper focuses on capital investment implementation and its evaluation, so it is a limitation that the operational stage of PPP projects is not studied.

The findings have political relevance because the two local government bodies with more robust combinations of multiple logics were more successful in getting funds and delivering schools in their geographical areas.

The study extends Polzer et al.'s (2017) research on hybridity by showing that there can be significant differentiation in how multiple logics engage at different levels and in varying combinations even in what was planned to be the same hybrid setting. It shows how in situations of institutional complexity certain combinations of logics lead to differentiation in governance and accountability, creating fragmented focus on the related public accountability structures. This matters because it becomes harder to hold government to account for public spending.

The purpose of this paper is to examine the implications of Public Private Partnerships (PPPs) for education delivery, attainment, attitude, behaviour and attendance. Partnership success factors are identified, and transferable lessons extracted. Barriers to the success of the partnership are explored and suggestions for improvement are made.

Case study of the first PFI school in the UK. This involved a systematic literature review and collation of data on impact on Victoria Dock Primary School, four face‐to‐face in‐depth interviews with Sewell Group Plc and Victoria Dock Primary School staff, and three face‐to‐face in‐depth interviews with experts in the education sector.

Findings suggest that the impact of the partnership on education is positive. Pupils perform significantly better than both the average Hull and national primary schools. There appears to be a positive impact on attitude, behaviour and attendance.

Caution is issued regarding generalisability of findings on account of this being a single case study.

The findings have implications for those involved in PPPs, or those considering entering such a partnership. A very useful source of information and advice about the ingredients required for successful partnerships.

This study adds evidence to the existing limited evaluative work that has been completed on PPPs with regard to their impact on education. This includes delivery, attainment, behaviour and attitude, and attendance.