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The text discusses the context and background for development of public-private partnership in the education sector. This development is based in the concept of New Public Management (New Governance) widespreaded in the policy and practice of governments since 1980 s. The article discuses an example of involvement of non-public actors in providing education: The Private Financial Initiative (PFI). PFI has become the predominant model for building and operating of new schools in the United Kingdom. The British experiences have been employed by other countries as the number and volume of educational investments conducted in the PPP formula is steadily growing. This process has been illustrated by the relevant European Investment Bank data. The text also features the Polish approach to contracting out public education services i.e. when local authorities entrusts the operation of public school to a private entity. This concept corresponds with the idea of community schools where local communities become authentic owners of the school itself and its assets.

W artykule omówiono zasady i mechanizmy zarządzania norweskim systemem oświatyz punktu widzenia jego podstawowego celu, tj. zapewnienia równych warunków nauczaniadla wszystkich dzieci, niezależnie od ich pochodzenia i statusu społeczno-ekonomicznegoucznia. Norwegia uchodzi za przykład państwa, w którym na politykę edukacyjną nieoddziaływał silnie nurt neoliberalizmu ekonomicznego oraz idee modernizacji sektorapublicznego w duchu nowego zarządzania publicznego. Norweski system oświaty cechujesię natomiast znacznym poziomem zdecentralizowania – lokalne struktury samorządoweodpowiedzialne są za zapewnienie miejsc do realizacji prawa do edukacji przedszkolnej,obowiązku szkolnego i prawa do nauki. Znakomita większość uczniów pobiera naukęw szkołach publicznych. Odnotowuje się jednak niewielki, lecz systematycznie wzrastający,udział sektora niepublicznego w oświacie oraz przypadki wykorzystywania instrumentówz zakresu kontraktowania usług publicznych, a także partnerstwa publiczno-prywatnego.

The article discusses the Norwegian response to the neoliberal movement of privatising public education. Neoliberal trends in public services, including education, mainly manifest themselves in the affirmation of the economic efficiency in public services provision, increased participation of private and non-governmental organisations and the creation of quasi-markets. In Norway likewise in other Scandinavian countries the reform of public sector has not been strongly influenced by neoliberal ideology and the New Public Management. On the other hand, it was the political decentralisation and empowerment of local communities that shaped the organisation and management of the school system. The primary aim of the Norwegian education is to ensure equality and inclusion for all students, regardless of their gender, abilities, family background, nationality and health condition. !e article presents the historical path of public and non-public schooling in Norway illustrated by the statistical data concerning kindergartens, schools and pupils respectively. The central and local government still provides the vast majority of public education services and the non-public sector remains limited. Nevertheless in the last 10 years the rise in the number of private schools has been noticed, especially in bigger cities and more affluent dwellings. In its final part the article presents the recent developments in the privatisation policy conducted by the conservative government in Norway. It deliberates postulates relating to modification of administrative procedures leading to the establishment of private schools, widening the school choice for parents as well as diversification of the teachers' professional status. It also sketches examples of the utilisation of private-public partnerships in construction and operationof public schools.

Due to complex socio-economic structural factors education seen as a public task (executed by the State governmental administration and local government) becomes subject to privatisation and deregulation process, in line with the subsidiarity principle. The article discusses theoretic grounds for the issue of performing public tasks according to the classic perspective as well as the concept of new public management; it also presents doubts and concerns related to privatisation of public tasks and privatisation of performing public tasks. Basis problems of school management (instituting, administering and closure) have been outlined in light of doctrine and administrative courts' jurisprudence. The articles sketches alternative institutional forms of educational tasks' execution, including schools administered by non-public entities. Trends in the public and non-public compulsory school sector have been exemplified by the relevant statistics. Furthermore, the article describes the prospects of developments in schooling run by local government units as well as possible legal amendments and examples of already taken initiatives. Finally, the Author attempts to assess the proposals for legal foundation of privatisation of educational tasks, in terms of ensuring equal access to education and achieving social cohesion.