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Title: Public-private partnerships (PPPs) in education in the Sultanate of Oman at the basic and post-basic education levels :towards a suggested framework
Authors: Al-Tubi, Raya Nasser Hamdan
Issue Date: 2014
Publisher: Newcastle University
Abstract: This research aims to explore the public–private partnership (PPP) phenomenon at the basic education and post-basic education levels in the Sultanate of Oman. Specifically, it identifies the types of existing PPPs and probes different stakeholders’ perspectives of PPPs. It also highlights the challenges that impede the effectiveness of PPPs in the Omani context and identifies approaches to alleviate them. Finally, it suggests a PPP framework for the Omani context. This study employed a case study design with a mixed-strategy approach to elicit data from a range of sources: the public education sector, the private education sector and other sectors. The research used semi-structured interviews, focus groups and documentary analysis as key data collection instruments. The public education sector participants comprised government officials, school principals and supervisors. The private education participants included school owners, school principals and chief executive officers (CEOs). Other participants were drawn from other governmental and non-governmental sectors. A total of four focus groups with 29 participants (six to nine participants in each group) and 32 semi-structured interviews covering participants from the different sectors were conducted. The research findings reveal that a range of PPPs exist in the Omani education context. These however, are predominantly informal and voluntary. They also seem to address financial aspects and rarely tackle key quality aspects such as curricula and learning outcomes. In this study, it transpires that in Oman, PPP is envisaged as a multi-stakeholder approach with reciprocal and long-term benefits rather than relating to privatisation or philanthropy. The research also concludes that PPPs in Oman seem to be challenged chiefly by political and regulatory impediments, as well as some practical barriers related to capacity and evaluation mechanisms. It is hoped that these results, together with the suggested PPP framework, will serve as a guideline for the promotion of public–private collaboration in education, as well as the development of a PPP programme at the basic education and post-basic education levels in Oman.
Description: PhD Thesis
Appears in Collections:School of Education, Communication and Language Sciences

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