Public-Private Partnerships: Organisational Conformity of Private Providers to Meet Market Demands Mahlubi Mabizela Human Sciences Research Council Programme for Research on Private Higher Education (PROPHE) Mahlubi Mabizela Human Sciences Research Council Programme for Research on Private Higher Education (PROPHE)

Structure of Presentation 1.Background 2.PPPs in Historical Perspective 3.Policy Environment 4.Theoretical Framework for Analysis of the PPPs 5.A Typology of PPPs 6.What Underpins PPPs? 7.Conclusion 1.Background 2.PPPs in Historical Perspective 3.Policy Environment 4.Theoretical Framework for Analysis of the PPPs 5.A Typology of PPPs 6.What Underpins PPPs? 7.Conclusion

1. Background Based on empirical study of PPPs in the provision of HE in SA. The study sought to answer why PPPs? what shapes & forms they take? What purposes they serve? Their contribution to HE landscape. The study involved total of 12 publics & 57 privates with 58 partnerships and covering partnership students Based on empirical study of PPPs in the provision of HE in SA. The study sought to answer why PPPs? what shapes & forms they take? What purposes they serve? Their contribution to HE landscape. The study involved total of 12 publics & 57 privates with 58 partnerships and covering partnership students

2. PPPs in Historical Perspective ‘Old generation’ Partnerships -Occurred prior late 1980s -PPPs that include Professional Institutes, some Comprehensive Correspondence Colleges and some religious colleges ‘New generation’ Partnerships -Started in the 1990s -Largely comprise public sector franchised programmes offered face-to- face at the private partner institutions ‘Old generation’ Partnerships -Occurred prior late 1980s -PPPs that include Professional Institutes, some Comprehensive Correspondence Colleges and some religious colleges ‘New generation’ Partnerships -Started in the 1990s -Largely comprise public sector franchised programmes offered face-to- face at the private partner institutions

3. Policy Environment of PPPs A laissez faire - developed despite 1984 policy on PPPs. This was due to a liberal constitution, but the 1997 HE legislation regulated PPPs. National Plan on HE of 2001 that further tightened operations of PPPs in HE. A laissez faire - developed despite 1984 policy on PPPs. This was due to a liberal constitution, but the 1997 HE legislation regulated PPPs. National Plan on HE of 2001 that further tightened operations of PPPs in HE.

4. A Theoretical Framework for Analysis of PPPs ‘Natural selection model’ as applied in socio-economic sciences

4. A Typology of Partnerships Both a finding and a tool for analysis. Set on the basis of: a)nature of the relationship and b)purpose of the partnership c)type of business of private partners d)focus of private partner’s services e)other functions private partners perform Both a finding and a tool for analysis. Set on the basis of: a)nature of the relationship and b)purpose of the partnership c)type of business of private partners d)focus of private partner’s services e)other functions private partners perform

The Typology (continued) Service Partnerships (9). Professional Institutes Partnerships (1). Tuition Partnerships.  Specialist Partnerships (24).  Comprehensives (11).  Capacity Development (3).  Access Partnerships (7). Service Partnerships (9). Professional Institutes Partnerships (1). Tuition Partnerships.  Specialist Partnerships (24).  Comprehensives (11).  Capacity Development (3).  Access Partnerships (7).

(findings continued 1) 85% private partner institutions for-profit. 85% students in distance education private partner institutions. 51% programmes in Business and Management Studies. 64% students in Education 85% private partner institutions for-profit. 85% students in distance education private partner institutions. 51% programmes in Business and Management Studies. 64% students in Education

(findings continued 2) Private partner institutions flexibly provide physical access to HE in areas where public institutions are unable to reach – in the cities and not rural areas. Despite many programmes in Business and Management studies a huge demand is in teacher qualifications upgrading, hence education enrolls most students. Paradoxically, there is a demand for face-to-face contact in distance education provision. Private partner institutions flexibly provide physical access to HE in areas where public institutions are unable to reach – in the cities and not rural areas. Despite many programmes in Business and Management studies a huge demand is in teacher qualifications upgrading, hence education enrolls most students. Paradoxically, there is a demand for face-to-face contact in distance education provision.

(Implications continued 2) Existing tight government policy needs balancing with making facilities available to educators to upgrade their qualifications without leaving their workplaces. No nurturing of private partner institutions – except in very few partnerships No set goals and objectives for partnerships. Existing tight government policy needs balancing with making facilities available to educators to upgrade their qualifications without leaving their workplaces. No nurturing of private partner institutions – except in very few partnerships No set goals and objectives for partnerships.