Rethinking the Public-Private Mix in Higher Education: Global Trends and National Policy Challenges

Are health care systems converging in developing nations? We use the case of health care financing in Latin America between 1995 and 2009 to assess the predictions of modernization theory, competing strands of globalization theory, and accounts of persistent cross-national differences. As predicted by modernization theory, we find convergence in overall health spending. The public share of health spending increased over this time period, with no convergence in the public-private mix. The findings indicate robust heterogeneity of national health care systems and suggest that globalization fosters human investment health policies rather than neoliberal, “race to the bottom” cutbacks in public health expenditures.

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A comparison of the cost of research in South Africa's public research and higher education institutions

South African Journal of Science ◽

10.1590/s0038-23532008000600013 ◽

2008 ◽

Vol 104 (11/12) ◽

Author(s):

D.R. Walwyn

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Public Research ◽

Pricing Policy ◽

The Public ◽

Annual Salary ◽

Research Sector ◽

Salary Survey ◽

The Cost ◽

Comparative Information

Despite the importance of labour and overhead costs to both funders and performers of research in South Africa, there is little published information on the remuneration structures for researchers, technician and research support staff. Moreover, there are widely different pricing practices and perceptions within the public research and higher education institutions, which in some cases do not reflect the underlying costs to the institution or the inherent value of the research. In this article, data from the 2004/5 Research and Development Survey have been used to generate comparative information on the cost of research in various performance sectors. It is shown that this cost is lowest in the higher education institutions, and highest in the business sector, although the differences in direct labour and overheads are not as large as may have been expected. The calculated cost of research is then compared with the gazetted rates for engineers, scientists and auditors performing work on behalf of the public sector, which in all cases are higher than the research sector. This analysis emphasizes the need within the public research and higher education institutions for the development of a common pricing policy and for an annual salary survey, in order to dispel some of the myths around the relative costs of research, the relative levels of overhead ratios and the apparent disparity in remuneration levels.

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1. The Neoliberal Logic of Service-Learning

Philosophy and Theory in Higher Education ◽

10.3726/ptihe.2020.01.01 ◽

2020 ◽

Vol 2 (1) ◽

pp. 1-18 ◽

Cited By ~ 1

Author(s):

Megan Snider Bailey

Keyword(s):

Higher Education ◽

Service Learning ◽

Teaching And Learning ◽

Community Partnerships ◽

Market Forces ◽

Community Based ◽

University Partnerships ◽

Economic Changes ◽

The Public ◽

The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

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The Kothari Saga (1965–85)

10.1093/oso/9780199474943.003.0002 ◽

2018 ◽

Author(s):

R.V. Vaidyanatha Ayyar

Keyword(s):

Higher Education ◽

Gross Domestic Product ◽

Central Government ◽

National Policy ◽

Constitutional Amendment ◽

Educational Discourse ◽

Congress Party ◽

World Class ◽

World Class Universities ◽

National Policy On Education

This chapter outlines the exceptional composition of the landmark Kothari Commission, and its blend of idealism and realism. It offers a succinct account of the recommendations of the Kothari Commission, and the ferocious opposition to its recommendations regarding elementary and higher education, language policy, and the establishment of world class universities. It presents a candid critique of its recommendation that has become a hardy perennial of Indian educational discourse, namely that Government allocate at least 6 per cent of Gross Domestic Product (GDP) to education. It gives a crisp account of Independent India’s first National Policy on Education (1968). It also outlines the Constitutional Amendment of 1978 which made education a ‘concurrent subject’, and the educational initiatives of the short lived Janata Government (1976–8), India’s first non-Congress Party Central Government. It also outlines the key role played by J.P Naik in the Kothari Commission and Janata Government and evolution of his thinking.

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