In their latest work, renowned researchers Carolina Junemann and Stephen J. Ball present a compelling read for anyone concerned about the right of every child to a free quality public education.
Around the world there is an ever-growing concern associated with the continual rise of the commercialisation and privatisation in and of education driven by large global EDU-businesses, the operations of which are being allowed, facilitated and at times promoted by governments.
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This rapid growth of EDU-business is motivated by the desire on the part of global capital to access the relatively untapped education market valued at approximately $4.5 to $5 USD trillion per year. Having identified the lucrative nature of the education market, and in particular how much the resource of children and their education represents, global education corporations have set about trying to influence and control education in order to satisfy their profit motives.
The exponential growth and influence over public/education policy by large global EDU-businesses in pursuit of their business interests is undermining the right of all students to free quality education, creating and entrenching inequalities in education, undermining the working conditions and rights of education workers and eroding democratic decision-making and public accountability in relation to education governance.
Among the most influential corporations operating in the global education market is the education conglomerate Pearson.
In their latest study, Pearson and PALF: The Mutating Giant, researchers Carolina Junmann and Stephen J. Ball reveal how Pearson and its Pearson Affordable Learning Fund (PALF) is different from most other businesses seeking government contracts. Through aggressive lobbying, campaign contributions and PR efforts, Pearson exerts great influence over policymaking and policymakers in many countries.
Describing what could be interpreted as giving rise to a potential conflict of interest, this research highlights why the profit motive has no place in dictating what is taught, how it is taught nor how it is assessed or how schools are organised.
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