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f-f c e . c a](w w w. c t f-f c e . c a)  \nAuthor  \nBernie Froese-Germain is a Researcher at the Canadian Teachers’ Federation.  \nResearch  \nBernie Froese-Germain and Gemma Pinchin  \nLayout  \nLynne Richard  \nCover Design  \nNathalie Hardy  \nTranslation  \nMarie-Hélène Larrue and Marie-Caroline Uhel  \nCanadian Teachers’ Federation 2490 Don Reid Drive Ottawa, Ontario K1H 1E1  \nTel: 613-232-1505 or 1-866-283-1505 (toll free)  \nFax: 613-232-1886  \n[www.ctf-fce.ca](www.ctf-fce.ca)  \nCopyright © 2016 by the Canadian Teachers’ Federation.  \nAll rights reserved. Printed in Canada. Any reproduction in whole or in part without the prior written consent of the Canadian Teachers’ Federation is prohibited.  \nISBN 978-0-88989-415-0  \nTABLE OF CONTENTS  \nIntroduction................................................................................................................................................................................. 1  \nCTF Member Organizations ...................................................................................................................................................4  \nOther Teacher Organizations ............................................................................................................................................. 30  \nA Glimpse at the Education Privatization Landscape – Some Overall Observations ..................................... 33  \nAppendices  \nAppendix A – Policy and/or position paper on education privatization ............................................................ 37  \nAppendix B – Guidelines for partnerships/alliances on corporate involvement in education .................. 47  \nINTRODUCTION  \n“The profit motive has no place in dictating what is taught, how it’s taught, how it’s assessed nor how our schools are organised.”  \n‐ Angelo Gavrielatos  \nEducation privatization has grown in tandem with the spread of neo-liberal ideology around the globe. While the privatization of education is not a new phenomenon, what has changed over the past few decades is the sheer scope, scale and penetration of privatization in the education sector.  \nThe Canadian Teachers’ Federation (CTF) believes strongly that public education must remain independent of privatization because it undermines educational equity and quality, and it erodes the principles of education as a basic human right and a public good.  \nIn its project strategy paper,“A Global Response to Commercialisation and Privatisation In/Of Education”, Education International (EI) usefully distinguishes between privatisation of public education and privatisation in public education:  \n􀁸 Privatisation of public education – these are forms of privatisation which “involve the opening up of public education services to private sector participation on a for-profit basis and using the private sector to design, manage or deliver aspects of public education.” Examples include public-private partnerships (P3s); student information systems; online learning; contracting out education services; corporate influence on educational decision-making.  \n􀁸 Privatisation in public education – these are “forms of privatisation [which] involve the importing of ideas, techniques and practices from the private sector in order to make the public sector more like businesses and more business-like.” Examples include merit pay schemes; evaluating teachers on the basis of student test scores; the role of school administrators as business managers vs. instructional leaders.  \nEI describes UK-based Pearson PLC as “the most profitable corporation operating in the global education market”. It has rebranded itself as the “world’s leading education company”, operating in over 90 countries with global sales in the billions of dollars.  \nPearson’s corporate strategy is based on “creating a vertical integration of its products, most of which are technology","cbCaimmMfygJo8Oa","https://ap.wps.com/l/cbCaimmMfygJo8Oa","pdf",2703326,"English","# Introduction\n## CTF Member Organizations\n## Other Teacher Organizations\n## A Glimpse at the Education Privatization Landscape – Some Overall Observations\n# Appendices\n## Appendix A – Policy and/or position paper on education privatization\n## Appendix B – Guidelines for partnerships/alliances on corporate involvement in education","[{\"question\":\"What distinction does the report make between two forms of education privatization?\",\"answer\":\"It differentiates privatization of public education, where public services are opened to private for-profit participation to design, manage, or deliver, from privatization in public education, where private-sector ideas and practices are imported to make the public sector more business-like.\"},{\"question\":\"How does the report describe Pearson’s corporate approach to education?\",\"answer\":\"It presents Pearson as pursuing a vertically integrated strategy tied to technology, covering content provision, tracking student data via information systems, standardized testing and preparation, teacher licensing tests, and operating schools in addition to other education-related services.\"},{\"question\":\"Why does the Canadian Teachers’ Federation oppose education privatization?\",\"answer\":\"The report states that CTF believes public education must remain independent of privatization because it undermines educational equity and quality and erodes education’s principles as a basic human right and a public good.\"}]","Public Education A Public Good - Report on Privatization of K-12 Education in Canada | PDF",1792044069,151]