Social Foundations of Public-Private Partnerships in Education: The Historical Cases of Post-War Singapore and Hong Kong

Autor/in	Wong, Ting-Hong
Titel	Social Foundations of Public-Private Partnerships in Education: The Historical Cases of Post-War Singapore and Hong Kong
Quelle	In: History of Education, 44 (2015) 2, S.207-224 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2014.979256
Schlagwörter	Partnerships in Education; Foreign Countries; Social Influences; Public Education; Private Education; Educational History; Muslims; Political Attitudes; Government Role; Asians; Futures (of Society); Comparative Education; Educational Policy; Educational Development; Hong Kong; Singapore + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Ausland; Sozialer Einfluss; Öffentliche Erziehung; Privatunterricht; History of education; Bildungsgeschichte; Muslim; Muslimin; Political attitude; Politische Einstellung; Asian; Asiat; Asiatin; Asiaten; Asiate; Future; Society; Zukunft; Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Bildungsentwicklung; Hongkong; Singapur
Abstract	This paper compares public-private partnerships (PPPs) in education in post-war Singapore and Hong Kong. After the Second World War the Singapore government shied away from PPPs, while the state in Hong Kong collaborated extensively with the non-state sector in education. Singapore was a small city-state flanked by two Muslim nations, and its post-war regime faced challenges from the Malayan Communist Party. These pressures curbed the state's involvement with missionary and Chinese bodies in education. Hong Kong, however, was a mono-racial society without any anti-Chinese neighbours, and its authorities were seldom challenged by a militant antagonist. Thus, its government was freer to involve non-state agents in education. This study reveals that PPPs are viable only when suitable non-state partners exist and when the state does not believe that such undertakings would expose the school system to an antagonist. It also urges scholars in future to explore the socio-political preconditions for PPPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01