Eğitimde Kamu-Özel Ortaklığı: İngiltere'de Akademi Okulları Örneği

Eğitimin niteliğinin artırılabilmesi için kamu-özel ortaklık (KÖO) modelinin önemli bir rol oynayabileceğine dair söylem özellikle OECD, Dünya Bankası gibi uluslararası aktörlerin rolüyle küresel düzeyde dolaşıma sokulmaktadır. Ancak diğer yandan KÖO modeli, yatırım alanı giderek daralan sermaye için yeni değerlenme alanlarının yaratılmasına olanak tanıdığı ve aslında devletin sermaye birikim sürecindeki rolünü gizleyen bir 'Truva Atı' işlevi gördüğü yönünde eleştiriler almaktadır. KÖO modeli neoliberal politikaların hayata geçirilmesinde öncü rol oynayan ülkelerden biri olan İngiltere gibi endüstrileşmiş ülkelerde daha önce denenmeye ve uygulanmaya başlamış, eğitim hizmetleri de uygulama alanlarından biri olmuştur. Bu çalışmada öncelikle KÖO ve eğitimde uygulamalarına dair bir tartışma yürütülmüş, sonrasında ise İngiltere eğitim sistemi ana hatlarıyla betimlenerek bir KÖO modeli olan akademiler çeşitli boyutlarıyla değerlendirilmiştir. Böylece son dönemlerde Türkiye'de de sıkça duyulmaya başlanan KÖO’nun İngiltere eğitim sisteminde nasıl geliştiği ve yarattığı değişimler ortaya çıkarılmaya çalışılmıştır.

Public-Private Partnership in Education: Academy Schools in England

The discourse that the public-private partnership (PPP) model can play an important role for improving the quality of education is especially circulated by the role of global actors such as the OECD and the World Bank. However, the PPP model is criticized due to the fact that it allows the creation of new valorization areas for the capital whose investment area is increasingly narrowing, and functions as a ‘Trojan horse’ that hides the role of the state in the capital accumulation process. The PPP model has been tried and implemented in industrialized countries such as the UK, which is one of the countries that play a pioneering role in neo-liberal policies, educational services have become one of the implementation areas. This study first carries out a debate about PPP and its applications in education, then it evaluates academies as a PPP model by describing education system of England with the main lines. In this way, we have tried to find out how the PPP, widely heard in Turkey recently too, developed in English education system and the changes it creates.

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