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Critical Attributes of Public-Private Partnerships: A Case Study in Vocational Education

Critical Attributes of Public-Private Partnerships: A Case Study in Vocational Education

Hitendra Pillay, James J. Watters, Lutz Hoff
Copyright: © 2013 |Volume: 4 |Issue: 1 |Pages: 15
ISSN: 1947-8607|EISSN: 1947-878X|EISBN13: 9781466631427|DOI: 10.4018/javet.2013010103
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MLA

Pillay, Hitendra, et al. "Critical Attributes of Public-Private Partnerships: A Case Study in Vocational Education." IJAVET vol.4, no.1 2013: pp.31-45. http://doi.org/10.4018/javet.2013010103

APA

Pillay, H., Watters, J. J., & Hoff, L. (2013). Critical Attributes of Public-Private Partnerships: A Case Study in Vocational Education. International Journal of Adult Vocational Education and Technology (IJAVET), 4(1), 31-45. http://doi.org/10.4018/javet.2013010103

Chicago

Pillay, Hitendra, James J. Watters, and Lutz Hoff. "Critical Attributes of Public-Private Partnerships: A Case Study in Vocational Education," International Journal of Adult Vocational Education and Technology (IJAVET) 4, no.1: 31-45. http://doi.org/10.4018/javet.2013010103

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Abstract

The term ‘partnership’ is increasingly used by governments, industry, community organisations and schools in supporting their daily businesses. Similar to the terms ‘ICT’ and ‘learning’, ‘partnerships’ are now ubiquitous in policy discourse. Yet, the term remains ill-defined and ambiguous. This study reviews and reflects on a government led industry-school partnership initiative in the state of Queensland, Australia, to understand how the term is used in this initiative. Given the frequent use of Public Private Partnership (PPP) language, PPP was used as a framework to review this initiative. The methodology of this qualitative case study involved consultations with stakeholders and an analysis of Gateway schools documents, policy documents, and literature. The review suggests that despite the use of terminology akin to PPP projects in Gateway school and policy documents, the implicit suggestion that this initiative is a public-private partnership is untenable. The majority of principles shaping a PPP have not been considered to a significant extent in the Gateway project. Although the review recognises the legitimate and sincere purpose of the Gateway schools initiative, the adoption of a PPP framework during the design, monitoring, or evaluation stages could have strengthened the initiative in terms of outcomes, benefits, and sustainability.

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