Public Private Partnership (PPP) is a well established methodology for procuring public works projects. By incorporating the private sector’s expertise, efficiency, innovation, business sense, risk sharing, financing etc. into public works projects, the quality of public services and facilities can be uplifted. Like many jurisdictions, Hong Kong is also keen to take aboard this methodology which is so familiar but yet so distant. Although they have been one of the first jurisdictions to utilise the private sector in public works projects, their comfortable financial reserves has meant that there has been no urge to push the movement until recently. PPP has become increasingly popular amongst governments. The Hong Kong Special Administrative Region (HKSAR) government is no exception. Some of the more active works departments have commissioned studies to investigate the best ways to deliver these projects, others have even trialed the method themselves. The efficiency Unit of the HKSAR government has also become an active arm in conducting research in this area. Although so, the information that is currently available is still very broad. Building from their works there is a need to develop a best practice framework for implementing PPP projects in Hong Kong by incorporating international experiences. To develop a best practice framework will require thorough investigation into the benefits, difficulties and critical success factor of PPP. PPP should also be compared with other procurement methods. In order to do so it is important to clearly understand the local situation by an analysis of projects conducted to date. Lessons learnt can further be derived from other countries and incorporated to those derived locally. Finally the best conditions in terms of project nature, complexity, types, and scales for adopting PPP should be derived. The aim and objectives of this study were achieved via a comprehensive literature review, in-depth case analyses, interview survey with experts from both Hong Kong and overseas, and finally a large scale data collection was conducted via a questionnaire survey with PPP practitioners. These findings were further triangulated before they were used as the basis to form the best practice framework presented in this thesis. The framework was then further validated by PPP experts to ensure it is comprehensive, objective, reliable and practical. This study has presented a methodology that can be adopted for future studies. It has also updated our knowledge on the development trends of PPP as well as opened up the experiences of other jurisdictions. The findings have shown that the local industry is familiar with “what” should be done in PPP projects but they are unsure of “how” these goals can be achieved. This framework has allowed this further knowledge to be delivered to PPP practitioners. As a result, the development of this framework can help to resolve the current economic crisis by encouraging more developments and business opportunities for the private sector. In addition, the correct projects can be delivered by PPP, the advantages of PPP can be maximised, and the general public can benefit from the private sector’s participation.

Universiẗat, Diss.--Erlangen-Nürnberg, 2007.

Universiẗat, Diss.--Leipzig, 2007.

Zugl.: Weimar, Bauhausuniv., Diss.

Zugl.: Giessen, Univ., Diss., 2009

Le vocable des partenariats public-privé est peu utilisé par les textes officiels. Autrement dit, cette notion est peu définie d’une manière précise et didactique en droit positif français. L’appréhension de cette notion coïncide avec l’analyse du régime des montages juridico-financiers de la commande publique, résultant de la position de la collectivité publique en tant que demandeur de biens ou de services sur le marché. L’objectif commun à tous ces montages est de permettre le préfinancement privé d’ouvrages publics, de faire bénéficier les personnes publiques du savoir-faire du secteur privé et d’allouer de manière optimale les risques entre les parties.Toutefois, cette efficacité financière n’est pas systématique, d’où un encadrement juridique et modulé s’avère nécessaire. Ce qui implique l’opportunité du suivi de l’équilibre durant tout le processus contractuel et non pas uniquement la recherche d’une échappatoire aux règles de droit public. Il s’agit In fine de pallier l’asymétrie d’information et ce en faveur de la personne publique, mais en renforçant le contrôle de l’exécution de la dépense publique, par des organismes de nature diverse, notamment administrative, juridictionnelle et politique.Enfin, le contrôle exercé par le juge pénal sur les acheteurs publics, à l’instar du juge administratif en matière de contentieux précontractuel et contractuel, contribuent davantage la stabilité et la sécurité des relations contractuelles. / The term public, private partnership is not largely used by official consolidated texts. In other words, this notion is not much defined precisely and didacticly in the French positive pole. The apprehension of this notion matches with the analysis of the system of arranging legal financing of the public procurement, resulting from the position of public corporation as requisitioner of goods and services on the market. The common objective of all these arrangements aims to allow free pre-financing of private public works that are required and those that are permitted, to enable people to well benefit of private sector and allocate adequately (get expertise) all optimal risks between parties.However, this financial effectiveness is not systematic, so it’s necessary to emplement a judicial and moduled framework which implies the opportunity of follow up and monitoring for the balancing and stability all along the contractual processus and not only an escape (or violating) rules of public laws.All in all, the aim is to alleviate and overcome asymetric information for the benefit of public sector, but still reinforcing control of public execution via various organisms, mainly administrative, judicial and political. In the end, the study (investigations) conducted by the penal judge concerning the public buyers like the administrative judge about pre-contractual and contractural litigation, leads to complete stability and full security of contractual relations.

O presente estudo analisa a parceria entre a rede municipal de ensino de Sapiranga e o Instituto Ayrton Senna, revelando as conseqüências dessa para a gestão educacional, discutindo a relação do público e do privado na educação. O marco teórico é a crise do capital, que tem entre suas estratégias de superação o Neoliberalismo e a Terceira Via, propondo a reforma do Estado para a solução de uma crise centrada no Estado. Em 1995, no Brasil, é criado o Ministério de Administração e Reforma do Estado, que cria o Plano Diretor da Reforma do Aparelho do Estado, o qual propunha a descentralização de serviços, até então de exclusividade do Estado, incluindo a sociedade civil organizada, o Terceiro Setor ou público não-estatal. Outra faceta da publicização foi a introdução, na gestão pública, do quase-mercado, ou seja a lógica da iniciativa privada agindo no setor público. Diante disso, é apresentado como a gestão escolar vem se reconfigurando nos últimos anos, principalmente nos anos 1980, com a luta pela gestão democrática do ensino público, e como esta é ressignificada na década de 1990, quando as políticas de descentralização se acentuam e trazem, para as políticas sociais, em especial para a educação, novos padrões de gestão. Este trabalho apresenta o convênio de um sistema de ensino público (Sapiranga) com o Instituto Ayrton Senna, como forma de materialização dessas políticas, e as implicações para a gestão da escola pública pesquisada. / The presente study analyses the partnership between the educational system of Sapiranga and the Ayrton Senna Institute, revealing the consequences that it brings to the educacional management, discussing the relationship between the public and the private sphere in education. The theoric base is the capital’crisis, that has as one of it’s superation strategies the Neo-Liberalism and the Third Way, proposing a State` reform for solution of a crisis centred on the State. In 1995, in Brazil, is created the Administration and State’s Reform Ministry, that creates the Director Plan of the State’s Apparatuses Reform, that proposes the descentralization of services, until then, exclusives from the state, including now the organized civil society, the Third Sector and the public non-governamental sphere. Another face of that publicization was the introduction, on public management, of the almost-market, the logic of the private sphere acting on the public sphere. Facing that, is presented how the school’s management has been reconfigurated in the last years, especially in the 1980’s, with the battle for the democratic management of public education, and how this one is resignified in the 1990`s, when the descentralization politics increase and bring, for social politics, especially for education, a new standard of public management. This study presents the accord between a public educacional system (Sapiranga) and Ayrton Senna Institute, as a real form of these kind of politics, and it’s consequences on public schools` management.

The present dissertation titled "the program Management Note 10: public-private partnership in education" has as its main objective to analyze the public private partnership between the Department of education of the State of Pernambuco and the Instituto Ayrton Senna, through adherence to Program Management Note 10, highlighting the implications of the management of the public school. As methodological strategy, we opted for a case study of qualitative nature, having as a locus of network education school of Pernambuco. The subjects of the research are the team manager and two teachers, distributed between the State Department of Education of the State (SEEP) of Pernambuco, the Regional Manager of Southern Education (GRE/AM) and school search. The data collection took place from semi-structured interviews and analysis of official documents provided by the SEEP. The theoretical landmark is the crisis of capital, having among its strategies to overcome neoliberalism and the third way, proposing to reform the State from the premise that the State is in crisis-and not the capital. The changes evident in the field of educational management in the 1990 are part of the reform of the State Apparatus, that through the strategic plan of the reform of the State apparatus-(PDRAE), has been reorganizing the public spaces proposing the decentralization of services and the transfer of what was once the sole responsibility of the State for organised Civil society and the third sector or public non-State : the call publication. The results of this survey suggest a strengthening of control over public management education, an overvaluation of educational contents, and a growing number of partnerships as new management tool in the planning and execution of activities before the State exclusivity, resulting in a significant reduction in the autonomy of the school management team. / Fundação de Amparo a Pesquisa do Estado de Alagoas / A presente dissertação intitulada “O Programa Gestão Nota 10: parceria público-privado na educação” tem como objetivo principal analisar a parceria público privado entre a Secretaria de Educação do Estado de Pernambuco e o Instituto Ayrton Senna, através da adesão ao programa Gestão Nota 10, destacando as implicações da mesma para a gestão da escola pública. Como estratégia metodológica, optou-se pela realização de um estudo de caso de cunho qualitativo, tendo como lócus uma escola da rede estadual de educação de Pernambuco. Os sujeitos da pesquisa são a equipe gestora e dois professores, distribuídos entre a Secretaria Estadual de Educação do Estado (SEEP) de Pernambuco, a Gerência Regional de Educação do Agreste Meridional (GRE/AM) e a escola pesquisada. A coleta dos dados realizou-se a partir de entrevistas semiestruturadas e análise dos documentos oficiais disponibilizados pela SEEP. O marco teórico é a crise do capital, tendo entre suas estratégias de superação o Neoliberalismo e a Terceira Via, propondo reformar o Estado a partir da premissa que o Estado está em crise - e não o capital. As mudanças que se evidenciam no âmbito da gestão educacional na década de 1990 são parte da Reforma do Aparelho Estado, que através do Plano Diretor da Reforma do Aparelho do Estado - (PDRAE), vem reorganizando os espaços públicos propondo a descentralização dos serviços e a transferência do que antes era de responsabilidade exclusiva do Estado para a Sociedade Civil Organizada e o Terceiro Setor ou público não estatal: a chamada publicização. Os resultados desta pesquisa sugerem uma intensificação do controle sobre a gestão pública educacional, uma supervalorização dos índices educacionais, e um crescente número de parcerias como nova ferramenta de gestão no planejamento e execução das atividades antes de exclusividade do Estado, implicando em uma redução significativa na autonomia da equipe gestora da escola.

O presente estudo analisa a parceria entre a rede municipal de ensino de Sapiranga e o Instituto Ayrton Senna, revelando as conseqüências dessa para a gestão educacional, discutindo a relação do público e do privado na educação. O marco teórico é a crise do capital, que tem entre suas estratégias de superação o Neoliberalismo e a Terceira Via, propondo a reforma do Estado para a solução de uma crise centrada no Estado. Em 1995, no Brasil, é criado o Ministério de Administração e Reforma do Estado, que cria o Plano Diretor da Reforma do Aparelho do Estado, o qual propunha a descentralização de serviços, até então de exclusividade do Estado, incluindo a sociedade civil organizada, o Terceiro Setor ou público não-estatal. Outra faceta da publicização foi a introdução, na gestão pública, do quase-mercado, ou seja a lógica da iniciativa privada agindo no setor público. Diante disso, é apresentado como a gestão escolar vem se reconfigurando nos últimos anos, principalmente nos anos 1980, com a luta pela gestão democrática do ensino público, e como esta é ressignificada na década de 1990, quando as políticas de descentralização se acentuam e trazem, para as políticas sociais, em especial para a educação, novos padrões de gestão. Este trabalho apresenta o convênio de um sistema de ensino público (Sapiranga) com o Instituto Ayrton Senna, como forma de materialização dessas políticas, e as implicações para a gestão da escola pública pesquisada. / The presente study analyses the partnership between the educational system of Sapiranga and the Ayrton Senna Institute, revealing the consequences that it brings to the educacional management, discussing the relationship between the public and the private sphere in education. The theoric base is the capital’crisis, that has as one of it’s superation strategies the Neo-Liberalism and the Third Way, proposing a State` reform for solution of a crisis centred on the State. In 1995, in Brazil, is created the Administration and State’s Reform Ministry, that creates the Director Plan of the State’s Apparatuses Reform, that proposes the descentralization of services, until then, exclusives from the state, including now the organized civil society, the Third Sector and the public non-governamental sphere. Another face of that publicization was the introduction, on public management, of the almost-market, the logic of the private sphere acting on the public sphere. Facing that, is presented how the school’s management has been reconfigurated in the last years, especially in the 1980’s, with the battle for the democratic management of public education, and how this one is resignified in the 1990`s, when the descentralization politics increase and bring, for social politics, especially for education, a new standard of public management. This study presents the accord between a public educacional system (Sapiranga) and Ayrton Senna Institute, as a real form of these kind of politics, and it’s consequences on public schools` management.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present dissertation aimed at discussing and issuing the challenges to democracy in the management of public education from the new benchmarks for public management revealed through changes in the world work and the role of the state, considering the object of study as the proposal "modernization of educational management" in force in state government of Rio Grande do Sul (Yeda Crusius Management 2007-2010). Thus, we find historically the issue between the project of construction of the democratic management as a constitutional principle and the new pattern of management (managing administration), now being incorporated into public administration from the movement of state reform, as driven strategy of overcoming the capitalist crisis of the 1970s. Given this paradoxical scenario analyzes the path of democratic management of public education the state of RS from the first movements to build this logic of management, it highlights the progress and constrains the issues, facing the adoption of management practices by state governments. Therefore, focusing on the propositions of the current government for education, it is analyzed by means of desk research, the proposed "modernization of educational management" with reference to the actions of the project Professor Nota 10 Valorização do Magistério (A Grade Teacher valorization of the Teaching), which is part of the Project Programa Estruturante Boa Escola para Todos (Structuring a Good School to Everybody) which includes guidelines for action of the State Department of Education and partnerships with private institutions to improve teaching quality through management strategies: Consultancy for the Quality of Education - SESI - RS and the Project Future Youth as a partnership with Unibanco. From the analysis of the documents, guided by the technique of content analysis, it became clear that the proposed "modernization of educational management" is woven into the management model that forms part of the government, which is driven by NGOs specializing in management consultancy, the proposals of Agenda 2020 and the requirements for the loan of the state at the World Bank, aiming at the inclusion of "modern management practices" in order to adjust to the State. The analysis of the proposed change in state law for Democratic Management, inserted in the Project Professor Nota 10 points to the introduction of management inspired by the business community, such as management contracts and meritocracy, in order to increase the efficiency and effectiveness of spending education, reshaping the autonomy and participation of the school community for the implementation of contracted targets. Regarding the projects of public-private partnerships, highlights the integration of business management model of capitalist values of competitiveness and awards in schools and private funding in education, reporting the logic of publicity departments of State and the inclusion of emergent markets in education. The introduction of these mechanisms in school management decharacterizes the project of democratic management, a time which reprocesses the educational management techniques and introduces the private management at the expense of the active participation of the school community, adopting the logic of capitalist management education, which had been strongly criticized in the 1980s. / A presente dissertação teve como propósito discutir e problematizar os desafios impostos à democratização da gestão do ensino público a partir dos novos marcos de referência para a gestão pública oriundos das mudanças no mundo no trabalho e no papel do Estado, tendo como objeto de estudo a proposta de modernização da gestão educacional em vigor no governo estadual do Rio Grande do Sul (Governo Yeda Crusius/Gestão 2007-2010). Para tanto, situam-se historicamente os impasses entre a construção do projeto de gestão democrática como princípio constitucional e o novo padrão de gestão (gestão gerencial), que passou a ser incorporado à gestão pública a partir do movimento de reforma do Estado, impulsionado como estratégia de superação da crise capitalista da década de 1970. Diante deste cenário paradoxal, analisa-se a trajetória da gestão democrática do ensino público estadual do RS desde os primeiros movimentos de construção desta lógica de gestão evidenciando os avanços e os impasses frente à adoção de práticas de gestão gerencial pelos governos estaduais. Tendo como foco as proposições do atual governo para a educação, analisa-se, através de pesquisa documental, a proposta de modernização da gestão educacional tomando como referência as ações do Projeto Professor Nota 10 valorização do Magistério , que faz parte do Programa Estruturante Boa Escola para Todos , o qual abarca as diretrizes de ação da Secretaria Estadual de Educação e as parcerias firmadas com instituições privadas para a melhoria da qualidade do ensino através de estratégias de gestão: Consultoria para Educação de Qualidade SESI-RS e o Projeto Jovem de Futuro em parceria com o Instituto Unibanco. A partir da análise dos documentos, orientada pela técnica de Análise de Conteúdo, evidenciou-se que a proposta de modernização da gestão educacional encontra-se entrelaçada ao modelo de gestão inserido no âmbito do governo, o qual é orientado por ONGs especializadas em consultoria em gestão, pelas proposições da Agenda 2020 e pelas exigências de contrapartida do empréstimo do Estado com o Banco Mundial, tendo como objetivo a inserção de práticas modernas de gestão com vistas ao ajuste fiscal do Estado. A análise da proposta de mudança na Lei Estadual de Gestão Democrática, inserida no Projeto Professor Nota 10 aponta para a introdução de mecanismos de gestão inspirados no universo empresarial, como os contratos de gestão e a meritocracia, com vistas a aumentar a eficiência e eficácia dos gastos educacionais, redimensionando a autonomia e a participação da comunidade escolar para o âmbito da execução de metas contratadas. Em relação aos projetos das parcerias público-privadas, evidencia-se a inserção do modelo de gestão empresarial, de valores capitalistas de competitividade e premiação no âmbito escolar e o financiamento privado na educação, efetivando a lógica de publicização dos serviços do Estado e a inserção de quasemercados na educação. A introdução destes mecanismos na gestão escolar descaracteriza o projeto de gestão democrática, uma vez que recentraliza os processos de gestão educacional e introduz técnicas privadas de gestão em detrimento da participação ativa da comunidade escolar, retomando a lógica de administração capitalista na educação, que já fora fortemente criticada na década de 1980.