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The flow of public funding to private actors in education: the Swedish case
Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå, Sweden; Centre for Research on Lifelong Learning and Education (CELE), University of Turku, Åbo, Finland.ORCID iD: 0000-0002-0209-558X
Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå, Sweden.ORCID iD: 0000-0002-2848-3548
Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå, Sweden.
University of Gothenburg, Gothenburg, Sweden.
2021 (English)In: Privatisation and commercialisation in public education: how the public nature of schooling is changing / [ed] Anna Hogan, Greg Thompson, London: Routledge, 2021, 1, p. 134-151Chapter in book (Refereed)
Abstract [en]

This chapter explores the Swedish case as an example of how privatisation and commercialisation intertwine by following the flow of public funding to private actors. We do this by studying two segments of the Swedish education market: i) education delivery and ii) training, consultancy and support services sold to municipalities and schools. Analysis of a longitudinal dataset based on municipal invoice data enabled us to identify the main actors and to shed light on issues of 'who buys what from whom'. The main private actors are analysed to identify who they are, their core missions, rationales and ownership. The analysis of market segments and the private actors illustrates how political reforms open up markets and invite private education companies to both deliver and profit from education and public funding in different ways. From a wider international perspective, the Swedish case offers some cautionary tales about the blurring of public–private boundaries in education, primarily in education delivery and the expansion of for-profit free schools, the 'privatisation of knowledge' when private consultancy actors become knowledge providers and the increasing financialisation of education.

Place, publisher, year, edition, pages
London: Routledge, 2021, 1. p. 134-151
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Educational Sciences
Identifiers
URN: urn:nbn:se:oru:diva-89174DOI: 10.4324/9780429330025-11ISBN: 9781000202229 (electronic)ISBN: 9780367351458 (print)OAI: oai:DiVA.org:oru-89174DiVA, id: diva2:1524264
Available from: 2021-02-01 Created: 2021-02-01 Last updated: 2021-02-25Bibliographically approved

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Benerdal, Malin

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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  • de-DE
  • en-GB
  • en-US
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  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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