local challenges due to a lack of support from higher authorities. The ‘blame game’
between teachers, curriculum advisors and the Department of Education put into
perspective the bureaucracy at play on every level in the education sector.
Public Private Partnership in Education
Verger et al. (2012) elaborate on idea of the Public Private Partner (PPPs) in the
primary education sector of India. The country has previously implemented the PPP
model in infrastructure and solid waste management with a fair amount of success. The
inclusion of the PPP model in the education sector is a recent development. This model
has gained strong support from the international aid agencies such as the World Bank,
UNESCO and Asian Development Bank. It would be fair to say that the PPP is viewed as
a resourceful education investment especially for developing countries striving to achieve
quality education for all. As the name suggests, PPPs are partnerships between the public
and private sectors meant to boost productivity, which in the case of education means
better accessibility and quality. The partnership involves contracted work by private
organizations that could range from managing school infrastructure to the management of
teachers. The state, on the other hand, controls the overall hiring process of staff,
payment of salaries, etc.
Building on Verger’s research, promoting the idea of experimenting further with
the PPP model for education is recommended for India. This is beneficial since it
especially targets accessibility and quality of education. Furthermore, Verger (2011)
describes the conditions of clarity, consistency, familiarity, feasibility and resonation as
necessary for successful the re-contextualization of policy models at the national level. In
the case of India, the familiarity and success of PPPs in other sectors makes it less foreign